Anchorage School District Profile of Performance 2010-2011 Assessment and Evaluation Department...

Anchorage School DistrictProfile of Performance

2010-2011

Assessment and Evaluation Department

October 24, 2011

2October 24, 2011 ASD Assessment & Evaluation Department

Format of the Report

Part I – District InformationOverviewBoard Goal Performance

Part II – School InformationDemographicsStudent Academic Achievement

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Data Reporting Points for Profile

Fall On-Line Alaska School Information System-data submission to DEED with reports of our foundation average daily membership (ADM) for the 20 school calendar days ending with the 4 th Friday in October, enrollment count is October 1

Participation File—data submission to DEED with detailed student enrollment information as of the first day of testing (April)

Summer OASIS—data submission to DEED with detailed student data collection to support the annual submittal to the U.S. Dept. of Ed; data based upon enrollment for the school year (July 15 submittal)

Report Card Data Submission—data submission to EED on the performance of each school in the district; supports annual report on the performance of school in the state to the Governor, the state legislature and the U.S. Dept. of Ed (July 15 submittal)

Student Information System—data source from ASD’s system of record for reports based upon enrollment on the last day of school

ASD Assessment & Evaluation Department

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Demographic ComparisonsTotal EnrollmentOctober 1, 2011


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Demographic ComparisonsSpecial PopulationsOctober 1, 2010


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Socioeconomic Status of Students—EDS


EDS is the proxy used for accountability for students who are eligible to participate in the free or reduced lunch program

Percent of all students enrolled in ASD on October 1 were identified as EDS at anytime from the beginning of the school year through October 1

Students included were: All students meeting federal income guidelines All students in the Alaska Temporary Assistance program file All Students in Provision schools Migrant Students Sibling matches for all of the above except for Whaley’s

ACE/ACT and EISC programs Students at McLaughlin, AVAIL, Child in Transition Program but

not their sibling matches

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Special Programs—5-Year History


Languages in District 2010-11


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Special Needs Population—Total Number Served


Historical Attendance Rate—10-Year History


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ASD Board Goals

1- All students will graduate from high school prepared for post secondary academic/vocation/career opportunities.

2- The achievement gap between racial, ethnic and economic groups in the highly diverse ASD will be eliminated through education that is accessible, culturally responsive, supportive of students, and safe.

3- ASD will partner with parents and the community for greater educational success for our students.

4- ASD will manage effectively and efficiently all financial and human resources.

5- All ASD departments will support the mission of the district with good customer service, both internally and externally.


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Illustration Of Using The Summary To View The Performance Indicators By A Specific Group

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Illustration Of Using The Summary To View Performance On A Specific Indicator

SBA Reading Historical Performance/Projection


SBA Writing Historical Performance/Projection


SBA Mathematics Historical Performance/Projection


SBA Science Historical Performance/Projection


SBA Performance/Projections


District to State Comparison 2010-2011



Historical SBA Reading Proficiency by Grade Level


Historical SBA Writing Proficiency by Grade Level


Historical SBA Mathematics Proficiency by Grade Level


Historical SBA Science Proficiency by Grade Level

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Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities.

Indicator 1a: In a year-to-year comparison, the percentage of students in reading, writing, and mathematics on the Standards Based Assessment maintaining or improving their proficiency from the previous year will increase.

ReadingResults: (pages 34-81): • The percentage of proficient students maintaining or improving their

proficiency in reading decreased from 69.43 percent to 65.86 percent.

• This group includes advanced to advanced, proficient to advanced, and proficient to proficient—it does not include advanced to proficient.

• The designated race/ethnicity group with the lowest percentage of proficient students maintaining or improving their proficiency in reading was Native Hawaiian/Other Pacific Islander.

• The designated race/ethnicity group with the highest percentage of proficient students maintaining or improving their proficiency in reading was Caucasian.


SBA Reading—proficient maintaining or improving

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Matched Comparison —Reading—Maintaining or Improving Proficiency

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WritingResults: (pages 34-81): • The percentage of proficient students maintaining or improving their

proficiency in writing decreased from 63.29 percent to 62.17 percent.

• The designated race/ethnicity group with the lowest percentage of proficient students maintaining or improving their proficiency in writing was Native Hawaiian/Other Pacific Islander.

• The designated race/ethnicity group with the highest percentage of proficient students maintaining or improving their proficiency in writing was Caucasian.


SBA Writing—proficient maintaining or improving

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MathematicsResults: (pages 34-81): • The percentage of proficient students maintaining or improving their

proficiency in mathematics decreased from 58.66 percent to 57.00 percent.

• The designated race/ethnicity group with the lowest percentage of proficient students maintaining or improving their proficiency in writing was Native Hawaiian/Other Pacific Islander.

• The designated race/ethnicity group with the highest percentage of proficient students maintaining or improving their proficiency in writing was Caucasian.


SBA Mathematics—proficient maintaining or improving

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Indicator 1a: In a year-to-year comparison, the percentage of not proficient students in reading, writing, and mathematics on the Standards Based Assessment moving to proficient will increase.

ReadingResults: (pages 34-81): • The percentage of not proficient students moving to proficient in

reading decreased from 6.72 percent to 3.54 percent.• The designated race/ethnicity group with the highest percentage of

their group moving from not proficient to proficient was Native Hawaiian/Other Pacific Islander.

• The designated race/ethnicity group with the lowest percentage of their group moving from not proficient to proficient was Caucasian.


SBA Reading—Not Proficient to Proficient

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Matched Comparison —Reading—Non-Proficient to Proficient

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Matched Comparison —Reading—Overall Performance Changes

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WritingResults: (pages 34-81): • The percentage of not proficient students moving to proficient in

writing increased from 5.35 percent to 6.33 percent.• The designated race/ethnicity group with the largest percentage

point increase was African American.• The designated race/ethnicity group with the highest percentage of

their group moving from not proficient to proficient was Native Hawaiian/Other Pacific Islander.



SBA Writing—Not Proficient to Proficient

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MathematicsResults: (pages 34-81): • The percentage of not proficient students moving to proficient in

mathematics decreased from 7.07 percent to 4.07 percent.• The designated race/ethnicity group with the highest percentage of

their group moving from not proficient to proficient was Alaska Native/American Indian.



SBA Mathematics—Not Proficient to Proficient

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Indicator 1b: In a year-to-year comparison, the percentage of students scoring proficient in science on the Alaska Standards Based Assessment will increase in each designated student group at the district as well as grades 4, 8, and 10.

ScienceResults: (pages 82-85): • The percentage of students proficient in science in combined grades

4,8 and 10 increased 0.04 percent.• There were slight decreases in proficiency in science in grades 4 and

8 and a slight increase in grade 10.• The designated race/ethnicity group with the lowest percentage of

proficient students was the Native Hawaiian/Other Pacific Islander at grades 4, 8 and 10.


Science Percentage Change from Previous Year


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Indicator 1c: In a year-to-year comparison, the annual dropout rate of students in grades 7-12 will decrease in each designated student group at the district and in each school.

Annual Dropout RateResults: (pages 86-123): • At the district level there was a .68 percentage point increase in the

annual dropout rate at the all students’ level.• The annual dropout rate was 4.27 percent.• There was an increase in the annual dropout rate in all designated

student groups except Migrant.• The designated race/ethnicity group with the highest annual dropout

rate is Alaska Native/American Indian at 8.47 percent and the lowest is Asian at 2.84 percent.


Annual Dropout Rate


Annual Dropout Rate Calculation


Annual Dropout Rate by Reasons


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Indicator 1d: In a year-to-year comparison, the graduation rate will increase in each designated student group at the district and at each school.

Graduation RateResults: (pages 124-168): • The 4-year cohort graduation rate increased from 71.04 percent to

72.14 percent in 2010-11.• There were increases in the 4-year cohort rate for all comprehensive

high schools. There were increases in the alternative/charter schools at AVAIL, Continuation, Crossroads, Highland Tech, McLaughlin and Polaris.

• The designated race/ethnicity group with the lowest 4-year cohort graduation rate is Alaska Native/American Indian at 50.88 percent and the highest is Caucasian at 78.76 percent.

• The 5-year cohort graduation rate was 75.50% in 2010-11.


Graduation Rate—Old Method


Graduation Rate—New Method


Graduation Rate Calculations


Graduation Rate- Old vs. 4-year cohort


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Indicator 1e: In a year-to-year comparison, the percentage of grade 9 students who are on-track to graduate at the end of their grade 9 year, including summer school, will increase.

Gr. 9 On-TrackResults: (pages 169-189): • The percentage of grade 9 students on-track to graduate decreased

from 74.08 percent to 73.46 percent.


9th Grade On-Track


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Indicator 1f: In a year-to-year comparison, the percentage of students in each designated group attending school at levels <80 percent of the days enrolled and <90 percent of the days enrolled will decrease at each grade level.

AttendanceResults: (pages 190-219): • The percentage of students attending school less than 80 percent of

the days enrolled decreased from 8.65 percent to 7.58 percent.• There was a decrease of students attending school less than 80

percent of the days enrolled at all grade levels except kindergarten, grade 3, and grade 6.


Attendance at rates less than 80 percent of days enrolled


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Indicator 1f: In a year-to-year comparison, the percentage of students in each designated group attending school at levels <80 percent of the days enrolled and <90 percent of the days enrolled will decrease at each grade level.

AttendanceResults: (pages 190-219): • The percentage of students attending school less than 90 percent of

the days enrolled decreased from 26.06 percent to 23.91 percent.• There was a decrease of students attending school less than 90

percent of the days enrolled at kindergarten and grades 6-12.


Attendance at rates less than 90 percent of days enrolled


District-wide Attendance by Designated Student Groups


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Indicator 1g: In a year-to-year comparison, there will be an increase in the percentage of graduates who earn credit in Algebra II.

Algebra IIResults: (page 220): • The percentage of graduates who earned credit in Algebra II

increased from 47.84 percent in 2009-10 to 48.33 percent in 2010-11.


Graduates earning credit in Algebra II


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Indicator 1h: The percentage of graduates taking a Career and Technical Education (C&TE) course and earning credit through the University of Alaska system through a tech prep agreement will increase. The baseline will be established in 2010-11.

C&TEResults: (page 221): • The percentage of graduates taking a C&TE course and earning

credit through the University of Alaska decreased from 6.63 percent in 2009-10 to 5.95 percent in 2010-11.


Graduates earning college credit though University of Alaska system through tech prep agreements


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Goal 2 – The achievement gap between racial, ethnic and economic groups in the highly diverse ASD will be eliminated through education that is accessible, culturally responsive, supportive of students, and safe.

Indicator 2a: In a year-to-year comparison, the achievement gap in reading, writing, mathematics and science will decrease between each race/ethnicity and the Caucasian group, narrowing the achievement gap.

ReadingResults: (222-223): • The achievement gap for reading increased for all designated

race/ethnicity student groups except for Asian.• The gap ranged from 9.84 percentage points for 2 or more races to

36.95 percentage points for Native Hawaiian/Other Pacific Islander.


Race/Ethnicity Achievement Gap-Reading


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WritingResults: (224-225): • The achievement gap for writing increased for all designated

race/ethnicity student groups except for Alaska Native/American Indian and Asian.

• The gap ranged from 11.56 percentage points for Asian to 33.68 percentage points for Native Hawaiian/Other Pacific Islander.


Race/Ethnicity Achievement Gap-Writing


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MathematicsResults: (226-227): • The achievement gap for mathematics increased for all designated

race/ethnicity student groups except for Alaska Native/American Indian and Asian.

• The gap ranged from 10.06 percentage points for Asian to 37.02 percentage points for Native Hawaiian/Other Pacific Islander.


Race/Ethnicity Achievement Gap-Mathematics


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ScienceResults: (228-229): • The achievement gap for science increased for all designated

race/ethnicity student groups.• The gap ranged from 22.87 percentage points for 2 or more races to

54.85 percentage points for Native Hawaiian/Other Pacific Islander.


Race/Ethnicity Achievement Gap-Science


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Indicator 2b: In a year-to-year comparison, the achievement gap in reading, writing, mathematics and science will decrease between the economically disadvantaged and the non-economically disadvantaged group, narrowing the achievement gap.

EDSResults: (230-233): • The achievement gap between economically disadvantaged and non-

economically disadvantaged students increased in all the content areas—reading, writing, mathematics and science.

• The gap was largest in science followed by mathematics, writing and reading.


Economically Disadvantaged Gap


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Indicator 2c: In a year-to-year comparison, the Overall Climate and Safety factor scores for ASD will increase at each division level.

Overall ClimateResults: (pages 234-239): • Overall Climate for students increased at the district and each

division level.• Overall Climate for staff increased at the district at each division

level except alternative schools


Overall School Climate


Students Staff

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Indicator 2c: In a year-to-year comparison, the Overall Climate and Safety factor scores for ASD ill increase at each division level.

Safety FactorResults: (pages 234-239): • Safety Factor for students increased at the district as well as

elementary, middle, and high school divisions. The score stayed the same at alternative schools and decreased for charter schools.

• Safety Factor for staff increased at the district and each division except alternative schools.


School Safety


Students Staff

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Goal 3 – ASD will partner with parents and the community for greater educational success for our students.

Indicator 3a: The district will increase the Respectful Climate factor score reported in the parent climate survey at the district and division levels.

Parent Respectful ClimateResults: (page 240): • There was an increase in the Respectful Climate factor score reported

in the parent climate survey at the district and all division levels except charter schools.


Parent Survey—Respectful Climate Factor Score


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Goal 4 – ASD will manage effectively and efficiently all financial and human resources.

Indicator 4a: In a year-to-year comparison, the district’s percentage of staff turnover will decrease.

Staff TurnoverResults: ( page 241): • The percentage of certificated staff turnover decreased from 12.6

percent in 2009-10 to 10.6 percent in 2010-11.• The percentage of classified staff turnover decreased from 16.2

percent in 2009-10 to 15.9 percent in 2010-11.


Staff Turnover



Indicator 4b: The district will achieve the goal of a 3:1 student/computer ratio at the elementary level and a 2:1 ratio at the secondary level with the lifespan of computers not exceeding five years.

Computer/Student Ratio

Results (page 242):

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Indicator 4c: The non-instructional departments will establish efficiency measures for a year-to-year comparison in the following categories: total cost per revenue in Student Nutrition, custodial costs per square foot in Operations, average number of work days for work order completion in Maintenance and cost per student in Transportation. The 2010-11 school year will establish the baseline for the measures and they will be compared to CGCS Key Performance Indicators where appropriate.

Results: Not available until the end of October 2011


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Goal 5 – All ASD departments will support the mission of the district with good customer service, internally and externally.

Indicator 5a: In a year-to-year comparison, the overall administrative offices’ customer satisfaction rating will increase in “staff being welcoming” and getting issues addressed satisfactorily.” The baseline year for “staff being welcoming” will be established in the 2010-11 school year.

Customer Service RatingResults: (page 243): • The overall administrative offices’ customer service rating decreased

from the previous year for “getting issues addressed satisfactorily” from a mean score of 3.06 to 2.89.

• The overall schools’ customer service rating decreased from the previous year for “getting issues addressed satisfactorily” from a mean score of 3.21 to 3.11.

• The baseline for “staff being welcoming” was established at 3.09 for administrative offices’ and 3.38 for schools.


Customer Service


Summary of Performance on Indicators

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The designated student groups of Asian and Limited English Proficient had the largest percent of positive gains in goals.

The district had positive gains in 34.78 percent of the indicators.


Gain in Goal No Change Loss in Goal Number of Goals Percent Gain

All Students 24 45 69 34.78%

African American/Black 23 42 65 35.38%

Alaska Native/American Indian 24 41 65 36.92%

Asian 29 36 65 44.62%

Native Hawaiian/Other Pacific Islander 14 51 65 21.54%

Caucasian 22 39 61 36.07%

Hispanic 18 47 65 27.69%

2 or More Races 22 43 65 33.85%

Economically Disadvantaged 17 46 63 26.98%

Students with Disabilities 18 41 59 30.51%

Limited English Proficient 25 34 59 42.37%

Migrant 17 42 59 28.81%

Female 16 43 59 27.12%

Male 17 42 59 28.81%

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Summary

The student population continues to be very diverse Overall reading scores decreased Overall writing scores increased Overall math scores decreased Overall science scores increased Increase in the dropout rate Increase in the four-year cohort graduation rate Decrease in the percentage of grade 9 students on-track to graduate Decrease in the percentage of students attending school less than 80

percent of the time Decrease in the percentage of students attending school less than 90

percent of the time Increase in the percentage of graduates earning Algebra II credit Decrease in the percentage of graduates taking a C&TE course and earning

credit through University of Alaska system through a tech prep agreement


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Summary Continued…

Achievement gap increased in reading, writing, mathematics and science for most designated race/ethnicity groups

Achievement gap between economically disadvantaged students and non-economically disadvantaged students increased in reading, writing, mathematics and science

Overall Climate factor score increased for students and staff Overall School Safety factor score increased for students and staff Respectful Climate factor score increased for parents Certificated and classified turnover rate decreased Achieved student/computer ratio of 2:1 at secondary level but did not

achieve the ratio of 3:1 at the elementary level Customer service rating for “getting your issues addressed satisfactorily”

decreased for both schools and administrative offices



Contact Information

The complete Profile of Performance is available on the ASD

Web site: www.asdk12.org/depts/assess_eval/popCurrent.asp

For more information, contact us: Laurel Vorachek

(907) 742-4427 email: [email protected]

Dr. Xiaogeng Sun (907) 742-4884 email:

[email protected] Kristine Stout

(907) 742-4425 email: [email protected]

http://www.asdk12.org/depts/assess_eval/pop0708.asp

mailto:[email protected]

Anchorage School District Profile of Performance 2010-2011 Assessment and Evaluation Department...

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