2014 MAP Data Overview

Dear Families & Friends,

Today the Missouri Department of Elementary and Secondary Education (DESE) released its annual data regarding student achievement on the state’s Missouri Assessment Program (MAP) exams administered this past April.   As in past years, the results for the students of St. Louis Language Immersion Schools (SLLIS) demonstrate significant academic growth and performance. Opportunities for growth continue to drive our instructional efforts in 2014-2015 school year and beyond. We’d like to take a moment to highlight both our successes and opportunities.

Annual Performance Report (APR) Score

DESE’s overall evaluation of each public school comes in the form of an Annual Performance Report (APR) score, which is actually a percentage of points earned by an individual school on a variety of performance measures. A school’s status as “unaccredited,” “provisionally accredited,” “accredited,” and “accredited with distinction” is based on this APR score. By law, charter schools are not subject to accreditation statuses; however, DESE does provide APR scores to all public schools so that we can compare performance in charter public schools to traditional public schools.

In the 2013-14 academic year, SLLIS earned an APR score of 81, well above the minimum score of 70 required to earn “accredited” status. This is the first year that our APR calculation incorporated our students’ academic growth. Overall, that growth is propelling our APR upward. In our revised school charter, approved in January 2014, SLLIS established an APR goal of at least 90, which warrants “accreditation with distinction.” Therefore, the instructional team at SLLIS will continue their commitment to increase both students’ annual Academic Growth and Absolute Performance on MAP exams, two factors that constitute much of the APR calculation.

An additional factor in the APR calculation that all members of the SLLIS community can help us improve on is Student Attendance. While all-day absences certainly play a role in our attendance data, SLLIS’s APR score was negatively impacted by students arriving to school late and leaving early, thereby missing critical instructional time. With a greater fidelity to Student Attendance expectations, our strong Academic Growth could have boosted our overall 2014 APR score as high as a 95.

Continued Growth in Communication Arts

We now have three years of MAP test data for The French School and The Spanish School (The Chinese School students will take their first MAP exams in 3rd grade).   Even this small sample of data is confirming that our students’ progress in Communication Arts is tracking with the initial, rigorous goals we established when we founded SLLIS – goals which were informed by data on student performance in other full language immersion programs both nationally and internationally.

As the attached MAP Data Summary details, the percentage of students testing at the Proficient or Advanced levels increases by approximately 10% per grade level: 30.1% for all SLLIS third graders, 40.5% for all fourth graders, and 50% for all fifth graders. This performance meets the developmental goals SLLIS established and DESE endorsed in our new charter. Our five-year goal is that, by 2019, 75% of all SLLIS eighth-graders will test at either the proficient or advanced level, and 54% of all third graders will, as well. We plan to continue our trend of positive performance growth.

Benefits of piloting our Daily 5/Café literacy model to lower grades appears to be evident in the increased percent of third graders who tested at the Proficient or Advanced level in 2014. This fall, we are extending the Daily 5/Café literacy program to all grades, and in all languages.

Aligned with our Absolute Literacy Priority for the 2014-15 academic year, SLLIS has implemented an additional instructional change. We have repurposed resources from our after-school programs to in-class instruction with the addition of literacy coaches in English, Spanish, French and Mandarin. These coaches co-teach and model for all excellence to all instructional leaders in both literacy practice and related analysis of student performance data.   To meet our rigorous expectations for English and immersion language performance, we needed to strengthen our literacy efforts. We expect this focus to improve student performance in Mathematics, since many of the MAP questions are “word problems” that require proficiency in literacy skills.

Persistent Challenges in Mathematics

SLLIS student performance on the MAP Mathematics exam did not match the results achieved on the Communication Arts exam nor did it match the goals established in our new charter. The percentage of all SLLIS students testing at Proficient or Advanced was 30.4%; the results for The French School overall were slightly higher (34.6%), and for The Spanish School slighter lower overall (28.6%).   On a positive note, stronger performance was evidenced by our third graders (44.3% in TFS, 32.3% in TSS), which positions them well for continued positive growth.

Once more comprehensive data is made available by DESE, efforts to isolate negative trends in Mathematics sub-skill proficiency will be undertaken. Through our participation in the Charter Accelerator Network analysis last spring, we learned that we need to raise our expectations for all student performance and elevate the rigor of our curriculum. In response to that analysis, we will evaluate students’ math progress every six weeks and respond to those results as quickly as possible for real-time improvement. Heads of School and instructional leaders have started the process of emphasizing increased rigor with all instructional staff for all students.

Looking Ahead

Our instructional teams across TFS and TSS are already deeply engaged in reviews of the newly released MAP data. Additionally, a comparison of MAP data to NWEA and other school-based assessment results is underway. On a student-by-student basis, this comparison will help our team to understand both our students’ and teachers’ successes and challenges, and to identify individualized strategies for increased student growth in the coming years. Individual MAP score data has been mailed to all families of students who tested with SLLIS in Spring 2014. The mailing includes the scores, how to interpret them, and how they complement the work of your child’s teachers.

Overall, we are proud of the gains our students have made over the past year, and we recognize the opportunities for continued growth.   We are excited that the SLLIS-wide data analysis that is now underway will help transform the education and the lives of all of our students.


Rhonda Broussard                                       Steve Sanchez President                                                       Chair, Board of Directors

 2014 SLLIS MAP Data Summary

 % Proficient or Advanced

The tables below detail, school-by-school and across all SLLIS schools, the percent of students who tested at either the “proficient” or “advanced” levels on each applicable 2014 MAP exam, which means that the students performed at or above DESE’s statewide achievement goals. Note that MAP exam administration begins in third grade; since The Chinese School had not yet enrolled third graders in 2013-2014, its students did not participate in the spring 2014 MAP testing.


Communication Arts — % Proficient or Advanced

3rdGrade 39.3% 21.0% 30.1%
4th Grade 51.4% 31.8% 40.5%
5th Grade 45.5% 52.6% 50.0%
Total 43.9% 30.1% 36.5%


Mathematics — % Proficient or Advanced

3rd Grade 44.3% 32.3% 38.2%
4th Grade 20.0% 15.9% 17.7%
5th Grade 27.3% 31.6% 30.0%
Total 34.6% 26.8% 30.4%


Science — % Proficient or Advanced

Note: The MAP Science Exam is first administered in 5th grade.

5th Grade 9.1% 26.3% 20%
Total 9.1% 26.3% 20%


Cohort Growth

Cohort growth is the change in the performance of a particular group, or cohort, of students over time. The tables below detail, school-by-school and across all SLLIS schools, the growth in the percent of students scoring at the “proficient” or “advanced” levels on the MAP exams over the years in which those particular students attended SLLIS.

Presenting our student performance data in terms of cohort growth more accurately illustrates the type of academic growth that individual students experience at SLLIS; it presents a longitudinal view if performance from particular students over time. Cohort growth data also enables SLLIS to track student performance against the internationally respected research that documenting how students perform in other high-quality language immersion educational environments. Accordingly, below we provide data on our two longest-attending and annually tested cohorts:

  • Cohort #1 is comprised of students who attended SLLIS consecutively for 3rd, 4th, and 5th grades, from 2011-2012 through 2013-2014.
  • Cohort #2 is comprised of students who attended SLLIS consecutively for 3rd and 4th grades, from 2012-2013 through 2013-2014.

Cohort #1: Communication Arts

  Cohort Year #1:2011-20123rd Grade Cohort Year #22012-20134th Grade Cohort Year #32013-20145th Grade
The French School 26.3% 56.30% 45.5%
The Spanish School 24% 42.9% 52.6%
SLLIS-Wide 25% 48.6% 50%


Cohort #1: Mathematics

  Cohort Year #1:2011-20123rd Grade Cohort Year #22012-20134th Grade Cohort Year #32013-20145th Grade
The French School 26.3% 37.5% 27.3%
The Spanish School 40% 28.6% 31.6%
SLLIS-Wide 34.1% 32.4% 30%

 Cohort #2: Communication Arts

  Cohort Year #1:2012-20133rd Grade Cohort Year #22013-20144th Grade
The French School 30.6% 51.4%
The Spanish School 20.3% 31.8%
SLLIS-Wide 24.2% 40.5%

Cohort #2: Mathematics

  Cohort Year #1:2012-20133rd Grade Cohort Year #22013-20144th Grade
The French School 16.7% 20%
The Spanish School 27.1% 15.9%
SLLIS-Wide 23.2% 17.7%



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