Gwinnett Students Outperform Peers on Georgia Milestones

System and school scores from the 2015-16 administration of the Georgia Milestones Assessment System (Georgia Milestones in grades 3-8 and Georgia Milestones EOCs in grades 9-12) were released today. Gwinnett students demonstrated higher achievement throughout all content areas and grade levels, with the most significant gains seen in the high school End of Course assessment results.

Georgia Milestones assesses student learning along four levels of performance. These designations aim to shift the focus away from just test scores, instead capturing the progression of students’ learning:

• Beginning Learners do not yet demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students need substantial academic support to be prepared for the next grade level or course and to be on track for college and career readiness.
• Developing Learners demonstrate partial proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified by Georgia’s content standards. The students need additional academic support to ensure success in the next grade level or course and to be on track for college and career readiness.
• Proficient Learners demonstrate proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are prepared for the next grade level or course and are on track for college and career readiness.
• Distinguished Learners demonstrate advanced proficiency in the knowledge and skills necessary at this grade level/course of learning, as specified in Georgia’s content standards. The students are well prepared for the next grade level or course and are well prepared for college and career readiness.

Gwinnett Elementary and Middle School EOG Results:
At the elementary school level, across all subject areas and grade levels, GCPS had a greater percentage of students in the top two performance levels (proficient and distinguished) than the state. The same occurred at the middle school level. Many of our 8^th grade GCPS students took more rigorous courses and were assessed by the high school EOC assessment.

English Language Arts

• Overall, from the 2014-2015 school year to the 2015-2016 school year district scores improved on the English Language Arts End of Grade Assessment in all grade levels, except for 6^th
• In grades 3, 4, 5, 7, and 8 a smaller percentage of Gwinnett students scored in the “Beginning” category.
• Additionally, a larger percentage of students scored in the combined “Proficient” and “Distinguished” categories in grades 5, 7, and 8.

 Mathematics

• On the Mathematics EOG assessment, Gwinnett students demonstrated increased achievement in grades 3, 4, 6, and 7, while 5^th grade scores remained constant from the previous year.
• In grades 3, 4, 6, 7 and 8, fewer students scored in the “Beginning” category.
• Additionally, a larger percentage of students scored in the combined “Proficient” and “Distinguished” categories in grades 3, 4, 5, 7 and 8.

 Science

• The 2015-16 results on the Science assessments also showed improvement over the previous year’s results.
• In grades 3, 4, 7 and 8, fewer students scored in the “Beginning” category.
• The largest improvement came in the percentage of students scoring in the proficient and distinguished categories with increases in grades 3, 4, 5, 7 and 8.

 Social Studies

• In Social Studies, GCPS students demonstrated increased achievement in most grade levels during the 2015-16 school year when compared to the previous year.
• In grades 3, 4, 7 and 8 fewer students scored in the “Beginning” category.
• Additionally, a larger percentage of students scored in the combined “Proficient” and “Distinguished” categories in grades 3, 4, 5, 7, and 8 with the biggest increase occurring in 8^th

High School EOC Results:

On the high school EOCs, GCPS percentages of students in the proficient and distinguished performance levels were above the state in all subjects.

Language Arts

• Overall, from the 2014-15 school year to the 2015-16 school year, across the district scores improved on the English Literature and Composition End of Course Assessments.
• In both 9th and American Literature and Composition, there was a larger percentage scoring in the combined proficient and distinguished categories.

Mathematics

• In Analytic Geometry, there is a larger number of students scoring in the combined proficient and distinguished categories.
• The algebra assessment was a new assessment for our students as we moved from coordinate algebra to the discrete algebra assessment. While there was a slight decrease in student performance, we anticipate this will improve in coming years.

Science

• Overall, from the 2014-15 school year to the 2015-16 school year, across the district scores improved on the Science End of Course Assessments.
• In Physical Science, there is a larger number of students scoring in the combined proficient and distinguished categories.

Social Studies

• Overall, from the 2014-15 school year to the 2015-16 school year, across the district scores improved on the Social Studies End of Course Assessments.
• In both US History and Economics, there is a larger number of students scoring in the combined proficient and distinguished categories.

Dr. Jonathan Patterson, associate superintendent for Curriculum and Instructional Support, and his team will review these results to determine how the district can support schools in moving students to higher levels of achievement. “We are pleased that in this second year of this assessment that we are seeing an increase in the percentage of our students reaching those higher levels of achievement. The increased rigor of the Georgia Milestones provides us with new information about our students’ learning. Assessment is a key element in the teaching and learning process. I commend our teachers for the outstanding job they do in the classroom each and every day, providing engaging instruction that helps students acquire the academic knowledge and skills they need to be successful.”

Individual student reports be provided to students as the school year begins.