Technical Notes

Kindergarten Readiness

Assessments:

  • Currently, there is no single indicator used to measure Kindergarten Readiness in Wisconsin.
  • We have used the Phonological Awareness and Literacy Screener (PALS) as a proxy.

Notes:

  • PALS was a required exam in the state of Wisconsin, but starting with the 2015-16 school year, DPI granted districts the freedom to choose their preferred screener. As a result, DPI will no longer collect/provide this data. MPS has chosen to continue using PALS. Going forward, Milwaukee Succeeds will no longer report data on this indicator.
  • YoungStar ratings are on a 1 to 5 scale intended to offer parents, educators, and researchers information on the varying quality of childcare centers.
  • The measure “Economically Disadvantaged” is used when a student qualifies for free or reduced price lunch.
  • In some cases, data is redacted to protect the privacy of students and respondents, which may result in reports with missing categories.

Sources:

  • Immunization: Department of Health Services, Wisconsin Immunization Registry
  • YoungStar: Department of Children and Families
  • PALS: Wisconsin Department of Public Instruction
  • WKCE: Wisconsin Department of Public Instruction

3rd Grade Reading Proficiency

Assessments:

  • The Wisconsin Knowledge and Concepts Exam (WKCE) was the standard exam required in Wisconsin to measure student progress from 3rd to 8th and 10th grade prior to the 2014-15 school year.
  • The Badger exam replaced the WKCE for the 2014-15 school year in an effort to conform to Common Core standards.
  • In the 2015-16 school year, the Forward exam replaced the Badger exam.
  • MPS used the Measures of Academic Progress (MAP) up until 2015-16, at which time they switched to the STAR assessment as their progress monitoring tool. Other schools still use the MAP as a progress monitoring tool.

Notes:

  • Because of the three different exams, score comparison is discouraged as the exams have different result distributions, and were administered at different times of the year and through different methods
  • Proficiency is defined by a code given by the Department of Public Instruction (DPI) based on exam scores, measuring from 1 to 4. Those students who scored a 3 or 4 are considered proficient or advanced.
  • The measure “Economically Disadvantaged” is used when a student qualifies for free or reduced price lunch
  • In some cases, data is redacted to protect the privacy of students and respondents, which may result in reports with missing categories

Sources:

  • WKCE: Wisconsin Department of Public Instruction
  • Badger: Wisconsin Department of Public Instruction

8th Grade Math Proficiency

Assessments

  • The Wisconsin Knowledge and Concepts Exam (WKCE) was the standard exam required in Wisconsin to measure student progress from 3rd to 8th and 10th grade prior to the 2014-15 school year.
  • The Badger exam replaced the WKCE for the 2014-15 school year in an effort to conform to Common Core standards.
  • In the 2015-16 school year, the Forward exam replaced the Badger exam.

Notes:

  • Because of the three different exams, score comparison is discouraged as the exams have different result distributions, and were administered at different times of the year and through different methods.
  • Proficiency is defined by a code given by the Department of Public Instruction (DPI) based on exam scores, measuring from 1 to 4 Those students who scored a 3 or 4 are considered proficient or advanced.
  • The measure “Economically Disadvantaged” is used when a student qualifies for free or reduced price lunch.
  • In some cases, data is redacted to protect the privacy of students and respondents, which may result in reports with missing categories.

Sources:

  • WKCE: Wisconsin Department of Public Instruction
  • Badger: Wisconsin Department of Public Instruction

High School Completion

Notes:

  • High School Completion Rate is calculated by dividing those students who graduated High School in 4 years by the total number of students in their cohort.
  • Attendance rates are calculated by dividing the total days that students attended class by the total possible days that students could have attended class.
  • The measure “Economically Disadvantaged” is used when a student qualifies for free or reduced price lunch.
  • In some cases, data is redacted to protect the privacy of students and respondents, which may result in reports with missing categories.
  • Currently, we only have this data for public and charter school students.

Sources:

  • High School Completion: Wisconsin Department of Public Instruction
  • Attendance: Wisconsin Department of Public Instruction

Postsecondary Enrollment

Assessments:

  • The ACT is a college placement exam offered to high school juniors and seniors that measures a student’s college readiness.

Notes:

  • The Free Application for Federal Student Aid (FAFSA) is a free service offered to any high school student looking to attend a postsecondary institution operated by the US Department of Education.
  • On the charts, 1st month refers to the first month the applications were open, 2nd month refers to the second month applications were open, and so on.
    • For years prior to 2016-17, the 1st month was January.
    • Beginning in 2016-17, the application period opened October 1st in students' senior year of high school.
  • Postsecondary Enrollment rates are calculated by dividing the number of seniors enrolled in a postsecondary institution by the number of students that completed high school.
  • The measure “Economically Disadvantaged” is used when a student qualifies for free or reduced price lunch.
  • In some cases, data is redacted to protect the privacy of students and respondents, which may result in reports with missing categories.
  • Currently, we only have this data for public and charter school students.

Sources:

Postsecondary Completion

Notes:

  • Completion rates are calculated by dividing the number of students in a cohort who enrolled in a postsecondary institution by the number of students in that same cohort who graduated from a postsecondary institution within 6 years. Milwaukee Succeeds prefers to measure completion as the percentage of students who graduate from a postsecondary institution within 150% time (3 years for a 2-yr degree; 6 years for a 4-yr degree), but we are currently unable to get this differentiated data.
  • The measure “Economically Disadvantaged” is used when a student qualifies for free or reduced price lunch.
  • In some cases, data is redacted to protect the privacy of students and respondents, which may result in reports with missing categories.
  • Currently, we only have this data for public and charter school students.

Sources:

  • Wisconsin Department of Public Instruction, customized report

Social and Emotional Learning

Assessments:

  • The Deveraux Student Strengths Assessment (DESSA) is an assessment designed to track progress in students’ social emotional learning in Kindergarten through 8th grade.
  • The Developmental Assets Profile (DAP) is a survey designed to assess how youth in 6th to 12th grade are faring in their social and emotional health.

Notes:

  • The Collaborative for Academic, Social and Emotional Learning (CASEL) was developed in Chicago to promote the expansion of SEL health. Milwaukee Succeeds is seeking to work with CASEL to develop a unified SEL approach in Milwaukee schools.
  • Second Step is a curriculum endorsed by CASEL and offers lessons that teach social and emotional learning to students in early learning through 8th grade through a variety of and methods.
  • Positive Behavioral Interventions and Supports (PBIS) is a system that has been in place in MPS for many years that provides an extra-curricular framework of academic and behavioral practices to improve student behavior outcomes.
  • The measure “Economically Disadvantaged” is used when a student qualifies for free or reduced price lunch.
  • In some cases, data is redacted to protect the privacy of students and respondents, which may result in reports with missing categories.

Sources:

  • Collaborative for Academic, Social and Emotional Learning (CASEL)

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