1999 New York State Grade 8 Mathematics Statewide Assessment

Technical Report

New York State Grade 8 Math Statewide Assessment

Table of Contents
1. SCALING OF THE 1999 OPERATIONAL GRADE 8 MATHEMATICS (G8 MA) TEST .......................... 1
1.1 TEST DESIGN ...................................................................................................................................................... 1
1.2 A SCALING SAMPLE ........................................................................................................................................... 1
1.2.1 Exclusion rules .......................................................................................................................................... 2
1.2.2 State data available for the scaling ........................................................................................................... 2
1.2.3 Selection of a scaling sample .................................................................................................................... 2
1.2.4 Item analysis on the scaling sample .......................................................................................................... 3
1.2.5 Reliability .................................................................................................................................................. 3
1.3 SCALING AND EQUATING ................................................................................................................................... 4
1.3.1 Item calibration models used .................................................................................................................... 4
1.3.2 Item calibration program used.................................................................................................................. 6
1.3.3 Item calibration results : model-to-data fit ............................................................................................... 6
1.3.4 Equating method and results..................................................................................................................... 7
1.3.5 Differential item functioning (DIF) ........................................................................................................... 7
1.4 IRT PATTERN-SCORING...................................................................................................................................... 9
1.5 HIGHEST AND LOWEST OBTAINABLE SCALE SCORE (HOSS, LOSS)................................................................. 10
1.6 G8 MA SCALE SCORE MEANS AND STANDARD DEVIATIONS: STATE AND THE SAMPLE ................................ 10
1.7 SCALE-SCORE FREQUENCY DISTRIBUTIONS FOR THE STATE AND SUBGROUPS .................................................. 10
1.8 CORRELATION BETWEEN G8 ENGLISH/LANGUAGE ARTS (ELA) AND G8 MA SCALE SCORES ........................ 11
REFERENCES ......................................................................................................................................................... 12

1. Scaling of the 1999 Operational Grade 8 Mathematics (G8 MA) Test

1.1 Test design

The G8 MA test has the following configuration:
Session 1
27 multiple-choice (MC) items measuring Key Ideas 1 7. Of these, 24 items came
from one of CTBs TerraNova-series tests.
6 short-response (SR) and extended-response (ER) items.
Session 2
12 SR and ER items.
The constructed-response (CR) items in Sessions 1 and 2 --- either SR or ER --- also
measured Key Ideas 1 7.
The table below shows the numbers of score points by the item type or cluster, and the
total numbers of items and clusters.

Item type
MC
CR
SR (2 pts each)
ER (3 pts each)
Total

G8 Mathematics
# of items
# of points
27 items
27 pts
18 items
42 pts
12 items
24 pts
6 items
18 pts
45 items
69 pts

The following condition codes were used in scoring the responses to the CR items:
Condition Code
A
B
C
D

Meaning
Blank
Refusal
Insufficient to score
Illegible

1.2 A scaling sample

The G8 MA test was scaled using the data from a sample randomly drawn from the state
data that met the following requirements pre-specified by the NYSED:

At least 85% of the estimated number of students in the state,

Includes New York City and Buffalo,
Includes at least one of Rochester, Syracuse, or Yonkers, and
Includes at least two of Mount Vernon, Albany, Binghamton, Schenectady, or New
Rochelle.

1.2.1 Exclusion rules

Only those students who attempted all three sections --- the MC section, the CR section
of Session 1, and Session 2 --- eventually obtained G8 MA scores. In accordance with
this, prior to sample selection, some rules were applied to the available state data to
exclude certain students. The purpose of using the exclusion rules was to scale the test
using only the data from students who were present at all three sections.
One of the condition codes (F) on the G8 MA answer sheet, if used, indicated that a
student was absent from a CR section. Utilizing the absent marks for the CR sections,
students were eliminated from the state data prior to the sampling if they:

had an invalid response on any of the first 5 MC items, and

had an absent mark for any of the CR items.

Invalid responses are blanks and unknown or doubly-marked responses. As a rule, if one
of the CR items in a session is marked absent, the remaining CR items in the session
are supposed to be all marked absent. This was implemented almost thoroughly,
meaning that the percentage of absent marks varied only very slightly from item to
item. The percent of students who received condition code F was very low (0.2 0.3%).
1.2.2 State data available for the scaling
After step 1.2.1 above, the available state data contained 218,448 students. It was
ensured that no out-of-range scores for either multiple-choice (MC) or constructedresponse (CR) items existed in this state dataset.
Table 1 shows the frequency distribution (FD) of their total G8 MA raw scores (RS) after
the exclusion rules were applied. Table 2 presents unadjusted p-values and item-total
correlations based on the 218,448 students. Unadjusted p-values are computed while
treating students who omitted the item as if they got the item wrong. P-value for a MC
item is the percentage of students who correctly responded to the item, and the p-value
for a CR item is the mean RS divided by the maximum number of score points for the
item.
1.2.3 Selection of a scaling sample
After a fractional random number between 0 and 1 was assigned to each of the 218,448
students, the students were sorted by their random numbers. Next, a sample of at least

7,000 students was selected by choosing every Xth students from the 218,448 students,
where X was found by dividing 218,448 by 7,000.
The sample RS means and standard deviations (SDs), presented in the table below,
indicate the close comparability of the two scaling samples and the state.

Sample
State

N
7,050
218,448

RS mean
37.34 (54%)
37.27 (54%)

RS SD
15.16
15.16

Table 3 presents the FDs of G8 MA raw-score totals for the sample.

1.2.4 Item analysis on the scaling sample
Table 4 shows the results of item analyses conducted using the scaling sample for the G8
MA test. The labels for the variables denote the following:
ITEM
Item number.
N
Number of students that responded to the item
ADJPVAL
Item difficulty while excluding students who failed to respond to the
item (PCTNA). For MC items, this is the percentage of students who
responded correctly. For CR items, it is the mean item score divided by
maximum item score.
PVALUE
Item difficulty after omitted responses are converted to 0s (wrong).
COR
Item-total correlation when the total score includes the studied item.
COR2
Item-total correlation when the total score excludes the studied item.
PCT0
Percentage of students who received score 0. For CR items only.
PCT1, 2, etc.
For MC items, this is the percentage of students who chose the first (or
second, etc.) answer option. For CR items, it is the percentage of
students who received score 1 (or 2, etc.).
PCTNA
Percentage of students who failed to respond to the item.
The p-values show that the items vary considerably in their difficulties. The item-total
correlations without the studied item (COR2) are all reasonable. Some of the omit rates
(PCTNA; blanks for MC, and condition code A for CR) for the CR items are rather high.
On CR items, it is not easy to determine whether high omit rates are the result of
insufficient testing time or the items simply being difficult (assuming a good level of
motivation). If the percentages of omitted responses on CR items were a function of lack
of time, they are usually expected to monotonously increase toward the end of the test,
which is not observed here. For that reason, speededness does not appear a strong factor,
although it cannot be ruled out.
1.2.5 Reliability
The reliability of measurement refers to the extent of variation in an individuals scores
over a series of parallel tests (Ghiselli et al., p.205). The two most frequently reported
indices of reliability are the standard error of measurement and the reliability coefficient.

The standard error of measurement (SEM) is a measure of the extent to which an

individuals scores vary over numerous parallel tests. It is the standard deviation of an
individuals scores if he or she took numerous parallel tests. The standard error of
measurement (SEM) is estimated using the following formula:
SEM = SD 1 rxx ,
where SD is the standard deviation of observed scores for a single test, and rxx is the
reliability coefficient for the test. The scale-score SEM for G8 MA is reported in a later
section 1.6.
The reliability coefficient is the correlation coefficient between scores on parallel tests
and is an index of how well scores on one parallel test predict scores from another
parallel test. Among several ways to estimate the reliability of a test, Cronbachs alpha
probably is the most frequently used. It is a measure of internal consistency (i.e., how
homogeneous test items are) appropriate for a test containing only MC items. Since the
G8 MA test contains MC and CR items, Cronbachs alpha would underestimate
reliability because of the effect of variance attributable to item types. A more appropriate
index of internal consistency, the Feldt-Raju index, was used to estimate the reliability of
the G8 MA test. The F-R reliability of the G8 MA test was .94.

1.3 Scaling and equating

1.3.1 Item calibration models used
The G8 MA items were calibrated using item response theory (IRT) models. Item
response theory is a statistical procedure that takes into account the fact that not all test
items are alike and that all items need not be given equal weight in determining how
much students really know and can do. Teachers have typically given differing values
(weights) to questions on tests they devise, depending on how much they think each
question contributes to a real understanding of the students knowledge of the subject
being tested. Computer programs that implement IRT models use actual students data to
estimate the characteristics of the items on a test --- called parameters. The parameter
estimation process is also called item calibration.
IRT models typically vary according to the number of parameters estimated. For the
New York State tests, three parameters are estimated: the discrimination parameter, the
difficulty parameter(s), and, for multiple-choice items, the guessing parameter. The
discrimination parameter is an index of how well an item differentiates between highperforming and low-performing students. An item that low-performing students cannot
answer correctly, but high-performing students can will have a high discrimination value.
The difficulty parameter is an index of how easy or difficult an item is. The higher the
difficulty parameter, the harder the item. The guessing parameter is the probability that a
student with very low ability will answer the item correctly.

The estimated parameters are then used to determine weights for the items in computing
student scale scores. The scale score (SS) is the basic score for the New York State tests.
It is used to derive other scores that describe test performance, such as the four
performance levels and the standard-based index scores (SPIs). Scale scores can be
obtained by one of two scoring methods: IRT item-pattern scoring, or number-correct
scoring. See section 1.4 for more about IRT item-pattern scoring.
Because the characteristics of MC and CR items are different, two IRT models were used
in item calibration. The three-parameter logistic model (3PL) (Lord & Novick, 1968;
Lord, 1980) was used in the analysis of MC items. In this model, the probability that a
student with ability responds correctly to item i is
Pi ( ) = ci +

1 ci
,
1 + exp [ 17
. ai ( bi )]

where ai is the item discrimination, bi is the item difficulty, and ci is the probability of a
correct response by a very low-scoring student.
For analysis of the constructed-response items, the two-parameter partial credit model
(2PPC) (Muraki, 1992; Yen, 1993) was used. The 2PPC model is a special case of Bocks
(1972) nominal model. Bocks model states that the probability of an examinee with
ability having a score (k-1) at the k-th level of the j-th item is
Pjk ( ) = P ( X j = k 1 | ) =

exp Z jk

, k = 1K m j ,

mj

exp Z

ji

i =1

where
Z jk = Ajk + C jk .
The mj denotes the number of score levels for the j-th item, and typically, the highest
score level is assigned (mj 1) score points. For the special case of the 2PPC model used
here, the following constraints were used:
A jk = j ( k 1) ,
and
k 1

C j k = j i , where j 0 = 0 ,
i=0

where j and ji are the free parameters to be estimated from the data. Each item has
(mj 1) independent ji parameters and one j parameter; a total of mj parameters are
estimated for each item.

1.3.2 Item calibration program used

The IRT model parameters were estimated using CTBs PARDUX software (Burket,
1991). PARDUX estimates parameters simultaneously for MC and CR items using
marginal maximum likelihood procedures implemented via the EM (expectationmaximization) algorithm (Bock & Aitkin, 1981; Thissen, 1982).
Simulation studies have compared PARDUX with MULTILOG (Thissen, 1991),
PARSCALE (Muraki & Bock, 1991), and BIGSTEPS (Wright & Linacre, 1992).
PARSCALE, MULTILOG, and BIGSTEPS are among the most widely known and used
IRT programs. PARDUX was found to perform at least as well as these other programs.
1.3.3 Item calibration results : model-to-data fit
A procedure and a statistic (Q1) developed by Yen (1981) were used to measure modelto-data fit for the items. The procedure divides the sample into ten groups according to
their ability estimates. For a given item, it then compares the expected and observed
proportions of the students for each of the ten ability groups and computes an index (Q1)
pooled over the ability groups. The Q1 is distributed approximately as a chi-square with
the following degrees of freedom:
df = I (m j 1) m j ,
where I is the total number of ability groups, and mj is the possible number of score levels
for item j.
To adjust for differences in degrees of freedom among items, Q1 is transformed to a Z
using the following formula:
Z Q1 =

Q1 df
2df

Based on our research, the Z critical value has been established as a function of sample
size (N):
Z crit =

4N
.
1500

The lower the ZQ1, the better the item fit.

As with G4 MA, none of the items in the G8 MA test was flagged for poor model-to-data
fit. Table 5 lists the fit Z values for the items.

1.3.4 Equating method and results

After the item calibration, all the G8 MA items were placed on CTBs TerraNova scale
using the TerraNova MC items as anchors. The equating was performed using the test
characteristic curve method (Stocking & Lord, 1983) implemented by PARDUX. Of 24
TerraNova MC items, 15 items contributed to the equating.
Figure 1 shows a plot of the test characteristic curves (TCCs) for the anchor items. The
lightest line denoted Anch input in the plot is the TCC based on the TerraNova anchor
(criterion) estimates, while the medium-dark line denoted Anch est is the TCC based
on the new G8 MA estimates. The plot shows the quality of the equating conducted. The
closer the two TCC curves, the tighter the equating.
1.3.5 Differential item functioning (DIF)
As part of the testing, the students reported their gender and ethnic background
information. Using this self-reported information, a statistical differential item
functioning (DIF) analyses were conducted for gender groups and such ethnic groups as
African-American and Hispanic-American in the sample. The numbers of cases for the
groups are reported in the table below.

Test
G8 MA

Male
3,624

AfricanAmerican
1,197

Female
3,400

HispanicAmerican
1,077

AsianAmerican
288

An IRT-based DIF procedure (Linn & Harnisch, 1981) was used to measure DIF. In
short, on each item on the test, the method compares the actual performance of a given
group against their expected performance predicted from the IRT parameter estimates. If
the groups actual performance is statistically and consistently better than their expected
performance on a given item, the item will be flagged in favor of the group. If the
groups observed performance is statistically and consistently worse than their predicted
performance, the item will be flagged against the group.
To determine the expected-observed difference is statistically and consistently large,
two DIF indices are used: a standardized difference (Z), and an overall difference (D).
The difference needs to be sufficiently large by both measures for an item to be flagged.
For example, even if the statistical measure (Z) indicates that an item has a significant
amount of DIF, perhaps due to large sample size, the item will not be flagged unless the
overall expected-observed difference (D) indicates that the difference is more or less
consistent throughout a range of ability.
More specifically, in the DIF procedure for MC items, students in a given gender or
ethnic group are divided into ten equal-size groups based on their ability estimates. For
each ability group g, the difference between the expected and observed proportion correct
scores is computed. The D is the mean score difference averaged over the ten ability

groups. Consider two situations: when the differences are consistently positive for most
of the ability groups, versus when the differences are positive for about half of the ability
groups and negative for the remaining ability groups. For the former, the average
difference across all the ability groups would likely be positive and relatively large, while
that would likely be relatively small for the latter. In other words, the D in absolute value
is expected to be above a criterion value when the predicted-actual performance
differences are relatively large in the same direction (negative or positive) consistently
across the ability groups.
The standardized difference score for ability group g is computed as follows:
Z ig =

1
ng

U ij Pij

jg Pij (1 Pij )

where Uij = 1 when person j answers item i correctly and Uij = 0 otherwise. The
standardized difference over all the ability groups is:
Z i. =

Z ig

2
g

A generalization of this procedure was used to measure DIF for constructed-response

items. An item is flagged for negative DIF when D < -.10 and Z < -2.58 and for positive
DIF when D > .10 and Z > 2.58. As an aid for interpretation in the case of a CR item, a
D of +.10 means that the group would have a mean score of 2.6 on the item when their
expected mean score is 2.5.
The numbers of items flagged for DIF in the G8 MA test are summarized below.
Focal Group
Male

Direction of DIF
In favor of
Against
Female
In favor of
Against
African-American In favor of
Against
Hispanic
In favor of
Against
Asian
In favor of
Against
1
Item #40. Z = -5.62; D = -0.11.
2
Item #34. Z = -3.46; D = -0.13.

G8 MA
0
0
0
0
0
11
0
0
0
12

The table indicates that only two items in the 48-item G8 MA test were found to have
significant DIF.

1.4 IRT pattern-scoring

IRT pattern scoring, as opposed to number-correct (NC) scoring, was used in computing
student scale scores (SSs). The former method produces scores for individual students
that are more accurate than those produced by the latter procedure. The increase in
accuracy is approximately equivalent to a 15 to 20% increase in test length.
Number-correct scoring considers only how many questions a student answered correctly
in determining his or her score. In contrast, the IRT pattern-scoring method takes into
account not only his or her total raw score, but also which questions he or she got right
and the psychometric characteristics of these items. The IRT pattern scoring gains
accuracy by considering the fact that the items are not equal in their characteristics. For
example, low-ability students are more likely to guess correctly on some items than on
others, and some are more discriminating than others. Two students with exactly the
same raw score total will get the same SS in number-correct scoring. However, it is very
possible that even though they have the same raw score total, they answered different
items correctly, and that the items differ considerably with regard to their characteristics.
In such a case, they will likely get different SSs in item-pattern scoring even though they
have the same raw score total.
To give a more or less concrete example, assume students A and B each got 15 items
right on a 20-MC-item test. Their NC scores are the same, 15 points each. As noted
above, by NC scoring, they would get exactly the same SSs. By pattern scoring, their
scale scores could differ. For example, let's assume that the 3PL model described earlier
is used and that the pattern of right and wrong responses is exactly the same for both
students for 18 of the 20 items (14 rights and 4 wrongs), but student A got item X right
and item Y wrong, while student B got item X wrong and item Y right. Based on the 18
items on which both students got an identical pattern of right and wrong responses, their
provisional ability estimates must be exactly the same, which may be referred to as
18 . If item X and item Y are equally difficult at 18 , but if item X is more
discriminating than item Y at , student A's SS would be higher that that of student B.
18

In another scenario where item X is more difficult than item Y at 18 , but both items are
of equal discrimination and guessing, it is difficult to predict their SSs, because student A
would get credit for getting the more difficult item X, but simultaneously get penalized
for responding incorrectly to the easier item Y, while student B would be credited for
getting the easier item right.
For groups of 25 or more students, item-pattern and number-correct scoring methods
produce equivalent aggregate scores group. See Yen (1991) for more details.

1.5 Highest and lowest obtainable scale score (HOSS, LOSS)

After the scaling was completed, a range of possible scale scores (SSs) for the G8 MA
test was determined. Since this is the first operational year, the range of SSs set this year
will remain unchanged for a number of years to come. The procedure for determining the
final HOSS (882) and LOSS (517) is described below.
First, the students in the samples were scored using the G8 MA parameter estimates and
the IRT pattern-scoring algorithm. The student scores were plotted to determine a
reasonable range of SSs. Figures 2 and 3 show the score distributions, respectively, with
the TerraNova HOSS of 872 and the TerraNova LOSS of 502, and a higher HOSS of 882
and a higher LOSS of 517. The score distributions identified the 99 percentile point to be
a SS of 799, while the 1 percentile point was identified as a SS of 579. Either set of
HOSS / LOSS seemed appropriate in that they both covered at least 98% of the students
and would leave some room for growth. The NYSED adopted a HOSS of 882 and a
LOSS of 517.
Additionally, Figure 3 (the test characteristic and standard error curves with the score
distribution superimposed) shows that measurement error is the lowest in the SS range
defined by the 99 percentile (SS = 799) and 1 percentile (SS = 579) points. Namely, the
measurement is the most precise where virtually all the students are located. Each little
circle along the SE curve denotes a raw score point. The raw-score-to-scale-score (RSSS) table for the sample is included in Table 6 as a reference.

1.6 G8 MA Scale Score Means and Standard Deviations: State and the Sample
After the HOSS and LOSS were established for the G8 MA test, the sample was
compared against the state in terms of their scale-score (SS) means and standard
deviations (SDs). The state data came from the final state data file (N = 218,313), and all
students with missing SSs (coded 999) were excluded from the computation of the state
MA SS mean and SD. The number of students in the final state dataset is different from
the number of students reported in section 1.2.2 under scaling, because the scaling sample
was drawn before the final state dataset was available. The SS means and SDs as well as
the SS SEMs are shown in the table below.

Sample
State

SS Mean
700.7
702.3

SS SD
44.4
42.2

SS SEM
10.9
10.3

1.7 Scale-score frequency distributions for the state and subgroups

Tables 7 13 show the scale-score frequency distributions for the state and the subgroups
of students in public schools, students in non-public schools, two groups of limited-

10

English-proficient (LEP) students, non-disabled students, and students with disabilities.

While students with score 999 (no score) were included in the table for the state, they
were eliminated from the remaining tables.
The public vs. non-public distinction was identified by the 9th character of the BEDs LEA
code for each school. The non-disabled vs. disabled distinction was identified by column
84 of the final state dataset. Additionally, two groups of LEP students are defined as
those who have either 2 or 3 in column 98 of the final state dataset. The LEP2
group is defined as those with 2s in column 98, indicating that they are identified as
having limited English proficiency and scored at or above either the 30th percentile on a
norm-referenced English reading test or the publishers recommended score on an
approved measure of English as a Second Language (ESL) in reading. Similarly, the
LEP3 group is defined as those with 3s in column 98, meaning that they are
identified as having limited English proficiency and scored below either the 30th
percentile on a norm-referenced English reading test or the publishers recommended
score on an approved measure of English as a Second Language (ESL) in reading.
The SS frequency distributions for the groups, excluding students with score 999, are
plotted in Figure 4.
As a summary table of the SS frequency distributions, the SSs at the 10th, 25th, 50th, 75th,
and 90th percentiles are listed below. Scores 999s were also excluded from the
percentile calculations.
Group
10th
State
649
Public
647
Non-public
666
LEP2
609
LEP3
610
S w/D*
614
* Students with disabilities

25th
676
675
687
632
635
643

50th
704
703
710
657
659
673

75th
730
729
732
684
685
703

90th
752
752
753
714
712
731

1.8 Correlation between G8 English/Language Arts (ELA) and G8 MA scale scores

The correlation between G8 English/Language Arts and Mathematics scale scores based
on the state data is .73, identical to the grade 4 counterpart. This correlation is very
comparable to those found in the past with other assessment projects.

11

References
Bock, R. D. (1972). Estimating item parameters and latent ability when responses are scored in
two or more nominal categories. Psychometrika, 37, 29-51.
Bock, R. D., & Aitkin, M. (1981). Marginal maximum likelihood estimation of item parameters:
An application of an EM algorithm. Psychometrika, 46, 443-459.
Burket, G. R. (1991). PARDUX [Computer program]. Unpublished.
Linn, R. L., & Harnisch, D. (1981). Interactions between item content and group membership in
achievement test items. Journal of Educational Measurement, 18, 109-118.
Lord, F. M. (1980). Applications of item response theory to practical testing problems.
Hillsdale, NJ: Lawrence Erlbaum.
Lord, F. M., & Novick, M. R. (1968). Statistical theories of mental test scores. Menlo Park,
CA: Addison-Wesley.
Muraki, E. (1992). A generalized partial credit model: Application of an EM algorithm. Applied
Psychological Measurement, 16, 159176.
Muraki, E., & Bock, R. D. (1991). PARSCALE: Parameter Scaling of Rating Data [Computer
program]. Chicago, IL: Scientific Software, Inc.
Stocking, M. L., & Lord, F. M. (1983). Developing a common metric in item response theory.
Applied Psychological Measurement, 7, 201-210.
Thissen, D. (1982). Marginal maximum likelihood estimation for the one-parameter logistic
model. Psychometrika, 47, 175-186.
Thissen, D. (1991). MULTILOG [Computer program]. Chicago, IL: Scientific Software, Inc.
Wright, B. D., & Linacre, J. M. (1992). BIGSTEPS Rasch Analysis [Computer program].
Chicago, IL: MESA Press.
Yen, W. M. (1981). Using simulation results to choose latent trait model. Applied
Psychological Measurement, 5, 245-262.
Yen, W. M., & Candell, G. L. (1991). Increasing score reliability with item-pattern scoring: An
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dependence. Journal of Educational Measurement, 30, 187-213.

12

TABLE 1
NYS OPERATIONAL TEST 1999, GRADE 8 MATH
FD of total raw scores, after exclusion rules
Total RS

Frequency

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69

194
203
274
354
564
842
1153
1524
1800
2015
2107
2333
2441
2559
2704
2897
2970
3204
3216
3412
3536
3582
3726
3810
4003
4027
4087
4198
4340
4389
4620
4593
4717
4593
4805
4979
5014
4958
5117
4914
4951
5031
5012
4931
4951
4855
4874
4737
4835
4437
4507
4400
4345
4057
4062
3834
3514
3586
3134
2975
2576
2247
1931
1618
1297
859
605
328
122

Percent
0.1
0.1
0.1
0.2
0.3
0.4
0.5
0.7
0.8
0.9
0.9
1.0
1.1
1.1
1.2
1.3
1.3
1.4
1.4
1.5
1.6
1.6
1.7
1.7
1.8
1.8
1.8
1.9
1.9
2.0
2.1
2.1
2.1
2.1
2.2
2.2
2.2
2.2
2.3
2.2
2.2
2.3
2.2
2.2
2.2
2.2
2.2
2.1
2.2
2.0
2.0
2.0
1.9
1.8
1.8
1.7
1.6
1.6
1.4
1.3
1.2
1.0
0.9
0.7
0.6
0.4
0.3
0.1
0.1

Cumulative
Frequency
194
397
671
1025
1589
2431
3584
5108
6908
8923
11030
13363
15804
18363
21067
23964
26934
30138
33354
36766
40302
43884
47610
51420
55423
59450
63537
67735
72075
76464
81084
85677
90394
94987
99792
104771
109785
114743
119860
124774
129725
134756
139768
144699
149650
154505
159379
164116
168951
173388
177895
182295
186640
190697
194759
198593
202107
205693
208827
211802
214378
216625
218556
220174
221471
222330
222935
223263
223385

Cumulative
Percent
0.1
0.2
0.3
0.5
0.7
1.1
1.6
2.3
3.1
4.0
4.9
6.0
7.1
8.2
9.4
10.7
12.1
13.5
14.9
16.5
18.0
19.6
21.3
23.0
24.8
26.6
28.4
30.3
32.3
34.2
36.3
38.4
40.5
42.5
44.7
46.9
49.1
51.4
53.7
55.9
58.1
60.3
62.6
64.8
67.0
69.2
71.3
73.5
75.6
77.6
79.6
81.6
83.6
85.4
87.2
88.9
90.5
92.1
93.5
94.8
96.0
97.0
97.8
98.6
99.1
99.5
99.8
99.9
100.0

TABLE 2
NYS OPERATIONAL TEST 1999, GRADE 8 MATH
The number of students: 223385
item#
MC01
MC02
MC03
MC04
MC05
MC06
MC07
MC08
MC09
MC10
MC11
MC12
MC13
MC14
MC15
MC16
MC17
MC18
MC19
MC20
MC21
MC22
MC23
MC24
MC25
MC26
MC27
CR28
CR29
CR30
CR31
CR32
CR33
CR34
CR35
CR36
CR37
CR38
CR39
CR40
CR41
CR42
CR43
CR44
CR45

max score

mean

p-value

1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
3
3
2
2
2
3
2
2
2
2
3
3
2
3

0.83
0.65
0.59
0.34
0.81
0.87
0.85
0.48
0.94
0.89
0.58
0.82
0.72
0.76
0.81
0.50
0.73
0.50
0.90
0.64
0.54
0.57
0.66
0.48
0.59
0.39
0.40
1.51
1.05
1.02
1.08
2.15
1.00
1.20
1.18
1.02
0.80
0.49
0.47
1.31
0.80
2.00
1.55
1.27
0.81

0.83
0.65
0.59
0.34
0.81
0.87
0.85
0.48
0.94
0.89
0.58
0.82
0.72
0.76
0.81
0.50
0.73
0.50
0.90
0.64
0.54
0.57
0.66
0.48
0.59
0.39
0.40
0.76
0.53
0.51
0.54
0.72
0.33
0.60
0.59
0.51
0.27
0.24
0.24
0.65
0.40
0.67
0.52
0.63
0.27

corr with
RS
0.455
0.426
0.538
0.440
0.329
0.324
0.422
0.333
0.319
0.366
0.432
0.482
0.482
0.431
0.473
0.332
0.525
0.456
0.374
0.464
0.455
0.404
0.471
0.367
0.417
0.350
0.341
0.402
0.629
0.656
0.637
0.683
0.704
0.612
0.694
0.650
0.572
0.394
0.408
0.519
0.561
0.590
0.691
0.451
0.587

TABLE 3
NYS OPERATIONAL TEST 1999, GRADE 8 MATH
FD of total raw scores, sample
Total RS

Frequency

Percent

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69

8
11
9
12
14
28
26
49
59
66
66
73
73
76
90
102
69
87
103
120
104
117
112
108
145
122
135
141
153
136
156
140
151
133
133
149
142
145
170
174
152
164
143
162
165
165
161
128
153
143
155
125
127
129
139
114
112
95
94
91
72
83
55
58
33
29
14
10
2

0.1
0.2
0.1
0.2
0.2
0.4
0.4
0.7
0.8
0.9
0.9
1.0
1.0
1.1
1.3
1.5
1.0
1.2
1.5
1.7
1.5
1.7
1.6
1.5
2.1
1.7
1.9
2.0
2.2
1.9
2.2
2.0
2.2
1.9
1.9
2.1
2.0
2.1
2.4
2.5
2.2
2.3
2.0
2.3
2.4
2.4
2.3
1.8
2.2
2.0
2.2
1.8
1.8
1.8
2.0
1.6
1.6
1.4
1.3
1.3
1.0
1.2
0.8
0.8
0.5
0.4
0.2
0.1
0.0

Cumulative
Frequency
8
19
28
40
54
82
108
157
216
282
348
421
494
570
660
762
831
918
1021
1141
1245
1362
1474
1582
1727
1849
1984
2125
2278
2414
2570
2710
2861
2994
3127
3276
3418
3563
3733
3907
4059
4223
4366
4528
4693
4858
5019
5147
5300
5443
5598
5723
5850
5979
6118
6232
6344
6439
6533
6624
6696
6779
6834
6892
6925
6954
6968
6978
6980

Cumulative
Percent
0.1
0.3
0.4
0.6
0.8
1.2
1.5
2.2
3.1
4.0
5.0
6.0
7.1
8.2
9.5
10.9
11.9
13.2
14.6
16.3
17.8
19.5
21.1
22.7
24.7
26.5
28.4
30.4
32.6
34.6
36.8
38.8
41.0
42.9
44.8
46.9
49.0
51.0
53.5
56.0
58.2
60.5
62.6
64.9
67.2
69.6
71.9
73.7
75.9
78.0
80.2
82.0
83.8
85.7
87.7
89.3
90.9
92.2
93.6
94.9
95.9
97.1
97.9
98.7
99.2
99.6
99.8
100.0
100.0

Table 4
NYS GRADE 8 MATH 1999 OPERATIONAL TEST, ITEM ANALYSES
SAMPLE

Item
MC01
MC02
MC03
MC04
MC05
MC06
MC07
MC08
MC09
MC10
MC11
MC12
MC13
MC14
MC15
MC16
MC17
MC18
MC19
MC20
MC21
MC22
MC23
MC24
MC25
MC26
MC27
CR28
CR29
CR30
CR31
CR32
CR33
CR34
CR35
CR36
CR37
CR38
CR39
CR40
CR41
CR42
CR43
CR44
CR45

N
6926
6915
6931
6905
6923
6930
6928
6926
6931
6931
6918
6927
6919
6921
6925
6899
6917
6889
6915
6891
6892
6882
6850
6852
6851
6825
6825
6755
6821
6784
6680
6731
6640
6711
6798
6198
6652
6698
6574
6539
6489
6675
6698
6199
6199

ADJPVAL
0.84
0.65
0.59
0.34
0.81
0.87
0.85
0.50
0.94
0.89
0.57
0.82
0.71
0.76
0.81
0.50
0.73
0.50
0.90
0.64
0.53
0.58
0.65
0.46
0.58
0.39
0.40
0.75
0.52
0.51
0.54
0.71
0.33
0.59
0.59
0.51
0.26
0.24
0.24
0.65
0.39
0.67
0.51
0.64
0.27

PVALUE
0.83
0.65
0.58
0.33
0.80
0.86
0.84
0.49
0.94
0.88
0.57
0.81
0.71
0.76
0.80
0.49
0.73
0.49
0.89
0.63
0.53
0.57
0.64
0.45
0.57
0.38
0.39
0.73
0.51
0.50
0.52
0.69
0.31
0.57
0.58
0.45
0.25
0.23
0.22
0.61
0.36
0.64
0.49
0.57
0.24

COR
0.44
0.44
0.52
0.43
0.33
0.31
0.42
0.33
0.30
0.38
0.43
0.49
0.49
0.42
0.48
0.33
0.53
0.46
0.38
0.46
0.46
0.43
0.47
0.37
0.42
0.35
0.32
0.40
0.62
0.66
0.63
0.69
0.70
0.62
0.69
0.64
0.57
0.39
0.41
0.53
0.56
0.59
0.69
0.45
0.58

COR2
0.42
0.41
0.50
0.41
0.30
0.29
0.40
0.30
0.29
0.36
0.40
0.47
0.47
0.40
0.46
0.30
0.51
0.43
0.37
0.43
0.44
0.40
0.44
0.34
0.40
0.32
0.29
0.36
0.59
0.62
0.60
0.64
0.66
0.58
0.66
0.60
0.53
0.35
0.37
0.49
0.52
0.55
0.65
0.40
0.53

PCT0

17.30%
24.20%
38.70%
29.00%
15.20%
48.50%
32.20%
25.70%
37.80%
46.50%
58.00%
65.00%
22.60%
37.40%
8.87%
19.70%
26.80%
53.30%

PCT1
2.58%
1.62%
35.00%
14.60%
4.50%
86.20%
4.48%
12.00%
4.03%
88.10%
13.70%
7.19%
5.97%
75.50%
9.40%
15.50%
14.10%
49.30%
2.72%
7.77%
19.50%
27.00%
2.82%
33.00%
16.00%
22.90%
27.10%
13.00%
45.70%
17.90%
30.40%
13.60%
18.80%
13.70%
28.30%
11.40%
29.10%
30.40%
13.80%
19.90%
38.60%
17.20%
27.10%
10.90%
13.20%

PCT2
6.45%
4.58%
2.32%
30.50%
80.10%
2.99%
84.20%
19.80%
0.80%
6.07%
24.20%
80.90%
12.40%
13.30%
79.90%
49.50%
7.78%
23.70%
89.50%
18.60%
11.00%
8.61%
7.87%
45.00%
57.40%
37.80%
18.10%
66.40%
27.80%
40.70%
36.30%
10.30%
8.02%
50.30%
43.50%
39.60%
13.80%
7.65%
15.40%
51.20%
17.00%
34.20%
28.90%
51.10%
9.13%

PCT3
82.90%
64.60%
1.95%
33.30%
12.10%
6.75%
5.97%
18.10%
93.80%
3.81%
56.80%
7.19%
70.70%
8.11%
9.13%
13.40%
4.46%
13.20%
1.66%
63.30%
52.60%
56.70%
23.50%
9.81%
4.56%
14.40%
13.20%

57.30%
19.80%

5.92%

35.30%
20.20%
13.20%

PCT4
2.03%
16.60%
1.62%
14.30%
2.51%
3.31%
4.63%
49.30%
0.72%
1.35%
4.41%
3.94%
10.10%
2.26%
0.77%
20.60%
72.80%
12.50%
5.19%
9.07%
15.60%
6.23%
64.00%
10.40%
20.20%
22.70%
39.40%

PCT5
5.23%
11.60%
58.40%
6.23%

PCTNA
0.77%
0.93%
0.70%
1.07%
0.82%
0.72%
0.74%
0.77%
0.70%
0.70%
0.89%
0.76%
0.87%
0.85%
0.79%
1.16%
0.90%
1.30%
0.93%
1.28%
1.26%
1.40%
1.86%
1.83%
1.85%
2.22%
2.22%
3.08%
2.18%
2.66%
4.17%
3.41%
4.71%
3.74%
2.48%
11.00%
4.43%
3.91%
5.57%
6.10%
6.79%
4.23%
3.90%
10.90%
10.90%

Table 5
NYS OPERATIONAL TEST 1999, GRADE 8 MATH
Model-to-data fit results

Item
1A
2A
3A
4A
5A
6A
7A
8A
9A
10A
11A
12A
13A
14A
15A
16A
17A
18A
19A
20A
21A
22A
23A
24A
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
Critical Z (N = 6,900) =

FitZ
1.85
3.00
4.96
3.61
0.72
0.61
0.79
0.49
0.68
4.83
3.06
-0.38
0.06
0.17
0.63
0.64
0.93
0.92
-0.21
-0.48
1.74
-0.23
-0.30
6.03
0.06
2.84
0.58
6.97
4.75
4.66
2.76
7.97
4.87
4.10
11.66
0.47
9.99
10.03
3.31
16.07
-0.93
8.95
13.04
-0.30
11.82
6900
4 = 18 .4
1500

Table 6
NYS OPERATIONAL TEST 1999, GRADE 8 MATH
Raw-score-to-scale score (RS-SS)

RS
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69

SS
517
517
517
517
517
544
572
588
600
608
616
622
628
633
637
641
645
649
652
656
659
662
664
667
670
673
675
678
680
682
685
687
689
692
694
696
698
701
703
705
708
710
712
714
717
719
721
724
726
729
731
734
736
739
742
745
748
751
755
759
763
768
773
780
787
796
808
825
855
882

SE
100
100
100
100
100
74
45
32
25
21
19
17
16
15
14
13
13
12
12
11
11
11
11
10
10
10
10
10
10
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
9
10
10
10
10
10
11
11
12
12
13
14
15
16
18
20
24
30
45
63

Table 7
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: State
SS
Freq.
517
547
525
1
526
1
527
2
528
3
529
1
532
1
533
3
534
1
535
2
536
1
537
6
538
5
539
3
540
3
541
5
542
4
543
4
544
4
545
6
546
1
547
5
548
3
549
7
550
8
551
7
552
14
553
12
554
15
555
5
556
16
557
11
558
18
559
20
560
13
561
11
562
25
563
17
564
24
565
20
(table continues)

%
.24
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.01
.01
.01
.00
.01
.00
.01
.01
.01
.00
.01
.01
.01
.01

Cum. Freq.
547
548
549
551
554
555
556
559
560
562
563
569
574
577
580
585
589
593
597
603
604
609
612
619
627
634
648
660
675
680
696
707
725
745
758
769
794
811
835
855

Cum. %
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.4
0.4
0.4
0.4

SS
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605

Freq.
19
25
23
29
27
25
44
35
33
38
31
30
39
36
44
60
45
51
34
61
74
67
62
79
73
81
79
89
82
96
94
93
105
124
137
134
132
143
145
151

%
.01
.01
.01
.01
.01
.01
.02
.02
.01
.02
.01
.01
.02
.02
.02
.03
.02
.02
.02
.03
.03
.03
.03
.04
.03
.04
.04
.04
.04
.04
.04
.04
.05
.05
.06
.06
.06
.06
.06
.07

Cum. Freq.
874
899
922
951
978
1,003
1,047
1,082
1,115
1,153
1,184
1,214
1,253
1,289
1,333
1,393
1,438
1,489
1,523
1,584
1,658
1,725
1,787
1,866
1,939
2,020
2,099
2,188
2,270
2,366
2,460
2,553
2,658
2,782
2,919
3,053
3,185
3,328
3,473
3,624

Cum. %
0.4
0.4
0.4
0.4
0.4
0.4
0.5
0.5
0.5
0.5
0.5
0.5
0.6
0.6
0.6
0.6
0.6
0.7
0.7
0.7
0.7
0.8
0.8
0.8
0.9
0.9
0.9
1.0
1.0
1.0
1.1
1.1
1.2
1.2
1.3
1.4
1.4
1.5
1.5
1.6

Table 7 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: State
SS
Freq.
606
149
607
193
608
199
609
192
610
198
611
187
612
192
613
210
614
228
615
209
616
268
617
236
618
259
619
288
620
302
621
279
622
317
623
319
624
345
625
365
626
357
627
360
628
383
629
403
630
379
631
403
632
464
633
443
634
476
635
489
636
529
637
538
638
552
639
590
640
575
641
606
642
646
643
618
644
669
645
685
(table continues)

%
.07
.09
.09
.09
.09
.08
.09
.09
.10
.09
.12
.10
.11
.13
.13
.12
.14
.14
.15
.16
.16
.16
.17
.18
.17
.18
.21
.20
.21
.22
.23
.24
.24
.26
.25
.27
.29
.27
.30
.30

Cum. Freq.
3,773
3,966
4,165
4,357
4,555
4,742
4,934
5,144
5,372
5,581
5,849
6,085
6,344
6,632
6,934
7,213
7,530
7,849
8,194
8,559
8,916
9,276
9,659
10,062
10,441
10,844
11,308
11,751
12,227
12,716
13,245
13,783
14,335
14,925
15,500
16,106
16,752
17,370
18,039
18,724

Cum. %
1.7
1.8
1.8
1.9
2.0
2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
3.1
3.2
3.3
3.5
3.6
3.8
4.0
4.1
4.3
4.5
4.6
4.8
5.0
5.2
5.4
5.6
5.9
6.1
6.4
6.6
6.9
7.1
7.4
7.7
8.0
8.3

SS
646
647
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685

Freq.
728
751
744
828
825
867
862
935
897
948
977
1,044
1,026
1,102
1,093
1,196
1,226
1,242
1,228
1,221
1,290
1,318
1,394
1,436
1,407
1,525
1,458
1,504
1,513
1,612
1,736
1,647
1,692
1,714
1,724
1,751
1,778
1,784
1,870
1,929

%
.32
.33
.33
.37
.37
.38
.38
.41
.40
.42
.43
.46
.45
.49
.48
.53
.54
.55
.54
.54
.57
.58
.62
.64
.62
.68
.65
.67
.67
.71
.77
.73
.75
.76
.76
.78
.79
.79
.83
.85

Cum. Freq.
19,452
20,203
20,947
21,775
22,600
23,467
24,329
25,264
26,161
27,109
28,086
29,130
30,156
31,258
32,351
33,547
34,773
36,015
37,243
38,464
39,754
41,072
42,466
43,902
45,309
46,834
48,292
49,796
51,309
52,921
54,657
56,304
57,996
59,710
61,434
63,185
64,963
66,747
68,617
70,546

Cum. %
8.6
9.0
9.3
9.6
10.0
10.4
10.8
11.2
11.6
12.0
12.4
12.9
13.4
13.8
14.3
14.9
15.4
16.0
16.5
17.0
17.6
18.2
18.8
19.5
20.1
20.8
21.4
22.1
22.7
23.4
24.2
24.9
25.7
26.5
27.2
28.0
28.8
29.6
30.4
31.3

Table 7 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: State
SS
Freq.
686
1,920
687
1,969
688
2,079
689
1,923
690
2,060
691
1,968
692
2,130
693
1,977
694
1,990
695
2,176
696
2,092
697
2,151
698
2,172
699
2,145
700
2,249
701
2,177
702
2,152
703
2,186
704
2,220
705
2,168
706
2,171
707
2,183
708
2,125
709
2,247
710
2,116
711
2,147
712
2,134
713
2,236
714
2,282
715
2,152
716
2,169
717
2,070
718
2,155
719
2,040
720
2,031
721
2,120
722
1,975
723
2,005
724
2,081
725
1,962
(table continues)

%
.85
.87
.92
.85
.91
.87
.94
.88
.88
.96
.93
.95
.96
.95
1.00
.96
.95
.97
.98
.96
.96
.97
.94
1.00
.94
.95
.95
.99
1.01
.95
.96
.92
.95
.90
.90
.94
.88
.89
.92
.87

Cum. Freq.
72,466
74,435
76,514
78,437
80,497
82,465
84,595
86,572
88,562
90,738
92,830
94,981
97,153
99,298
101,547
103,724
105,876
108,062
110,282
112,450
114,621
116,804
118,929
121,176
123,292
125,439
127,573
129,809
132,091
134,243
136,412
138,482
140,637
142,677
144,708
146,828
148,803
150,808
152,889
154,851

Cum. %
32.1
33.0
33.9
34.8
35.7
36.5
37.5
38.4
39.2
40.2
41.1
42.1
43.0
44.0
45.0
46.0
46.9
47.9
48.9
49.8
50.8
51.8
52.7
53.7
54.6
55.6
56.5
57.5
58.5
59.5
60.4
61.4
62.3
63.2
64.1
65.1
65.9
66.8
67.7
68.6

SS
726
727
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765

Freq.
1,921
2,006
1,859
1,870
1,864
1,817
1,756
1,744
1,713
1,683
1,657
1,631
1,593
1,528
1,543
1,458
1,451
1,400
1,386
1,284
1,340
1,237
1,205
1,116
1,080
1,119
1,098
1,040
951
922
926
920
810
818
745
776
685
686
628
608

%
.85
.89
.82
.83
.83
.81
.78
.77
.76
.75
.73
.72
.71
.68
.68
.65
.64
.62
.61
.57
.59
.55
.53
.49
.48
.50
.49
.46
.42
.41
.41
.41
.36
.36
.33
.34
.30
.30
.28
.27

Cum. Freq.
156,772
158,778
160,637
162,507
164,371
166,188
167,944
169,688
171,401
173,084
174,741
176,372
177,965
179,493
181,036
182,494
183,945
185,345
186,731
188,015
189,355
190,592
191,797
192,913
193,993
195,112
196,210
197,250
198,201
199,123
200,049
200,969
201,779
202,597
203,342
204,118
204,803
205,489
206,117
206,725

Cum. %
69.5
70.3
71.2
72.0
72.8
73.6
74.4
75.2
75.9
76.7
77.4
78.1
78.8
79.5
80.2
80.9
81.5
82.1
82.7
83.3
83.9
84.4
85.0
85.5
85.9
86.4
86.9
87.4
87.8
88.2
88.6
89.0
89.4
89.8
90.1
90.4
90.7
91.0
91.3
91.6

Table 7 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: State
SS
Freq.
766
562
767
586
768
520
769
538
770
490
771
469
772
442
773
364
774
412
775
354
776
351
777
341
778
332
779
310
780
281
781
292
782
275
783
237
784
218
785
227
786
205
787
164
788
169
789
195
790
171
791
159
792
135
793
141
794
130
795
135
796
125
797
118
798
105
799
75
800
112
801
82
802
91
803
94
804
57
805
58
(table continues)

%
.25
.26
.23
.24
.22
.21
.20
.16
.18
.16
.16
.15
.15
.14
.12
.13
.12
.11
.10
.10
.09
.07
.07
.09
.08
.07
.06
.06
.06
.06
.06
.05
.05
.03
.05
.04
.04
.04
.03
.03

Cum. Freq.
207,287
207,873
208,393
208,931
209,421
209,890
210,332
210,696
211,108
211,462
211,813
212,154
212,486
212,796
213,077
213,369
213,644
213,881
214,099
214,326
214,531
214,695
214,864
215,059
215,230
215,389
215,524
215,665
215,795
215,930
216,055
216,173
216,278
216,353
216,465
216,547
216,638
216,732
216,789
216,847

Cum. %
91.8
92.1
92.3
92.6
92.8
93.0
93.2
93.3
93.5
93.7
93.8
94.0
94.1
94.3
94.4
94.5
94.7
94.8
94.9
95.0
95.0
95.1
95.2
95.3
95.4
95.4
95.5
95.6
95.6
95.7
95.7
95.8
95.8
95.9
95.9
95.9
96.0
96.0
96.0
96.1

SS
806
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
828
829
830
831
832
833
834
835
836
837
838
839
840
841
842
844
846
847

Freq.

%
67
73
62
52
42
64
45
40
45
52
56
23
49
20
54
15
30
1
47
16
27
5
18
36
19
18
12
7
14
20
20
20
12
3
9
25
4
35
8
2

.03
.03
.03
.02
.02
.03
.02
.02
.02
.02
.02
.01
.02
.01
.02
.01
.01
.00
.02
.01
.01
.00
.01
.02
.01
.01
.01
.00
.01
.01
.01
.01
.01
.00
.00
.01
.00
.02
.00
.00

Cum. Freq.
216,914
216,987
217,049
217,101
217,143
217,207
217,252
217,292
217,337
217,389
217,445
217,468
217,517
217,537
217,591
217,606
217,636
217,637
217,684
217,700
217,727
217,732
217,750
217,786
217,805
217,823
217,835
217,842
217,856
217,876
217,896
217,916
217,928
217,931
217,940
217,965
217,969
218,004
218,012
218,014

Cum. %
96.1
96.1
96.2
96.2
96.2
96.2
96.3
96.3
96.3
96.3
96.3
96.4
96.4
96.4
96.4
96.4
96.4
96.4
96.4
96.5
96.5
96.5
96.5
96.5
96.5
96.5
96.5
96.5
96.5
96.5
96.5
96.5
96.6
96.6
96.6
96.6
96.6
96.6
96.6
96.6

Table 7 (concluded)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: State
SS
851
852
853
855
856
862

Freq.

%
18
61
3
14
17
49

.01
.03
.00
.01
.01
.02

Cum. Freq.
218,032
218,093
218,096
218,110
218,127
218,176

Cum. %
96.6
96.6
96.6
96.6
96.6
96.7

SS
865
872
873
882
999 *
* No score

Freq.
12
1
2
122
7,393

%
.01
.00
.00
.05
3.28

Cum. Freq.
218,188
218,189
218,191
218,313
225,706

Cum. %
96.7
96.7
96.7
96.7
100.0

Table 8
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Public
SS
Freq.
517
523
526
1
527
2
528
3
529
1
532
1
533
3
535
2
537
6
538
5
539
3
540
3
541
5
542
4
543
4
544
4
545
6
546
1
547
5
548
3
549
7
550
7
551
7
552
13
553
12
554
13
555
4
556
16
557
11
558
18
559
20
560
13
561
11
562
25
563
16
564
22
565
19
566
18
567
25
568
22
(table continues)

%
.27
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.01
.01
.01
.00
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01

Cum. Freq.
523
524
526
529
530
531
534
536
542
547
550
553
558
562
566
570
576
577
582
585
592
599
606
619
631
644
648
664
675
693
713
726
737
762
778
800
819
837
862
884

Cum. %
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.4
0.4
0.4
0.4
0.4
0.4
0.4
0.4
0.4
0.4
0.5

SS
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608

Freq.
27
26
25
40
31
32
37
30
29
37
35
39
58
43
46
33
59
70
66
60
76
72
78
78
87
81
94
92
88
100
120
135
130
121
138
141
140
144
189
192

%
.01
.01
.01
.02
.02
.02
.02
.02
.01
.02
.02
.02
.03
.02
.02
.02
.03
.04
.03
.03
.04
.04
.04
.04
.04
.04
.05
.05
.05
.05
.06
.07
.07
.06
.07
.07
.07
.07
.10
.10

Cum. Freq.
911
937
962
1,002
1,033
1,065
1,102
1,132
1,161
1,198
1,233
1,272
1,330
1,373
1,419
1,452
1,511
1,581
1,647
1,707
1,783
1,855
1,933
2,011
2,098
2,179
2,273
2,365
2,453
2,553
2,673
2,808
2,938
3,059
3,197
3,338
3,478
3,622
3,811
4,003

Cum. %
0.5
0.5
0.5
0.5
0.5
0.5
0.6
0.6
0.6
0.6
0.6
0.7
0.7
0.7
0.7
0.7
0.8
0.8
0.8
0.9
0.9
1.0
1.0
1.0
1.1
1.1
1.2
1.2
1.3
1.3
1.4
1.4
1.5
1.6
1.6
1.7
1.8
1.9
2.0
2.1

Table 8 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Public
SS
Freq.
609
184
610
189
611
179
612
184
613
200
614
219
615
201
616
255
617
221
618
252
619
280
620
292
621
269
622
303
623
306
624
332
625
354
626
344
627
345
628
365
629
381
630
368
631
382
632
445
633
426
634
455
635
464
636
505
637
500
638
520
639
561
640
553
641
567
642
605
643
574
644
623
645
643
646
678
647
700
648
693
(table continues)

%
.09
.10
.09
.09
.10
.11
.10
.13
.11
.13
.14
.15
.14
.16
.16
.17
.18
.18
.18
.19
.20
.19
.20
.23
.22
.23
.24
.26
.26
.27
.29
.29
.29
.31
.30
.32
.33
.35
.36
.36

Cum. Freq.
4,187
4,376
4,555
4,739
4,939
5,158
5,359
5,614
5,835
6,087
6,367
6,659
6,928
7,231
7,537
7,869
8,223
8,567
8,912
9,277
9,658
10,026
10,408
10,853
11,279
11,734
12,198
12,703
13,203
13,723
14,284
14,837
15,404
16,009
16,583
17,206
17,849
18,527
19,227
19,920

Cum. %
2.2
2.3
2.4
2.4
2.5
2.7
2.8
2.9
3.0
3.1
3.3
3.4
3.6
3.7
3.9
4.1
4.2
4.4
4.6
4.8
5.0
5.2
5.4
5.6
5.8
6.1
6.3
6.6
6.8
7.1
7.4
7.7
7.9
8.3
8.6
8.9
9.2
9.6
9.9
10.3

SS
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688

Freq.
770
766
810
815
862
837
886
926
940
943
1,011
993
1,100
1,129
1,155
1,131
1,115
1,172
1,196
1,260
1,299
1,263
1,372
1,309
1,358
1,372
1,438
1,540
1,481
1,496
1,513
1,558
1,567
1,575
1,586
1,657
1,728
1,691
1,723
1,827

%
.40
.40
.42
.42
.44
.43
.46
.48
.49
.49
.52
.51
.57
.58
.60
.58
.58
.60
.62
.65
.67
.65
.71
.68
.70
.71
.74
.79
.76
.77
.78
.80
.81
.81
.82
.86
.89
.87
.89
.94

Cum. Freq.
20,690
21,456
22,266
23,081
23,943
24,780
25,666
26,592
27,532
28,475
29,486
30,479
31,579
32,708
33,863
34,994
36,109
37,281
38,477
39,737
41,036
42,299
43,671
44,980
46,338
47,710
49,148
50,688
52,169
53,665
55,178
56,736
58,303
59,878
61,464
63,121
64,849
66,540
68,263
70,090

Cum. %
10.7
11.1
11.5
11.9
12.4
12.8
13.2
13.7
14.2
14.7
15.2
15.7
16.3
16.9
17.5
18.1
18.6
19.2
19.9
20.5
21.2
21.8
22.5
23.2
23.9
24.6
25.4
26.2
26.9
27.7
28.5
29.3
30.1
30.9
31.7
32.6
33.5
34.3
35.2
36.2

Table 8 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Public
SS
Freq.
689
1,698
690
1,816
691
1,740
692
1,889
693
1,734
694
1,762
695
1,893
696
1,833
697
1,866
698
1,890
699
1,874
700
1,970
701
1,900
702
1,871
703
1,909
704
1,941
705
1,861
706
1,904
707
1,930
708
1,872
709
1,954
710
1,832
711
1,874
712
1,840
713
1,955
714
1,970
715
1,830
716
1,888
717
1,812
718
1,842
719
1,762
720
1,755
721
1,814
722
1,700
723
1,721
724
1,802
725
1,707
726
1,673
727
1,746
728
1,629
(table continues)

%
.88
.94
.90
.97
.89
.91
.98
.95
.96
.98
.97
1.02
.98
.97
.99
1.00
.96
.98
1.00
.97
1.01
.95
.97
.95
1.01
1.02
.94
.97
.94
.95
.91
.91
.94
.88
.89
.93
.88
.86
.90
.84

Cum. Freq.
71,788
73,604
75,344
77,233
78,967
80,729
82,622
84,455
86,321
88,211
90,085
92,055
93,955
95,826
97,735
99,676
101,537
103,441
105,371
107,243
109,197
111,029
112,903
114,743
116,698
118,668
120,498
122,386
124,198
126,040
127,802
129,557
131,371
133,071
134,792
136,594
138,301
139,974
141,720
143,349

Cum. %
37.0
38.0
38.9
39.9
40.7
41.7
42.6
43.6
44.5
45.5
46.5
47.5
48.5
49.4
50.4
51.4
52.4
53.4
54.4
55.3
56.3
57.3
58.3
59.2
60.2
61.2
62.2
63.2
64.1
65.0
65.9
66.9
67.8
68.7
69.6
70.5
71.4
72.2
73.1
74.0

SS
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768

Freq.
1,613
1,612
1,571
1,505
1,510
1,491
1,471
1,442
1,419
1,374
1,309
1,337
1,263
1,251
1,248
1,216
1,135
1,173
1,074
1,054
971
936
981
969
905
836
793
822
819
711
712
642
680
603
614
561
549
497
520
459

%
.83
.83
.81
.78
.78
.77
.76
.74
.73
.71
.68
.69
.65
.65
.64
.63
.59
.61
.55
.54
.50
.48
.51
.50
.47
.43
.41
.42
.42
.37
.37
.33
.35
.31
.32
.29
.28
.26
.27
.24

Cum. Freq.
144,962
146,574
148,145
149,650
151,160
152,651
154,122
155,564
156,983
158,357
159,666
161,003
162,266
163,517
164,765
165,981
167,116
168,289
169,363
170,417
171,388
172,324
173,305
174,274
175,179
176,015
176,808
177,630
178,449
179,160
179,872
180,514
181,194
181,797
182,411
182,972
183,521
184,018
184,538
184,997

Cum. %
74.8
75.6
76.4
77.2
78.0
78.8
79.5
80.3
81.0
81.7
82.4
83.1
83.7
84.4
85.0
85.6
86.2
86.8
87.4
87.9
88.4
88.9
89.4
89.9
90.4
90.8
91.2
91.7
92.1
92.5
92.8
93.1
93.5
93.8
94.1
94.4
94.7
95.0
95.2
95.5

Table 8 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Public
SS
Freq.
769
483
770
428
771
420
772
401
773
321
774
364
775
317
776
308
777
294
778
287
779
277
780
242
781
258
782
245
783
207
784
194
785
198
786
182
787
141
788
152
789
175
790
142
791
143
792
125
793
122
794
116
795
111
796
113
797
99
798
98
799
65
800
107
801
76
802
84
803
84
804
54
805
53
806
56
807
62
808
53
(table continues)

%
.25
.22
.22
.21
.17
.19
.16
.16
.15
.15
.14
.12
.13
.13
.11
.10
.10
.09
.07
.08
.09
.07
.07
.06
.06
.06
.06
.06
.05
.05
.03
.06
.04
.04
.04
.03
.03
.03
.03
.03

Cum. Freq.
185,480
185,908
186,328
186,729
187,050
187,414
187,731
188,039
188,333
188,620
188,897
189,139
189,397
189,642
189,849
190,043
190,241
190,423
190,564
190,716
190,891
191,033
191,176
191,301
191,423
191,539
191,650
191,763
191,862
191,960
192,025
192,132
192,208
192,292
192,376
192,430
192,483
192,539
192,601
192,654

Cum. %
95.7
95.9
96.1
96.4
96.5
96.7
96.9
97.0
97.2
97.3
97.5
97.6
97.7
97.9
98.0
98.1
98.2
98.3
98.3
98.4
98.5
98.6
98.7
98.7
98.8
98.8
98.9
99.0
99.0
99.1
99.1
99.1
99.2
99.2
99.3
99.3
99.3
99.4
99.4
99.4

SS
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
828
829
830
831
832
833
834
835
836
837
838
839
840
841
842
844
846
847
851
852
853

Freq.

%
48
36
56
41
35
43
50
51
21
42
19
47
13
26
1
44
14
25
5
16
31
15
17
11
7
14
20
18
17
12
2
8
21
4
32
8
2
15
54
2

.02
.02
.03
.02
.02
.02
.03
.03
.01
.02
.01
.02
.01
.01
.00
.02
.01
.01
.00
.01
.02
.01
.01
.01
.00
.01
.01
.01
.01
.01
.00
.00
.01
.00
.02
.00
.00
.01
.03
.00

Cum. Freq.
192,702
192,738
192,794
192,835
192,870
192,913
192,963
193,014
193,035
193,077
193,096
193,143
193,156
193,182
193,183
193,227
193,241
193,266
193,271
193,287
193,318
193,333
193,350
193,361
193,368
193,382
193,402
193,420
193,437
193,449
193,451
193,459
193,480
193,484
193,516
193,524
193,526
193,541
193,595
193,597

Cum. %
99.4
99.5
99.5
99.5
99.5
99.5
99.6
99.6
99.6
99.6
99.6
99.7
99.7
99.7
99.7
99.7
99.7
99.7
99.7
99.7
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.9
99.9
99.9
99.9
99.9
99.9

Table 8 (concluded)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Public
SS
855
856
862

Freq.

%
13
14
43

.01
.01
.02

Cum. Freq.
193,610
193,624
193,667

Cum. %
99.9
99.9
99.9

SS
865
873
882

Freq.
10
1
113

%
.01
.00
.06

Cum. Freq.
193,677
193,678
193,791

Cum. %
99.9
99.9
100.0

Table 9
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Non-Public
SS
Freq.
517
24
525
1
534
1
536
1
550
1
552
1
554
2
555
1
563
1
564
2
565
1
566
1
568
1
569
2
570
1
572
4
573
4
574
1
575
1
576
1
577
1
578
2
579
1
580
5
581
2
582
2
583
5
584
1
585
2
586
4
587
1
588
2
589
3
590
1
591
3
592
1
593
2
594
1
595
2
596
2
(table continues)

%
.10
.00
.00
.00
.00
.00
.01
.00
.00
.01
.00
.00
.00
.01
.00
.02
.02
.00
.00
.00
.00
.01
.00
.02
.01
.01
.02
.00
.01
.02
.00
.01
.01
.00
.01
.00
.01
.00
.01
.01

Cum. Freq.
24
25
26
27
28
29
31
32
33
35
36
37
38
40
41
45
49
50
51
52
53
55
56
61
63
65
70
71
73
77
78
80
83
84
87
88
90
91
93
95

Cum. %
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.4
0.4
0.4
0.4
0.4
0.4

SS
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
631
632
633
634
635
636

Freq.

%
5
5
4
2
4
11
5
4
11
5
4
7
8
9
8
8
10
9
8
13
15
7
8
10
10
14
13
13
11
13
15
18
22
11
21
19
17
21
25
24

.02
.02
.02
.01
.02
.04
.02
.02
.04
.02
.02
.03
.03
.04
.03
.03
.04
.04
.03
.05
.06
.03
.03
.04
.04
.06
.05
.05
.04
.05
.06
.07
.09
.04
.09
.08
.07
.09
.10
.10

Cum. Freq.
100
105
109
111
115
126
131
135
146
151
155
162
170
179
187
195
205
214
222
235
250
257
265
275
285
299
312
325
336
349
364
382
404
415
436
455
472
493
518
542

Cum. %
0.4
0.4
0.4
0.5
0.5
0.5
0.5
0.6
0.6
0.6
0.6
0.7
0.7
0.7
0.8
0.8
0.8
0.9
0.9
1.0
1.0
1.0
1.1
1.1
1.2
1.2
1.3
1.3
1.4
1.4
1.5
1.6
1.6
1.7
1.8
1.9
1.9
2.0
2.1
2.2

Table 9 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Non-Public
SS
Freq.
637
38
638
32
639
29
640
22
641
39
642
41
643
44
644
46
645
42
646
50
647
51
648
51
649
58
650
59
651
57
652
47
653
73
654
60
655
62
656
51
657
104
658
83
659
91
660
100
661
96
662
97
663
87
664
97
665
106
666
118
667
122
668
134
669
137
670
144
671
153
672
149
673
146
674
141
675
174
676
196
(table continues)

%
.15
.13
.12
.09
.16
.17
.18
.19
.17
.20
.21
.21
.24
.24
.23
.19
.30
.24
.25
.21
.42
.34
.37
.41
.39
.40
.35
.40
.43
.48
.50
.55
.56
.59
.62
.61
.60
.57
.71
.80

Cum. Freq.
580
612
641
663
702
743
787
833
875
925
976
1,027
1,085
1,144
1,201
1,248
1,321
1,381
1,443
1,494
1,598
1,681
1,772
1,872
1,968
2,065
2,152
2,249
2,355
2,473
2,595
2,729
2,866
3,010
3,163
3,312
3,458
3,599
3,773
3,969

Cum. %
2.4
2.5
2.6
2.7
2.9
3.0
3.2
3.4
3.6
3.8
4.0
4.2
4.4
4.7
4.9
5.1
5.4
5.6
5.9
6.1
6.5
6.9
7.2
7.6
8.0
8.4
8.8
9.2
9.6
10.1
10.6
11.1
11.7
12.3
12.9
13.5
14.1
14.7
15.4
16.2

SS
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
697
698
699
700
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716

Freq.
166
196
201
166
184
203
198
213
201
229
246
252
225
244
228
241
243
228
283
259
285
282
271
279
277
281
277
279
307
267
253
253
293
284
273
294
281
312
322
281

%
.68
.80
.82
.68
.75
.83
.81
.87
.82
.93
1.00
1.03
.92
1.00
.93
.98
.99
.93
1.15
1.06
1.16
1.15
1.11
1.14
1.13
1.15
1.13
1.14
1.25
1.09
1.03
1.03
1.19
1.16
1.11
1.20
1.15
1.27
1.31
1.15

Cum. Freq.
4,135
4,331
4,532
4,698
4,882
5,085
5,283
5,496
5,697
5,926
6,172
6,424
6,649
6,893
7,121
7,362
7,605
7,833
8,116
8,375
8,660
8,942
9,213
9,492
9,769
10,050
10,327
10,606
10,913
11,180
11,433
11,686
11,979
12,263
12,536
12,830
13,111
13,423
13,745
14,026

Cum. %
16.9
17.7
18.5
19.2
19.9
20.7
21.5
22.4
23.2
24.2
25.2
26.2
27.1
28.1
29.0
30.0
31.0
31.9
33.1
34.2
35.3
36.5
37.6
38.7
39.8
41.0
42.1
43.3
44.5
45.6
46.6
47.7
48.9
50.0
51.1
52.3
53.5
54.7
56.1
57.2

Table 9 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Non-Public
SS
Freq.
717
258
718
313
719
278
720
276
721
306
722
275
723
284
724
279
725
255
726
248
727
260
728
230
729
257
730
252
731
246
732
251
733
234
734
222
735
212
736
215
737
212
738
219
739
219
740
206
741
195
742
200
743
152
744
170
745
149
746
167
747
163
748
151
749
145
750
144
751
138
752
129
753
135
754
115
755
129
756
104
(table continues)

%
1.05
1.28
1.13
1.13
1.25
1.12
1.16
1.14
1.04
1.01
1.06
.94
1.05
1.03
1.00
1.02
.95
.91
.86
.88
.86
.89
.89
.84
.80
.82
.62
.69
.61
.68
.66
.62
.59
.59
.56
.53
.55
.47
.53
.42

Cum. Freq.
14,284
14,597
14,875
15,151
15,457
15,732
16,016
16,295
16,550
16,798
17,058
17,288
17,545
17,797
18,043
18,294
18,528
18,750
18,962
19,177
19,389
19,608
19,827
20,033
20,228
20,428
20,580
20,750
20,899
21,066
21,229
21,380
21,525
21,669
21,807
21,936
22,071
22,186
22,315
22,419

Cum. %
58.2
59.5
60.7
61.8
63.0
64.2
65.3
66.5
67.5
68.5
69.6
70.5
71.5
72.6
73.6
74.6
75.6
76.5
77.3
78.2
79.1
80.0
80.9
81.7
82.5
83.3
83.9
84.6
85.2
85.9
86.6
87.2
87.8
88.4
88.9
89.5
90.0
90.5
91.0
91.4

SS
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
779
780
781
782
783
784
785
786
787
788
789
790
791
792
793
794
795
796

Freq.
101
99
106
103
96
82
72
67
59
65
66
61
55
62
49
41
43
48
37
43
47
45
33
39
34
30
30
24
29
23
23
17
20
29
16
10
19
14
24
12

%
.41
.40
.43
.42
.39
.33
.29
.27
.24
.27
.27
.25
.22
.25
.20
.17
.18
.20
.15
.18
.19
.18
.13
.16
.14
.12
.12
.10
.12
.09
.09
.07
.08
.12
.07
.04
.08
.06
.10
.05

Cum. Freq.
22,520
22,619
22,725
22,828
22,924
23,006
23,078
23,145
23,204
23,269
23,335
23,396
23,451
23,513
23,562
23,603
23,646
23,694
23,731
23,774
23,821
23,866
23,899
23,938
23,972
24,002
24,032
24,056
24,085
24,108
24,131
24,148
24,168
24,197
24,213
24,223
24,242
24,256
24,280
24,292

Cum. %
91.8
92.2
92.7
93.1
93.5
93.8
94.1
94.4
94.6
94.9
95.2
95.4
95.6
95.9
96.1
96.3
96.4
96.6
96.8
96.9
97.1
97.3
97.5
97.6
97.8
97.9
98.0
98.1
98.2
98.3
98.4
98.5
98.6
98.7
98.7
98.8
98.9
98.9
99.0
99.1

Table 9 (concluded)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Non-Public
SS
797
798
799
800
801
802
803
804
805
806
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821

Freq.

%
19
7
10
5
6
7
10
3
5
11
11
9
4
6
8
4
5
2
2
5
2
7
1
7
2

.08
.03
.04
.02
.02
.03
.04
.01
.02
.04
.04
.04
.02
.02
.03
.02
.02
.01
.01
.02
.01
.03
.00
.03
.01

Cum. Freq.
24,311
24,318
24,328
24,333
24,339
24,346
24,356
24,359
24,364
24,375
24,386
24,395
24,399
24,405
24,413
24,417
24,422
24,424
24,426
24,431
24,433
24,440
24,441
24,448
24,450

Cum. %
99.1
99.2
99.2
99.2
99.3
99.3
99.3
99.3
99.4
99.4
99.4
99.5
99.5
99.5
99.6
99.6
99.6
99.6
99.6
99.6
99.6
99.7
99.7
99.7
99.7

SS
822
824
825
826
828
829
830
831
832
836
837
839
840
841
844
851
852
853
855
856
862
865
872
873
882

Freq.

%
4
3
2
2
2
5
4
1
1
2
3
1
1
4
3
3
7
1
1
3
6
2
1
1
9

.02
.01
.01
.01
.01
.02
.02
.00
.00
.01
.01
.00
.00
.02
.01
.01
.03
.00
.00
.01
.02
.01
.00
.00
.04

Cum. Freq.
24,454
24,457
24,459
24,461
24,463
24,468
24,472
24,473
24,474
24,476
24,479
24,480
24,481
24,485
24,488
24,491
24,498
24,499
24,500
24,503
24,509
24,511
24,512
24,513
24,522

Cum. %
99.7
99.7
99.7
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.9
99.9
99.9
99.9
99.9
99.9
99.9
100.0
100.0
100.0
100.0

Table 10
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: LEP (Students at or above the 30th
percentile on an English reading test or a measure of English as a Second
Language)
SS
Freq.
517
63
528
1
537
2
539
1
545
1
547
1
548
2
550
1
551
2
552
4
553
2
554
2
556
2
557
1
558
4
559
3
560
1
561
2
562
2
563
2
564
4
565
4
566
3
567
5
568
5
569
2
570
3
571
5
572
6
573
8
574
5
575
5
576
2
577
4
578
3
579
4
580
4
581
6
582
3
(table continues)

%
1.43
.02
.05
.02
.02
.02
.05
.02
.05
.09
.05
.05
.05
.02
.09
.07
.02
.05
.05
.05
.09
.09
.07
.11
.11
.05
.07
.11
.14
.18
.11
.11
.05
.09
.07
.09
.09
.14
.07

Cum. Freq.
63
64
66
67
68
69
71
72
74
78
80
82
84
85
89
92
93
95
97
99
103
107
110
115
120
122
125
130
136
144
149
154
156
160
163
167
171
177
180

Cum. %
1.4
1.5
1.5
1.5
1.5
1.6
1.6
1.6
1.7
1.8
1.8
1.9
1.9
1.9
2.0
2.1
2.1
2.2
2.2
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.8
3.0
3.1
3.3
3.4
3.5
3.5
3.6
3.7
3.8
3.9
4.0
4.1

SS
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621

Freq.

%
4
7
6
7
6
7
9
8
7
3
8
3
12
4
10
14
7
13
7
14
11
10
14
13
19
16
19
25
23
22
24
27
25
29
23
29
32
27
30

.09
.16
.14
.16
.14
.16
.20
.18
.16
.07
.18
.07
.27
.09
.23
.32
.16
.30
.16
.32
.25
.23
.32
.30
.43
.36
.43
.57
.52
.50
.55
.61
.57
.66
.52
.66
.73
.61
.68

Cum. Freq.
184
191
197
204
210
217
226
234
241
244
252
255
267
271
281
295
302
315
322
336
347
357
371
384
403
419
438
463
486
508
532
559
584
613
636
665
697
724
754

Cum. %
4.2
4.3
4.5
4.6
4.8
4.9
5.1
5.3
5.5
5.5
5.7
5.8
6.1
6.2
6.4
6.7
6.9
7.2
7.3
7.6
7.9
8.1
8.4
8.7
9.2
9.5
9.9
10.5
11.0
11.5
12.1
12.7
13.3
13.9
14.4
15.1
15.8
16.4
17.1

Table 10 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: LEP (Students at or above the 30th
percentile on an English reading test or a measure of English as a Second
Language)
SS
Freq.
622
30
623
21
624
37
625
32
626
39
627
34
628
31
629
28
630
30
631
37
632
35
633
41
634
43
635
41
636
40
637
38
638
37
639
44
640
31
641
47
642
41
643
40
644
48
645
54
646
43
647
52
648
38
649
48
650
50
651
52
652
27
653
42
654
47
655
51
656
48
657
45
658
39
659
48
660
33
(table continues)

%
.68
.48
.84
.73
.89
.77
.70
.64
.68
.84
.79
.93
.98
.93
.91
.86
.84
1.00
.70
1.07
.93
.91
1.09
1.23
.98
1.18
.86
1.09
1.14
1.18
.61
.95
1.07
1.16
1.09
1.02
.89
1.09
.75

Cum. Freq.
784
805
842
874
913
947
978
1,006
1,036
1,073
1,108
1,149
1,192
1,233
1,273
1,311
1,348
1,392
1,423
1,470
1,511
1,551
1,599
1,653
1,696
1,748
1,786
1,834
1,884
1,936
1,963
2,005
2,052
2,103
2,151
2,196
2,235
2,283
2,316

Cum. %
17.8
18.3
19.1
19.9
20.7
21.5
22.2
22.8
23.5
24.4
25.2
26.1
27.1
28.0
28.9
29.8
30.6
31.6
32.3
33.4
34.3
35.2
36.3
37.5
38.5
39.7
40.6
41.7
42.8
44.0
44.6
45.5
46.6
47.8
48.9
49.9
50.8
51.9
52.6

SS
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
697
698
699

Freq.

%
53
43
44
45
49
44
54
47
42
41
40
42
39
43
46
45
34
33
30
30
28
32
46
37
32
29
37
41
24
26
29
24
26
29
21
24
29
17
28

1.20
.98
1.00
1.02
1.11
1.00
1.23
1.07
.95
.93
.91
.95
.89
.98
1.04
1.02
.77
.75
.68
.68
.64
.73
1.04
.84
.73
.66
.84
.93
.55
.59
.66
.55
.59
.66
.48
.55
.66
.39
.64

Cum. Freq.
2,369
2,412
2,456
2,501
2,550
2,594
2,648
2,695
2,737
2,778
2,818
2,860
2,899
2,942
2,988
3,033
3,067
3,100
3,130
3,160
3,188
3,220
3,266
3,303
3,335
3,364
3,401
3,442
3,466
3,492
3,521
3,545
3,571
3,600
3,621
3,645
3,674
3,691
3,719

Cum. %
53.8
54.8
55.8
56.8
57.9
58.9
60.1
61.2
62.2
63.1
64.0
65.0
65.8
66.8
67.9
68.9
69.7
70.4
71.1
71.8
72.4
73.1
74.2
75.0
75.7
76.4
77.2
78.2
78.7
79.3
80.0
80.5
81.1
81.8
82.2
82.8
83.4
83.8
84.5

Table 10 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: LEP (Students at or above the 30th
percentile on an English reading test or a measure of English as a Second
Language)
SS
Freq.
700
18
701
20
702
20
703
15
704
19
705
18
706
15
707
13
708
12
709
19
710
14
711
22
712
17
713
9
714
17
715
11
716
11
717
22
718
14
719
13
720
17
721
12
722
16
723
17
724
9
725
14
726
9
727
10
728
10
729
14
730
9
731
10
732
8
733
2
734
5
735
10
736
10
737
9
738
5
(table continues)

%
.41
.45
.45
.34
.43
.41
.34
.30
.27
.43
.32
.50
.39
.20
.39
.25
.25
.50
.32
.30
.39
.27
.36
.39
.20
.32
.20
.23
.23
.32
.20
.23
.18
.05
.11
.23
.23
.20
.11

Cum. Freq.
3,737
3,757
3,777
3,792
3,811
3,829
3,844
3,857
3,869
3,888
3,902
3,924
3,941
3,950
3,967
3,978
3,989
4,011
4,025
4,038
4,055
4,067
4,083
4,100
4,109
4,123
4,132
4,142
4,152
4,166
4,175
4,185
4,193
4,195
4,200
4,210
4,220
4,229
4,234

Cum. %
84.9
85.3
85.8
86.1
86.6
87.0
87.3
87.6
87.9
88.3
88.6
89.1
89.5
89.7
90.1
90.3
90.6
91.1
91.4
91.7
92.1
92.4
92.7
93.1
93.3
93.6
93.8
94.1
94.3
94.6
94.8
95.0
95.2
95.3
95.4
95.6
95.8
96.0
96.2

SS
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
773
774
776
777
778
780

Freq.

%
8
10
4
13
7
8
4
8
6
3
3
3
6
2
1
4
4
2
3
6
3
5
2
2
2
2
4
4
2
3
1
2
2
2
2
4
3
3
1

.18
.23
.09
.30
.16
.18
.09
.18
.14
.07
.07
.07
.14
.05
.02
.09
.09
.05
.07
.14
.07
.11
.05
.05
.05
.05
.09
.09
.05
.07
.02
.05
.05
.05
.05
.09
.07
.07
.02

Cum. Freq.
4,242
4,252
4,256
4,269
4,276
4,284
4,288
4,296
4,302
4,305
4,308
4,311
4,317
4,319
4,320
4,324
4,328
4,330
4,333
4,339
4,342
4,347
4,349
4,351
4,353
4,355
4,359
4,363
4,365
4,368
4,369
4,371
4,373
4,375
4,377
4,381
4,384
4,387
4,388

Cum. %
96.3
96.6
96.7
97.0
97.1
97.3
97.4
97.6
97.7
97.8
97.8
97.9
98.0
98.1
98.1
98.2
98.3
98.3
98.4
98.5
98.6
98.7
98.8
98.8
98.9
98.9
99.0
99.1
99.1
99.2
99.2
99.3
99.3
99.4
99.4
99.5
99.6
99.6
99.7

Table 10 (concluded)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: LEP (Students at or above the 30th
percentile on an English reading test or a measure of English as a Second
Language)
SS
781
782
783
784
785
786
797

Freq.

%
1
1
1
2
1
1
1

.02
.02
.02
.05
.02
.02
.02

Cum. Freq.
4,389
4,390
4,391
4,393
4,394
4,395
4,396

Cum. %
99.7
99.7
99.7
99.8
99.8
99.8
99.8

SS
798
801
812
822
824
841
851

Freq.

%
1
1
1
1
1
1
1

.02
.02
.02
.02
.02
.02
.02

Cum. Freq.
4,397
4,398
4,399
4,400
4,401
4,402
4,403

Cum. %
99.9
99.9
99.9
99.9
100.0
100.0
100.0

Table 11
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: LEP (Students below the 30th percentile on
an English reading test or a measure of English as a Second Language)
SS
Freq.
517
47
527
1
543
2
545
1
550
1
551
1
552
1
553
1
554
1
555
1
556
1
557
1
558
1
559
2
560
1
562
3
563
1
564
1
565
1
566
2
567
3
568
2
569
5
570
5
571
1
572
2
573
3
574
2
575
2
576
4
577
4
578
3
579
2
580
2
581
7
582
2
583
5
584
4
585
7
(table continues)

%
1.22
.03
.05
.03
.03
.03
.03
.03
.03
.03
.03
.03
.03
.05
.03
.08
.03
.03
.03
.05
.08
.05
.13
.13
.03
.05
.08
.05
.05
.10
.10
.08
.05
.05
.18
.05
.13
.10
.18

Cum. Freq.
47
48
50
51
52
53
54
55
56
57
58
59
60
62
63
66
67
68
69
71
74
76
81
86
87
89
92
94
96
100
104
107
109
111
118
120
125
129
136

Cum. %
1.2
1.2
1.3
1.3
1.3
1.4
1.4
1.4
1.5
1.5
1.5
1.5
1.6
1.6
1.6
1.7
1.7
1.8
1.8
1.8
1.9
2.0
2.1
2.2
2.3
2.3
2.4
2.4
2.5
2.6
2.7
2.8
2.8
2.9
3.1
3.1
3.2
3.3
3.5

SS
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624

Freq.

%
7
6
3
11
6
4
12
9
10
11
12
8
9
8
7
8
8
11
16
12
10
14
18
14
22
16
9
12
17
10
15
16
16
17
25
21
24
19
33

.18
.16
.08
.28
.16
.10
.31
.23
.26
.28
.31
.21
.23
.21
.18
.21
.21
.28
.41
.31
.26
.36
.47
.36
.57
.41
.23
.31
.44
.26
.39
.41
.41
.44
.65
.54
.62
.49
.85

Cum. Freq.
143
149
152
163
169
173
185
194
204
215
227
235
244
252
259
267
275
286
302
314
324
338
356
370
392
408
417
429
446
456
471
487
503
520
545
566
590
609
642

Cum. %
3.7
3.9
3.9
4.2
4.4
4.5
4.8
5.0
5.3
5.6
5.9
6.1
6.3
6.5
6.7
6.9
7.1
7.4
7.8
8.1
8.4
8.8
9.2
9.6
10.2
10.6
10.8
11.1
11.6
11.8
12.2
12.6
13.0
13.5
14.1
14.7
15.3
15.8
16.6

Table 11 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: LEP (Students below the 30th percentile on
an English reading test or a measure of English as a Second Language)
SS
Freq.
625
24
626
28
627
28
628
31
629
20
630
34
631
24
632
34
633
32
634
28
635
34
636
41
637
35
638
40
639
39
640
28
641
29
642
36
643
45
644
31
645
29
646
49
647
37
648
40
649
49
650
46
651
44
652
39
653
35
654
40
655
37
656
44
657
42
658
45
659
49
660
48
661
36
662
45
663
39
(table continues)

%
.62
.73
.73
.80
.52
.88
.62
.88
.83
.73
.88
1.06
.91
1.04
1.01
.73
.75
.93
1.17
.80
.75
1.27
.96
1.04
1.27
1.19
1.14
1.01
.91
1.04
.96
1.14
1.09
1.17
1.27
1.24
.93
1.17
1.01

Cum. Freq.
666
694
722
753
773
807
831
865
897
925
959
1,000
1,035
1,075
1,114
1,142
1,171
1,207
1,252
1,283
1,312
1,361
1,398
1,438
1,487
1,533
1,577
1,616
1,651
1,691
1,728
1,772
1,814
1,859
1,908
1,956
1,992
2,037
2,076

Cum. %
17.3
18.0
18.7
19.5
20.0
20.9
21.5
22.4
23.2
24.0
24.8
25.9
26.8
27.8
28.9
29.6
30.3
31.3
32.4
33.2
34.0
35.3
36.2
37.3
38.5
39.7
40.9
41.9
42.8
43.8
44.8
45.9
47.0
48.2
49.4
50.7
51.6
52.8
53.8

SS
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
697
698
699
700
701
702

Freq.

%
50
38
45
42
41
41
37
44
42
32
34
47
36
35
35
28
32
29
40
21
29
28
33
27
29
34
33
28
25
24
17
21
19
23
15
19
20
23
19

1.30
.98
1.17
1.09
1.06
1.06
.96
1.14
1.09
.83
.88
1.22
.93
.91
.91
.73
.83
.75
1.04
.54
.75
.73
.85
.70
.75
.88
.85
.73
.65
.62
.44
.54
.49
.60
.39
.49
.52
.60
.49

Cum. Freq.
2,126
2,164
2,209
2,251
2,292
2,333
2,370
2,414
2,456
2,488
2,522
2,569
2,605
2,640
2,675
2,703
2,735
2,764
2,804
2,825
2,854
2,882
2,915
2,942
2,971
3,005
3,038
3,066
3,091
3,115
3,132
3,153
3,172
3,195
3,210
3,229
3,249
3,272
3,291

Cum. %
55.1
56.1
57.2
58.3
59.4
60.4
61.4
62.5
63.6
64.5
65.3
66.6
67.5
68.4
69.3
70.0
70.9
71.6
72.6
73.2
73.9
74.7
75.5
76.2
77.0
77.8
78.7
79.4
80.1
80.7
81.1
81.7
82.2
82.8
83.2
83.7
84.2
84.8
85.3

Table 11 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: LEP (Students below the 30th percentile on
an English reading test or a measure of English as a Second Language)
SS
Freq.
703
22
704
30
705
29
706
16
707
19
708
13
709
18
710
12
711
17
712
13
713
17
714
18
715
10
716
13
717
9
718
16
719
18
720
10
721
12
722
8
723
5
724
7
725
10
726
8
727
7
728
10
729
7
730
9
731
9
732
8
733
5
734
8
735
5
736
6
737
4
738
6
740
9
741
9
742
7
(table continues)

%
.57
.78
.75
.41
.49
.34
.47
.31
.44
.34
.44
.47
.26
.34
.23
.41
.47
.26
.31
.21
.13
.18
.26
.21
.18
.26
.18
.23
.23
.21
.13
.21
.13
.16
.10
.16
.23
.23
.18

Cum. Freq.
3,313
3,343
3,372
3,388
3,407
3,420
3,438
3,450
3,467
3,480
3,497
3,515
3,525
3,538
3,547
3,563
3,581
3,591
3,603
3,611
3,616
3,623
3,633
3,641
3,648
3,658
3,665
3,674
3,683
3,691
3,696
3,704
3,709
3,715
3,719
3,725
3,734
3,743
3,750

Cum. %
85.8
86.6
87.4
87.8
88.3
88.6
89.1
89.4
89.8
90.2
90.6
91.1
91.3
91.7
91.9
92.3
92.8
93.0
93.3
93.5
93.7
93.9
94.1
94.3
94.5
94.8
94.9
95.2
95.4
95.6
95.8
96.0
96.1
96.2
96.3
96.5
96.7
97.0
97.2

SS
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
763
764
765
766
767
768
769
770
772
773
775
777
778
781
782
783
784
787
789
795

Freq.

%
6
4
3
5
4
4
3
5
3
1
4
5
4
6
5
1
1
5
5
3
1
2
1
3
1
2
2
1
2
1
1
1
2
1
1
3
1
1
1

.16
.10
.08
.13
.10
.10
.08
.13
.08
.03
.10
.13
.10
.16
.13
.03
.03
.13
.13
.08
.03
.05
.03
.08
.03
.05
.05
.03
.05
.03
.03
.03
.05
.03
.03
.08
.03
.03
.03

Cum. Freq.
3,756
3,760
3,763
3,768
3,772
3,776
3,779
3,784
3,787
3,788
3,792
3,797
3,801
3,807
3,812
3,813
3,814
3,819
3,824
3,827
3,828
3,830
3,831
3,834
3,835
3,837
3,839
3,840
3,842
3,843
3,844
3,845
3,847
3,848
3,849
3,852
3,853
3,854
3,855

Cum. %
97.3
97.4
97.5
97.6
97.7
97.8
97.9
98.0
98.1
98.1
98.2
98.4
98.5
98.6
98.8
98.8
98.8
98.9
99.1
99.1
99.2
99.2
99.2
99.3
99.4
99.4
99.5
99.5
99.5
99.6
99.6
99.6
99.7
99.7
99.7
99.8
99.8
99.8
99.9

Table 11 (concluded)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: LEP (Students below the 30th percentile on
an English reading test or a measure of English as a Second Language)
SS
799
806
815

Freq.

%
1
1
1

Cum. Freq.
.03
3,856
.03
3,857
.03
3,858

Cum. %
99.9
99.9
99.9

SS
822
837

Freq.

%
1
1

Cum. Freq.
.03
3,859
.03
3,860

Cum. %
100.0
100.0

Table 12
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Non-Disabled Students
SS
Freq.
517
172
526
1
527
2
533
2
535
1
537
2
538
3
541
3
543
2
545
3
549
2
550
1
551
1
552
5
553
3
554
2
555
2
556
5
557
5
558
10
559
8
560
1
561
3
562
11
563
2
564
7
565
8
566
6
567
15
568
7
569
9
570
13
571
9
572
11
573
13
574
10
575
14
576
13
577
12
578
17
(table continues)

%
.09
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.00
.01
.00
.00
.00
.01
.00
.00
.00
.00
.01
.00
.00
.01
.00
.01
.01
.01
.01
.01
.01
.01

Cum. Freq.
172
173
175
177
178
180
183
186
188
191
193
194
195
200
203
205
207
212
217
227
235
236
239
250
252
259
267
273
288
295
304
317
326
337
350
360
374
387
399
416

Cum. %
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.1
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2
0.2

SS
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618

Freq.
12
12
28
15
19
15
25
27
21
21
32
24
32
33
41
33
43
42
33
44
53
68
61
59
62
59
79
69
79
90
87
96
82
85
103
105
118
144
129
132

%
.01
.01
.01
.01
.01
.01
.01
.01
.01
.01
.02
.01
.02
.02
.02
.02
.02
.02
.02
.02
.03
.04
.03
.03
.03
.03
.04
.04
.04
.05
.05
.05
.04
.05
.06
.06
.06
.08
.07
.07

Cum. Freq.
428
440
468
483
502
517
542
569
590
611
643
667
699
732
773
806
849
891
924
968
1,021
1,089
1,150
1,209
1,271
1,330
1,409
1,478
1,557
1,647
1,734
1,830
1,912
1,997
2,100
2,205
2,323
2,467
2,596
2,728

Cum. %
0.2
0.2
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.3
0.4
0.4
0.4
0.4
0.4
0.5
0.5
0.5
0.5
0.5
0.6
0.6
0.6
0.7
0.7
0.8
0.8
0.8
0.9
0.9
1.0
1.0
1.1
1.1
1.2
1.2
1.3
1.4
1.5

Table 12 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Non-Disabled Students
SS
Freq.
619
148
620
159
621
139
622
163
623
181
624
194
625
218
626
219
627
209
628
213
629
242
630
234
631
229
632
279
633
282
634
284
635
312
636
348
637
344
638
362
639
376
640
398
641
392
642
431
643
408
644
447
645
448
646
489
647
508
648
521
649
576
650
593
651
634
652
628
653
695
654
650
655
695
656
707
657
791
658
776
(table continues)

%
.08
.09
.07
.09
.10
.10
.12
.12
.11
.11
.13
.13
.12
.15
.15
.15
.17
.19
.18
.19
.20
.21
.21
.23
.22
.24
.24
.26
.27
.28
.31
.32
.34
.34
.37
.35
.37
.38
.42
.42

Cum. Freq.
2,876
3,035
3,174
3,337
3,518
3,712
3,930
4,149
4,358
4,571
4,813
5,047
5,276
5,555
5,837
6,121
6,433
6,781
7,125
7,487
7,863
8,261
8,653
9,084
9,492
9,939
10,387
10,876
11,384
11,905
12,481
13,074
13,708
14,336
15,031
15,681
16,376
17,083
17,874
18,650

Cum. %
1.5
1.6
1.7
1.8
1.9
2.0
2.1
2.2
2.3
2.4
2.6
2.7
2.8
3.0
3.1
3.3
3.4
3.6
3.8
4.0
4.2
4.4
4.6
4.9
5.1
5.3
5.6
5.8
6.1
6.4
6.7
7.0
7.3
7.7
8.0
8.4
8.8
9.1
9.6
10.0

SS
659
660
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
697
698

Freq.
841
804
930
964
992
961
964
994
1,036
1,110
1,149
1,129
1,203
1,173
1,201
1,217
1,289
1,446
1,364
1,423
1,438
1,462
1,475
1,519
1,509
1,583
1,668
1,646
1,675
1,770
1,668
1,771
1,711
1,856
1,770
1,756
1,910
1,855
1,905
1,906

%
.45
.43
.50
.52
.53
.51
.52
.53
.55
.59
.62
.60
.64
.63
.64
.65
.69
.77
.73
.76
.77
.78
.79
.81
.81
.85
.89
.88
.90
.95
.89
.95
.92
.99
.95
.94
1.02
.99
1.02
1.02

Cum. Freq.
19,491
20,295
21,225
22,189
23,181
24,142
25,106
26,100
27,136
28,246
29,395
30,524
31,727
32,900
34,101
35,318
36,607
38,053
39,417
40,840
42,278
43,740
45,215
46,734
48,243
49,826
51,494
53,140
54,815
56,585
58,253
60,024
61,735
63,591
65,361
67,117
69,027
70,882
72,787
74,693

Cum. %
10.4
10.9
11.4
11.9
12.4
12.9
13.4
14.0
14.5
15.1
15.7
16.3
17.0
17.6
18.3
18.9
19.6
20.4
21.1
21.9
22.6
23.4
24.2
25.0
25.8
26.7
27.6
28.4
29.3
30.3
31.2
32.1
33.0
34.0
35.0
35.9
36.9
37.9
39.0
40.0

Table 12 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Non-Disabled Students
SS
Freq.
699
1,891
700
1,984
701
1,923
702
1,932
703
1,974
704
2,000
705
1,951
706
1,962
707
1,975
708
1,939
709
2,025
710
1,938
711
1,965
712
1,952
713
2,039
714
2,094
715
1,990
716
1,995
717
1,891
718
1,987
719
1,870
720
1,849
721
1,972
722
1,833
723
1,841
724
1,928
725
1,828
726
1,782
727
1,879
728
1,724
729
1,759
730
1,726
731
1,703
732
1,642
733
1,635
734
1,595
735
1,559
736
1,559
737
1,525
738
1,500
(table continues)

%
1.01
1.06
1.03
1.03
1.06
1.07
1.04
1.05
1.06
1.04
1.08
1.04
1.05
1.04
1.09
1.12
1.07
1.07
1.01
1.06
1.00
.99
1.06
.98
.99
1.03
.98
.95
1.01
.92
.94
.92
.91
.88
.88
.85
.83
.83
.82
.80

Cum. Freq.
76,584
78,568
80,491
82,423
84,397
86,397
88,348
90,310
92,285
94,224
96,249
98,187
100,152
102,104
104,143
106,237
108,227
110,222
112,113
114,100
115,970
117,819
119,791
121,624
123,465
125,393
127,221
129,003
130,882
132,606
134,365
136,091
137,794
139,436
141,071
142,666
144,225
145,784
147,309
148,809

Cum. %
41.0
42.1
43.1
44.1
45.2
46.2
47.3
48.3
49.4
50.4
51.5
52.6
53.6
54.7
55.7
56.9
57.9
59.0
60.0
61.1
62.1
63.1
64.1
65.1
66.1
67.1
68.1
69.1
70.1
71.0
71.9
72.8
73.8
74.6
75.5
76.4
77.2
78.0
78.9
79.7

SS
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778

Freq.
1,434
1,445
1,373
1,369
1,310
1,298
1,212
1,265
1,148
1,139
1,051
1,009
1,065
1,047
988
898
872
877
876
767
772
706
744
655
655
581
584
531
539
486
505
458
444
414
343
385
334
330
324
312

%
.77
.77
.73
.73
.70
.69
.65
.68
.61
.61
.56
.54
.57
.56
.53
.48
.47
.47
.47
.41
.41
.38
.40
.35
.35
.31
.31
.28
.29
.26
.27
.25
.24
.22
.18
.21
.18
.18
.17
.17

Cum. Freq.
150,243
151,688
153,061
154,430
155,740
157,038
158,250
159,515
160,663
161,802
162,853
163,862
164,927
165,974
166,962
167,860
168,732
169,609
170,485
171,252
172,024
172,730
173,474
174,129
174,784
175,365
175,949
176,480
177,019
177,505
178,010
178,468
178,912
179,326
179,669
180,054
180,388
180,718
181,042
181,354

Cum. %
80.4
81.2
81.9
82.7
83.4
84.1
84.7
85.4
86.0
86.6
87.2
87.7
88.3
88.8
89.4
89.9
90.3
90.8
91.3
91.7
92.1
92.5
92.9
93.2
93.6
93.9
94.2
94.5
94.8
95.0
95.3
95.5
95.8
96.0
96.2
96.4
96.6
96.7
96.9
97.1

Table 12 (concluded)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Non-Disabled Students
SS
779
780
781
782
783
784
785
786
787
788
789
790
791
792
793
794
795
796
797
798
799
800
801
802
803
804
805
806
807
808
809
810
811
812
813
814
815
816

Freq.
297
262
265
254
221
202
213
199
154
162
188
162
154
127
136
119
127
116
107
91
74
106
76
88
92
54
54
63
67
60
50
40
59
41
38
39
49
55

%
.16
.14
.14
.14
.12
.11
.11
.11
.08
.09
.10
.09
.08
.07
.07
.06
.07
.06
.06
.05
.04
.06
.04
.05
.05
.03
.03
.03
.04
.03
.03
.02
.03
.02
.02
.02
.03
.03

Cum. Freq.
181,651
181,913
182,178
182,432
182,653
182,855
183,068
183,267
183,421
183,583
183,771
183,933
184,087
184,214
184,350
184,469
184,596
184,712
184,819
184,910
184,984
185,090
185,166
185,254
185,346
185,400
185,454
185,517
185,584
185,644
185,694
185,734
185,793
185,834
185,872
185,911
185,960
186,015

Cum. %
97.2
97.4
97.5
97.7
97.8
97.9
98.0
98.1
98.2
98.3
98.4
98.5
98.5
98.6
98.7
98.7
98.8
98.9
98.9
99.0
99.0
99.1
99.1
99.2
99.2
99.2
99.3
99.3
99.3
99.4
99.4
99.4
99.5
99.5
99.5
99.5
99.5
99.6

SS
817
818
819
820
821
822
824
825
826
827
828
829
830
831
832
833
834
835
836
837
838
839
840
841
842
844
846
847
851
852
853
855
856
862
865
872
873
882

Freq.
20
47
18
48
14
29
46
15
25
4
18
33
19
15
11
6
13
18
19
17
11
2
7
22
4
30
7
2
18
58
3
14
16
47
12
1
2
108

%
.01
.03
.01
.03
.01
.02
.02
.01
.01
.00
.01
.02
.01
.01
.01
.00
.01
.01
.01
.01
.01
.00
.00
.01
.00
.02
.00
.00
.01
.03
.00
.01
.01
.03
.01
.00
.00
.06

Cum. Freq.
186,035
186,082
186,100
186,148
186,162
186,191
186,237
186,252
186,277
186,281
186,299
186,332
186,351
186,366
186,377
186,383
186,396
186,414
186,433
186,450
186,461
186,463
186,470
186,492
186,496
186,526
186,533
186,535
186,553
186,611
186,614
186,628
186,644
186,691
186,703
186,704
186,706
186,814

Cum. %
99.6
99.6
99.6
99.6
99.7
99.7
99.7
99.7
99.7
99.7
99.7
99.7
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.9
99.9
99.9
99.9
99.9
99.9
99.9
99.9
99.9
99.9
100.0

Table 13
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Students with Disabilities
SS
Freq.
517
375
525
1
528
3
529
1
532
1
533
1
534
1
535
1
536
1
537
4
538
2
539
3
540
3
541
2
542
4
543
2
544
4
545
3
546
1
547
5
548
3
549
5
550
7
551
6
552
9
553
9
554
13
555
3
556
11
557
6
558
8
559
12
560
12
561
8
562
14
563
15
564
17
565
12
566
13
567
10
(table continues)

%
1.19
0.00
0.01
0.00
0.00
0.00
0.00
0.00
0.00
0.01
0.01
0.01
0.01
0.01
0.01
0.01
0.01
0.01
0.00
0.02
0.01
0.02
0.02
0.02
0.03
0.03
0.04
0.01
0.03
0.02
0.03
0.04
0.04
0.03
0.04
0.05
0.05
0.04
0.04
0.03

Cum. Freq.
375
376
379
380
381
382
383
384
385
389
391
394
397
399
403
405
409
412
413
418
421
426
433
439
448
457
470
473
484
490
498
510
522
530
544
559
576
588
601
611

Cum. %
1.2
1.2
1.2
1.2
1.2
1.2
1.2
1.2
1.2
1.2
1.2
1.3
1.3
1.3
1.3
1.3
1.3
1.3
1.3
1.3
1.3
1.4
1.4
1.4
1.4
1.5
1.5
1.5
1.5
1.6
1.6
1.6
1.7
1.7
1.7
1.8
1.8
1.9
1.9
1.9

SS
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607

Freq.
16
20
14
16
33
22
23
24
18
18
22
24
32
32
30
32
19
36
47
46
41
47
49
49
46
48
49
53
52
60
61
71
69
73
73
81
86
72
80
114

%
0.05
0.06
0.04
0.05
0.10
0.07
0.07
0.08
0.06
0.06
0.07
0.08
0.10
0.10
0.10
0.10
0.06
0.11
0.15
0.15
0.13
0.15
0.16
0.16
0.15
0.15
0.16
0.17
0.17
0.19
0.19
0.23
0.22
0.23
0.23
0.26
0.27
0.23
0.25
0.36

Cum. Freq.
627
647
661
677
710
732
755
779
797
815
837
861
893
925
955
987
1,006
1,042
1,089
1,135
1,176
1,223
1,272
1,321
1,367
1,415
1,464
1,517
1,569
1,629
1,690
1,761
1,830
1,903
1,976
2,057
2,143
2,215
2,295
2,409

Cum. %
2.0
2.1
2.1
2.1
2.3
2.3
2.4
2.5
2.5
2.6
2.7
2.7
2.8
2.9
3.0
3.1
3.2
3.3
3.5
3.6
3.7
3.9
4.0
4.2
4.3
4.5
4.6
4.8
5.0
5.2
5.4
5.6
5.8
6.0
6.3
6.5
6.8
7.0
7.3
7.6

Table 13 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Students with Disabilities
SS
Freq.
608
109
609
105
610
102
611
105
612
107
613
107
614
123
615
91
616
124
617
107
618
127
619
140
620
143
621
140
622
154
623
138
624
151
625
147
626
138
627
151
628
170
629
161
630
145
631
174
632
185
633
161
634
192
635
177
636
181
637
194
638
190
639
214
640
177
641
214
642
215
643
210
644
222
645
237
646
239
647
243
(table continues)

%
0.35
0.33
0.32
0.33
0.34
0.34
0.39
0.29
0.39
0.34
0.40
0.44
0.45
0.44
0.49
0.44
0.48
0.47
0.44
0.48
0.54
0.51
0.46
0.55
0.59
0.51
0.61
0.56
0.57
0.62
0.60
0.68
0.56
0.68
0.68
0.67
0.70
0.75
0.76
0.77

Cum. Freq.
2,518
2,623
2,725
2,830
2,937
3,044
3,167
3,258
3,382
3,489
3,616
3,756
3,899
4,039
4,193
4,331
4,482
4,629
4,767
4,918
5,088
5,249
5,394
5,568
5,753
5,914
6,106
6,283
6,464
6,658
6,848
7,062
7,239
7,453
7,668
7,878
8,100
8,337
8,576
8,819

Cum. %
8.0
8.3
8.7
9.0
9.3
9.7
10.1
10.3
10.7
11.1
11.5
11.9
12.4
12.8
13.3
13.7
14.2
14.7
15.1
15.6
16.2
16.7
17.1
17.7
18.3
18.8
19.4
19.9
20.5
21.1
21.7
22.4
23.0
23.7
24.3
25.0
25.7
26.5
27.2
28.0

SS
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687

Freq.
223
252
232
233
234
240
247
253
270
253
250
261
289
266
262
250
267
257
296
282
284
287
278
322
285
303
296
323
290
283
269
276
262
276
259
275
287
261
274
294

%
0.71
0.80
0.74
0.74
0.74
0.76
0.78
0.80
0.86
0.80
0.79
0.83
0.92
0.84
0.83
0.79
0.85
0.82
0.94
0.90
0.90
0.91
0.88
1.02
0.90
0.96
0.94
1.03
0.92
0.90
0.85
0.88
0.83
0.88
0.82
0.87
0.91
0.83
0.87
0.93

Cum. Freq.
9,042
9,294
9,526
9,759
9,993
10,233
10,480
10,733
11,003
11,256
11,506
11,767
12,056
12,322
12,584
12,834
13,101
13,358
13,654
13,936
14,220
14,507
14,785
15,107
15,392
15,695
15,991
16,314
16,604
16,887
17,156
17,432
17,694
17,970
18,229
18,504
18,791
19,052
19,326
19,620

Cum. %
28.7
29.5
30.2
31.0
31.7
32.5
33.3
34.1
34.9
35.7
36.5
37.4
38.3
39.1
40.0
40.7
41.6
42.4
43.3
44.2
45.1
46.1
46.9
48.0
48.9
49.8
50.8
51.8
52.7
53.6
54.5
55.3
56.2
57.0
57.9
58.7
59.7
60.5
61.4
62.3

Table 13 (continued)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Students with Disabilities
SS
Freq.
688
309
689
255
690
289
691
257
692
274
693
207
694
234
695
266
696
237
697
246
698
266
699
254
700
265
701
254
702
220
703
212
704
220
705
217
706
209
707
208
708
186
709
222
710
178
711
182
712
182
713
197
714
188
715
162
716
174
717
179
718
168
719
170
720
182
721
148
722
142
723
164
724
153
725
134
726
139
727
127
(table continues)

%
0.98
0.81
0.92
0.82
0.87
0.66
0.74
0.84
0.75
0.78
0.84
0.81
0.84
0.81
0.70
0.67
0.70
0.69
0.66
0.66
0.59
0.70
0.57
0.58
0.58
0.63
0.60
0.51
0.55
0.57
0.53
0.54
0.58
0.47
0.45
0.52
0.49
0.43
0.44
0.40

Cum. Freq.
19,929
20,184
20,473
20,730
21,004
21,211
21,445
21,711
21,948
22,194
22,460
22,714
22,979
23,233
23,453
23,665
23,885
24,102
24,311
24,519
24,705
24,927
25,105
25,287
25,469
25,666
25,854
26,016
26,190
26,369
26,537
26,707
26,889
27,037
27,179
27,343
27,496
27,630
27,769
27,896

Cum. %
63.3
64.1
65.0
65.8
66.7
67.3
68.1
68.9
69.7
70.5
71.3
72.1
73.0
73.8
74.5
75.1
75.8
76.5
77.2
77.8
78.4
79.1
79.7
80.3
80.9
81.5
82.1
82.6
83.1
83.7
84.2
84.8
85.4
85.8
86.3
86.8
87.3
87.7
88.2
88.6

SS
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767

Freq.
135
111
138
114
114
109
118
124
98
106
93
94
98
85
82
90
88
72
75
89
66
65
71
54
51
52
53
50
49
44
43
46
39
32
30
31
47
24
31
47

%
0.43
0.35
0.44
0.36
0.36
0.35
0.37
0.39
0.31
0.34
0.30
0.30
0.31
0.27
0.26
0.29
0.28
0.23
0.24
0.28
0.21
0.21
0.23
0.17
0.16
0.17
0.17
0.16
0.16
0.14
0.14
0.15
0.12
0.10
0.10
0.10
0.15
0.08
0.10
0.15

Cum. Freq.
28,031
28,142
28,280
28,394
28,508
28,617
28,735
28,859
28,957
29,063
29,156
29,250
29,348
29,433
29,515
29,605
29,693
29,765
29,840
29,929
29,995
30,060
30,131
30,185
30,236
30,288
30,341
30,391
30,440
30,484
30,527
30,573
30,612
30,644
30,674
30,705
30,752
30,776
30,807
30,854

Cum. %
89.0
89.3
89.8
90.1
90.5
90.9
91.2
91.6
91.9
92.3
92.6
92.9
93.2
93.4
93.7
94.0
94.3
94.5
94.7
95.0
95.2
95.4
95.7
95.8
96.0
96.2
96.3
96.5
96.6
96.8
96.9
97.1
97.2
97.3
97.4
97.5
97.6
97.7
97.8
98.0

Table 13 (concluded)
NYS Operational Test 1999: Grade 8 Math
Scale Score Frequency Distributions: Students with Disabilities
SS
768
769
770
771
772
773
774
775
776
777
778
779
780
781
782
783
784
785
786
787
788
789
790
791
792
793
794
795
796
797
798
799
800
801
802
803
804
805
806

Freq.

%
34
33
32
25
28
21
27
20
21
17
20
13
19
27
21
16
16
14
6
10
7
7
9
5
8
5
11
8
9
11
14
1
6
6
3
2
3
4
4

0.11
0.10
0.10
0.08
0.09
0.07
0.09
0.06
0.07
0.05
0.06
0.04
0.06
0.09
0.07
0.05
0.05
0.04
0.02
0.03
0.02
0.02
0.03
0.02
0.03
0.02
0.03
0.03
0.03
0.03
0.04
0.00
0.02
0.02
0.01
0.01
0.01
0.01
0.01

Cum. Freq.
30,888
30,921
30,953
30,978
31,006
31,027
31,054
31,074
31,095
31,112
31,132
31,145
31,164
31,191
31,212
31,228
31,244
31,258
31,264
31,274
31,281
31,288
31,297
31,302
31,310
31,315
31,326
31,334
31,343
31,354
31,368
31,369
31,375
31,381
31,384
31,386
31,389
31,393
31,397

Cum. %
98.1
98.2
98.3
98.3
98.4
98.5
98.6
98.7
98.7
98.8
98.8
98.9
98.9
99.0
99.1
99.1
99.2
99.2
99.3
99.3
99.3
99.3
99.4
99.4
99.4
99.4
99.5
99.5
99.5
99.5
99.6
99.6
99.6
99.6
99.6
99.6
99.7
99.7
99.7

SS
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
829
831
832
833
834
835
836
837
838
839
840
841
844
846
852
856
862
882

Freq.

%
6
2
2
2
5
4
2
6
3
1
3
2
2
6
1
1
1
1
1
2
1
3
3
1
1
1
2
1
3
1
1
2
3
5
1
3
1
2
14

0.02
0.01
0.01
0.01
0.02
0.01
0.01
0.02
0.01
0.00
0.01
0.01
0.01
0.02
0.00
0.00
0.00
0.00
0.00
0.01
0.00
0.01
0.01
0.00
0.00
0.00
0.01
0.00
0.01
0.00
0.00
0.01
0.01
0.02
0.00
0.01
0.00
0.01
0.04

Cum. Freq.
31,403
31,405
31,407
31,409
31,414
31,418
31,420
31,426
31,429
31,430
31,433
31,435
31,437
31,443
31,444
31,445
31,446
31,447
31,448
31,450
31,451
31,454
31,457
31,458
31,459
31,460
31,462
31,463
31,466
31,467
31,468
31,470
31,473
31,478
31,479
31,482
31,483
31,485
31,499

Cum. %
99.7
99.7
99.7
99.7
99.7
99.7
99.7
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.8
99.9
99.9
99.9
99.9
99.9
99.9
99.9
99.9
99.9
99.9
99.9
99.9
99.9
99.9
99.9
99.9
100.0
100.0

Figure 1

600

700

Figure 2

800

600

700

Figure 3

800

NYS Grade 8 Math: Frequency Distributions by Group

Frequency

3000

2000
State
Public
Non-disabled

1000
Non-public
LEP (below 30th percentile)
LEP (above 30th percentile)

0
550

600

650

700
750
Scale Scores

Figure 4

800

850