Examples use of High School EOC Math Assessments, 2017-18

State | Assessment Name | Example of Use for Instruction/Curriculum |
---|---|---|

Colorado | Algebra I, Geometry, Integrated I, Integrated II | Locally-determined |

District of Columbia | PARCC EOC Geometry, PARCC EOC Integrated Math II | Detailed results from these assessments help parents understand their child's needs and strengths and can help them work with their school to identify resources to support their child's education. Schools can use the information to better plan instruction and enrichment for students in the coming year. |

Florida | Algebra 1, Geometry | Although not used at the state level because instruction/curriculum is developed at the local level, it is clear from district School Improvement Plan submissions that the results data are used. |

Georgia | Algebra I or Coordinate Algebra; Geometry or Analytic Geometry | Identify students failing to achieve mastery of content, provide feedback to educators, and to assist schools and districts in identifying strengths and weaknesses. |

Hawaii | Algebra I, Algebra II | Used to answer whether or not students achieved proficiency of the standards taught in the course. |

Indiana | ISTEP+ Algebra I End-of-Course Assessment | It is possible, but that would be a local determination. |

Louisiana | LEAP 2025 | Districts use results to inform curricular choices. |

Mississippi | Mississippi Academic Assessment Program (MAAP)-Algebra I | The intent of this assessment is to provide valid and reliable results to guide instruction through data driven instruction. |

New Mexico | Algebra I End-of-Course, Algebra II End-of-Course, Financial Literacy End-of-Course, Geometry End-of-Course, Integrated Math II End-of-Course, Integrated Math III End-of-Course, Pre-Calculus End-of-Course | Course final exam for content |

New Mexico | PARCC Algebra I, Algebra II, Geometry, Integrated Math I, Integrated Math II, Integrated Math III | Student placement, target gaps in student learning |

New York | Regents Examinations (Algebra I & II and Geometry) | 100% of questions are released for teacher use |

North Carolina | Math I | The assessment data provide information on students' level of understanding of the content and it informs educators on instructional needs. |

Ohio | Algebra 1, Geometry, Mathematics 1, Mathematics 2 | To highlight areas of strengths and weaknesses and opportunities for improvement |

Pennsylvania | Algebra I | Change Curriculum / Remediation |

Tennessee | Algebra I, Algebra II, Geometry, Integrated Math I, Integrated Math II, Integrated Math III | Districts use assessment results to make local instructional decisions. |

Utah | Secondary I | Determine longitudinal trends, find areas of low achievement over time. |

Utah | Secondary II | Used to determine longitudinal trends in student performance and to find low areas of achievement over time. |

Utah | Secondary III | Outcomes are provided to teachers based on the core standards to help inform instruction based on student learning outcomes. |

Virginia | Algebra I, Algebra II, Geometry | Assessments are used to verify standards are being taught. |

Washington | Year 1 End-of-Course Exit Exam, Year 2 End-of-Course Exit Exam | Districts and schools may choose to use the assessment as one piece of information to inform instruction/curriculum. For example, claim scores analyzed at aggregate levels can provide finer-grained information than scale scores. However, districts and schools are cautioned that these scores are less reliable than scale scores. |