Sixth-Grade Math Proficiency
The percentage of sixth graders enrolled in public or charter schools in the City of St. Louis who are meeting state standards for Math
White students are nearly three times as likely as black students to demonstrate proficiency in sixth grade math.
A score of 100 represents racial equity, meaning there are no racial disparities in outcomes between black and white populations. The lower the Equity Score, the greater the disparity.
For Sixth-Grade Math Proficiency, a score of 100 — a score reflecting racial equity — would mean black and white sixth-grade students are equally likely to meet state standards in Math. It is important to note that for this indicator, equity is not our only goal: we also want to improve outcomes for all.
What does this indicator measure?
Sixth-Grade Math Proficiency measures the percentage of sixth graders enrolled in public or charter schools in the City of St. Louis who are meeting state standards for Math, meaning they scored proficient or advanced on the Math portion of the Missouri Assessment Program. In 2016, there were 2,322 sixth graders in St. Louis, of which 21% (491) scored proficient or advanced.
Sixth-grade math proficiency analysis
Sixth graders scoring proficient or advanced on Math in Missouri Assessment Program in St. Louis City.
|All||White||Black||Disparity Ratio||Equity Score|
|Sixth graders scoring proficient or advanced||491||121||278||-||-|
|Sixth grader population||2,322||286||1,798||-||-|
|Percent of sixth-graders scoring proficient or advanced||21.1%||42.3%||15.5%||2.736 to 1||36|
Data Source: Missouri Department of Elementary and Secondary Education, 2016.
What does this analysis mean?
White sixth graders are nearly three times as likely as black sixth graders to score proficient or advanced on state math tests. White sixth graders are the most likely to pass state math tests (42.3%), followed by Asian sixth graders (42.2%). Black sixth graders are least likely to pass state math tests (15.5%), followed by Hispanic sixth graders (30.3%).
If proficiency rates were equitable, 483 more black sixth graders would have met state standards in math.
Data Note: School Districts evaluated in 2016 include Carondelet Leadership Academy, City Garden Montessori, Confluence Academies, Gateway Science Academy, Grand Center Arts Academy, Hawthorn Leadership Schools for Girls, KIPP St. Louis Public Schools, La Salle Charter School, Lift for Life Academy, Preclarus Mastery Academy, Premier Charter School, St. Louis Language Immersion Schools, St. Louis City Public Schools, and St. Louis College Prep.
Why does Sixth-Grade Math Proficiency matter?
Assessments are used to measure student learning. For Sixth-Grade Math, students are beginning to learn how to apply mathematics to real-world situations. They are measured on their knowledge of ratios and proportional relationships, the number system, expressions and equations, and geometry. These basic skills are critical to master to understand higher math and are used throughout life.
Which Calls to Action from the Ferguson Commission report are linked with this indicator?
While there are no direct calls to action from the Ferguson Commission related to raising test scores, the Commission calls for:
Questions for further investigation
- Why is there a racial disparity in Sixth-Grade Math Proficiency?
- What can St. Louis do to reduce racial disparities in Sixth-Grade Math Proficiency?
- What initiatives are currently underway to reduce racial disparities in Sixth-Grade Math Proficiency?
How can I learn more?
Since 2015, the Missouri Department of Elementary and Secondary Education has developed Educator Equity Plans, which report on the racial disparities in math and English proficiency.