The document discusses Michigan's state tests - the MEAP and MME - which assess students in various subjects. It explains that Michigan raised the cut scores to determine proficiency on these tests to align with top-performing states and ensure students are ready for college and careers. Analyses were conducted to determine the new cut scores based on predicting success in postsecondary education. The new cut scores will result in fewer students being identified as proficient initially but reflect higher standards intended to better measure readiness.

1. March 5, 2012
6:30 p.m. BCS Media Center

2. Each year, public school students in grades 3-9 are required by
the state of Michigan to take the Michigan Educational
Assessment Program (MEAP) test.
Students are tested in Mathematics, Reading, Writing, Science
and Social Studies. Eleventh graders take the Michigan Merit
Exam (MME). The MME assesses students in English Language
Arts (reading and writing), Mathematics, Science and Social
Studies.
These tests assess students’ learning to ensure they are on
track to be college and career ready.
2

3. Students who meet or exceed standards on the
MEAP and MME meet Michigan’s definition of
proficient.
3

4. Cut scores separate test takers into various
categories, such as advanced, proficient,
partially proficient and not proficient. MEAP
and MME cut scores and categories are
determined by the Michigan Department of
Education and approved by the Michigan State
Board of Education.
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5. Michigan’s previous cut scores for these state tests
were set at a very basic level. Raising the cut scores
will give Michigan parents and students a much better
sense of whether students are adequately prepared
for the next step in their education and a future career
in a global economy. Michigan is one of only three
states in the nation (along with New York and
Tennessee) to move to this top tier level of test
scoring. The top tier level measures readiness for
college and careers.
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6. The new cut scores represent a significantly higher standard for
student achievement and are intended to more accurately
reflect whether students are on track and prepared for college
and careers. On some tests, students previously could have
answered as few as 40 percent of the questions correctly to be
considered proficient. Under the new scoring system, students
will have to correctly answer a much higher percentage of
questions. While we anticipate an initial decline in the number
of students reported as “proficient,” we are confident this
change will be temporary due to ongoing school improvement
efforts and support for students.
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7. Parents may notice their child is not at the same proficiency
level as previous years. A lower score does not mean that a
child isn't gaining academic skills or is falling behind, but it is a
reflection of higher standards. If a child does not score at or
above the proficient level on any of the assessments, this could
be an indication that, on the day of the test, the child had not
yet mastered the skills or knowledge expected for his or her
grade level. Students may require additional help and/or time
to master these skills.
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8.  ACT Research & Development Unit
 National Center for Educational
Achievement
 Michigan Technical Advisory Committee
 MDE/BAA Measurement Research &
Psychometrics Unit
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9.  Identify a score for Proficient on the MME that represents
being on track for career and college success
 Identify a score for Proficient on the highest grade level of
MEAP that represents being on track to high school
success
 Identify a score for Proficient on the lower grade levels of
MEAP that represent being on track to success in the next
higher grade
 Identify a score in each grade level of MEAP or MME that
represents attainment of Partial Proficiency
 Identify a score in each grade level of MEAP or MME that
represents attainment of Advanced skills
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10.  Assumed that if a student is on track to success in college,
then the student is also on track to success in technical
career training
 Therefore, focus on success in college
 Included 2-year college programs (including job training
programs at 2-year institutions)
 Success could mean many things:
 A, B, or C in college?
 In a 2-year or 4-year college?
 Conducted analyses of all of these scenarios
 Conducted analyses only of academic success, not of every
factor that leads students to be successful in college
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11.  2-year versus 4-year colleges
 Separate analyses were run regarding college
success in 2-year and 4-year institutions
 The cut scores identified for 2 year versus 4 year
institutions were within measurement error of
each other
 Therefore,all final analyses combined all
students from 2-year and 4-year colleges into
a single group
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12.  Separate analyses were run using students
achieving an A versus B versus C in their first
credit-bearing freshman courses
 A and C analyses did not produce usable results
 Therefore, all final analyses used the criterion of
B or better as the measure of college success
 This is also the criterion for success used by ACT
in its college readiness benchmarking study
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13.  Three types of analyses conducted
LogisticRegression (LR)
Signal Detection Theory (SDT)
Equipercentile Cohort Matching (ECM)
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14.  Recommend retaining the labels for the four
performance categories
 Not Proficient (Considered “Off Track”)
 Partially Proficient (Considered “Off Track”)
 Proficient (Considered “On Track”)
 Advanced (Considered “On Track”)
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15. 100 100
99 100
90 95 100 100 93
91
80 92 84 85 BCS
80 87 78
70 83 85 Old
BCS
60 69 69 New
50 With Old Cut Scores
52
40
30 37 39 36 36 With New Cut Scores
35
20 29 28
10
0
M
o
n
P
e
T
a
g
y
c
s
r
t
f
i
3 4 5 6 7 8 11
Grade
15

16. 160
140
120
BCS New 81%
100
BCS Old 99%
80
With New Cut Scores
With Old Cut Scores
m
N
o
h
b
u
60
e
S
c
s
r
f
l
40
20
0
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
Percent Proficient or Advanced
16

17. 99 98
99 98 100 95
95
90 90
90 BCS Old
86 83
BCS New
17

18. 160
140
120
BCS New 90%
100 BCS Old 99%
80
With New Cut Scores
With Old Cut Scores
m
N
60
o
h
b
u
e
S
c
s
r
f
l
40
20
0
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
Percent Proficient or Advanced
18

19. 100
98
BCS Old
BCS New
43
36
19

20. 160
140
120
BCS New 81%
100
BCS Old 99%
80
With New Cut Scores
With Old Cut Scores
m
N
60
o
h
b
u
e
S
c
s
r
f
l
40
20
0
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
Percent Proficient or Advanced
20

21. Partially
Grade Proficient Proficient Advanced
11 1097 1129 1158
9 899 928 960
6 593 625 649
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22. 93
45
22

23. 60
50
40
30
With New Cut Scores
With Old Cut Scores
m
N
o
h
b
u
e
S
c
s
r
f
l
20
10
0
0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 100
Percent Proficient or Advanced
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24.  BCS will continue to use the MEAP data as one
source of information as we look at our delivery
timelines and guidelines/instructional practices
 BCS, in conjunction with BPS, will make
decisions based on relevance and rigor
 BCS continues to score in the top percentage
of schools in the state
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25. BCS (and BPS)uses a variety of measurements to monitor
student progress and ensure that our students are on track to
be college and career ready. We look at both informal and
formal classroom assessments and college readiness.
Our curriculum is regularly reviewed, enhanced and when
necessary, modified, to meet the needs of our learners. Our
commitment to student success is our number one priority.
We will use this new assessment information to help guide us
and ensure that our students reach their academic goals and
are well prepared for their future.
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26. THANK
YOU
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