POP 0910 Presentation

8/2/2019 POP 0910 Presentation

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Anchorage School DistrictProfile of Performance

2009-2010

Assessment and Evaluation Department

October 11, 2010


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3October 11, 2010

Data Reporting Points for Profile

Fall On-Line Alaska School Information System-data submission to DEED with reports of ourfoundation average daily membership (ADM) for the 20 school calendar days ending with the 4th

Friday in October, enrollment count is October 1

Participation Filedata submission to DEED with detailed student enrollment information as ofthe first day of testing (April)

Summer OASISdata 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 15submittal)

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

SMS Year-Enddata source from ASDs system of record for reports based upon enrollment onthe last day of school

ASD Assessment & Evaluation Department


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Cautions for Interpretation-Race/Ethnicity

Use caution when comparing data reported byrace/ethnicity prior to the 2007-08 school yearbecause of re-identification that occurred that

year.



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Demographic ComparisonsTotal Enrollment

October 1, 2009



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Demographic ComparisonsRace/EthnicityOctober 1, 2009



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Demographic ComparisonsLimited English Proficient StudentsOctober 1, 2009



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Socioeconomic Status of StudentsEDS


EDS is the proxy used for accountability for students who areeligible 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 throughOctober 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 Students at McLaughlin, AVAIL, Child in Transition Program and

Whaley (excluding ACE/ACT) but not their sibling matches


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Influencing Language of ELL students in2009-10

12October 11, 2010 ASD Assessment & Evaluation Department


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Special Programs5-Year HistoryTitle I



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Special Programs5-Year HistoryTitle VII



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Historical Attendance Rate10-Year History



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23October 11, 2010

Goal 1 All students will graduate from high school,

college and career readyIndicator 1a: In a year-to-year comparison, the percentage of students scoring

proficient in reading on the Alaska SBA will increase in each designatedstudent group in each grade level 3-10.

Results: (pages 38-55):

Increased at all grades, except grade 10, at the all students group

Grades 7 and 8 had gains in all designated student groups The designated race/ethnicity group with the lowest percentage of studentsproficient was Native Hawaiian/Other Pacific Islander, except in grades 5 and 8,

where it was the Alaska Native/American Indian students



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5-Year Reading Performance



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college and career readyIndicator 1b: In a year-to-year comparison, the percentage of students scoring

proficient in writing on the Alaska SBA will increase in each designated studentgroup in each grade level 3-10.


Decreased at all grades, except grades 3 and 4, at the all students group

The designated race/ethnicity group with the lowest percentage of proficientstudents was the Native Hawaiian/Other Pacific Islander, except in grades 5, 8 and10, where it was the Alaska Native/American Indian students



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HistoricalSBA WritingProficiencyby Grade

Level


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Writing Prediction Trend



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college and career readyIndicator 1c: In a year-to-year comparison, the percentage of students scoring

proficient in mathematics on the Alaska SBA will increase in each designatedstudent group in each grade level 3-10.

Results: (pages 74 - 91):

Increased at all grades, except grade 10, at the all students group

Grade 3 had gains in all designated student groups The designated race/ethnicity group with the lowest percentage of studentsproficient was Native Hawaiian/Other Pacific Islander, except in grades 5 and 7,

where it was the Alaska Native/American Indian Students and grade 10 where it

was the African American students.



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5-Year Mathematics Performance



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5-Year Mathematics PerformanceGrades 3-10 by Race/Ethnicity



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Mathematics Prediction Trend



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college and career readyIndicator 1d: In a year-to-year comparison, the percentage of students scoring

proficient in science on the Alaska SBA will increase in each designatedstudent group in each grade level 3-10.


Increased at grades 4 and 8 and decreased at grade 10

The designated race/ethnicity group with the lowest percentage of proficient

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



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Science Percentage Change from Previous Year



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3-Year Science Performance



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3-Year Science PerformanceGrades 3-10 by Race/Ethnicity



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college and career readyIndicator 1e: In a year-to-year comparison, the percentage of students in each

designated student group who successfully complete Algebra I in grade 8 orearlier with a C or higher will increase.


Decreased from the previous year

The designated race/ethnicity group with the greatest positive percentage change

from the previous year was Alaska Native/American Indian (3.69 percentage point

increase)

The designated race/ethnicity group with the lowest percentage of studentssuccessfully completing Algebra I in grade 8 or earlier was the Native

Hawaiian/Other Pacific Islander



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college and career readyIndicator 1f: The dropout rate of students in grades 7-12 will decrease in each

designated group in a year-to-year comparison across the district and in each

school.


Slight increase of .19 percentage point in the preliminary dropout rate

At the individual school level, the target of a decrease was met at the all students

group by 17 of the 36 schools that serve students in grades 7-12. This included 5

schools that had zero percent dropouts over the past two years.



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Dropout Rate Calculation



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Dropouts by Race/Ethnicity and Gender



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Preliminary Graduation Rate



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college and career readyIndicator 1h: The district will maintain or increase the percentage of students

scoring in the 4th quartile on the TerraNova in grades 5 and 7


Decreased in reading in grades 5 and 7 Decreased in language in grade 5

Increased in language in grade 7

Increased in mathematics in grades 5 and 7



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TerraNova Grade 5

Grade 5 Reading

Grade 5 Mathematics

Grade 5 Language


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TerraNova Grade 7

Grade 7 Reading

Grade 7 Mathematics

Grade 7 Language


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college and career readyIndicator 1i: There will be an increase in each designated student group in the

percentage of high school students who successfully complete AP courses in ayear-to-year comparison. Successfully complete is defined as passing the AP

course with a C or higher.

Results: (176-177):

There was in increase in the percentage of students who successfully completed

AP courses with a grade of C or higher.

The designated race/ethnicity group with the lowest percentage of successfulcompletions was Native Hawaiian/Other Pacific Islander



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Successfully Completing AP Courses



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college and career readyIndicator 1k: There will be an increase in the percentage of seniors who have

successfully completed at least one higher level mathematics course as

defined by NCES (more challenging than Algebra II) with a C or higher.

Results: (180-181):

The percentage of seniors who successfully complete a higher level mathematicscourse decreased at the all students level and in all designated race/ethnicity

groups.



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Seniors Completing Higher Level Mathematics Course



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college and career readyIndicator 1l: The percentage of students enrolled at the end of grade 9 who are on-

track to graduate at the end of their grade 9 year, including summer school, willincrease. On-track means the student has earned a minimum of 5.5 credits

and failed no more than one semester of a core subject. The core subjects arelanguage arts, mathematics, science and social studies.

Results: (182-203):

Increased at the all students level and all designated student groups except AfricanAmerican, Asian, Caucasian and Hispanic. Schools that met the target at the all students level were Bartlett, East, Service,

Benson, McLaughlin, Polaris and Steller.



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Grade 9 On-Track to Graduate



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District-wide Attendance by Designated Student

Groups



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District-wide Attendance by Grade



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College Readiness Benchmarks



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Goal 2 The achievement gap will be eliminated

Indicator 2a: The percentage of full-academic year students scoring not proficientin language arts and mathematics will decrease by 10 percent in eachdesignated student group each year.

Language ArtsResults: (230-233):

Decreased .82 percent (.16 percentage point) from the previous year The target of a 10 percent decrease was not achieved at the all students or anydesignated race/ethnicity group



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Full-Academic YearPercentage of Students Not

ProficientLanguage Arts


F ll A d i Y P t f St d t N t


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Full-Academic YearPercentage of Students NotProficientLanguage Arts



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Full Academic Year Percentage of Students Not


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Full-Academic YearPercentage of Students NotProficientMathematics


Full Academic Year Percentage of Students Not


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Full-Academic YearPercentage of Students NotProficientMathematics



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Goal 2 The achievement gap will be eliminated

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

Results: (234-241):

Decreased in reading for all groups except Asian Decreased in writing for Native Hawaiian/Other Pacific Islander, Hispanic and 2

or more races Decreased in mathematics for all groups except Asian Decreased in science for all groups except African American and Asian


Achievement GapDesignated Race/Ethnicity


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p g yGroupsReading and Writing



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Achievement GapEDS and Non-EDS, LEP and


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p ,non-LEP, and SWD and non-SWD


Achievement GapEDS and Non-EDS, LEP and


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pnon-LEP, and SWD and non-SWD



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Goal 3 Education in the highly diverse ASD will be


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g yaccessible, culturally responsive, supportive of

students, and safe.

Indicator 3b: The number of out-of-school suspensions and expulsions willdecrease over the previous year in each designated group at each division

level. The baseline will be established in 2009-10

Results: (247-252):

The baseline for combined out-of-school suspensions and expulsions was

established in 2009-10 with the following:

1,069 at the elementary division 1,510 at the middle school division 2,114 at the high school division 133 for charter schools 103 for alternative schools



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Student Out of School Suspensions and Expulsions

District




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g yaccessible, culturally responsive, supportive of

students, and safe.

Indicator 3c: The overall Climate, overall Connectedness and School Safety factorscores will increase for each self-reported race/ethnicity group at each division

over the previous year.

Overall ClimateResults: (253-258):

Increased for all groups at the elementary level except AKNA/AI and NH/OPI Increased for all groups at the middle school level Increased for all groups at the high school level except for NH/OPI Decreased in majority of groups for charter and alternative schools Overall Climate factor score increased at the district and all divisions exceptalternative and charter


O ll Cli t St d t


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Overall ClimateStudent

The 5-year mean change (increase) for the overall Climate factor scorewas statistically significant at the elementary, middle school, high

school and district levels.



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O ll C t d St d t


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Overall ConnectednessStudent

The 5-year mean change (increase) for the overall Connectedness factorscore was statistically significant at the elementary, middle school,

high school and district levels.




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accessible, culturally responsive, supportive of

students, and safe.

Indicator 3c: The overall Climate, overall Connectedness and School Safety factorscores will increase for each self-reported race ethnicity group at each division

over the previous year.

School SafetyResults: (253-258):

Increased at elementary except African American, AKNA/AI and NH/OPI Increased for all groups at middle school level Increased at high school except for NH/OPI and Hispanic Alternative and charter had a decrease in most groups

The School Safety factor score increased at the district and all divisions exceptalternative and charter


School Safety Student


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School SafetyStudent

The 5-year mean change (increase) for the School Safety factor score wasstatistically significant at the elementary, middle school, high school

and district levels.




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accessible, culturally responsive, supportive of

students and safe.

Indicator 3d: The overall Climate and School Safety factor scores for ASD staff willincrease over the previous year.

Results: (259-260):

Overall Climate factor score decreased for ASD staff at the district and alldivisions except for alternative schools

Overall School Safety factor score decreased for the district and all divisions exceptfor elementary that stayed the same and alternative that had a slight increase


Overall Climate Staff


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Overall ClimateStaff

The 5-year mean change (increase) for the overall Climate factor scorewas statistically significant at the elementary, middle school, highschool and district levels.


Overall Climate School Safety


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Overall ClimateSchool Safety

The 5-year mean change (increase) for the School Safety score wasstatistically significant at the elementary, middle school, high schooland district levels.


Goal 4 Parents/guardians will be informed partners in


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Goal 4 Parents/guardians will be informed partners intheir students education.

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

Results: (261):

The Respectful Climate factor score increased at the district and all divisionsexcept for alternative schools.


Respectful Climate Parent


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Respectful ClimateParent

The 4-year mean change (increase) for the Respectful Climate factorscore was statistically significant for middle schools and the district.


Goal 6 ASD staff will be well-trained, highly effective,ll i f d d i d h f ll


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well-informed and committed to the success of all

students and staff.

Indicator 6a: The percentage of classes taught by NCLB Highly Qualified teachersin each school will increase over the previous year. The baseline for

comparison will be the 2008-09 school year.


Increased from the previous year or maintained at 100 percent for all schoolsexcept Highland Tech, Mirror Lake, Romig, Steller and Winterberry.

Increased at the district from 90.33 percent in 2008-09 to 95.00 percent 2008-0930.21 percent of schools had 100 percent of classes taught by HQT 2009-1065.99 percent of schools had 100 percent of classes taught by HQT


Goal 6 ASD staff will be well-trained, highly effective,ll i f d d i d h f ll


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well-informed and committed to the success of all

students and staff.

Indicator 6b: The districts percentage of staff turnover will decrease from theprevious year. The baseline for comparison will be the 2008-09 school year.

Results: (page 265):

The districts percentage of staff turnover decreased for certificated and increasedfor classified and all staff when compared to the previous year.



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Goal 7 All ASD departments support the mission ofth di t i t d ill b hi hl ff ti ffi i t d


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the district and will be highly effective, efficient and

responsive to internal and external customers.

Indicator 7a: The overall administrative offices customer satisfaction rating willincrease from the previous year in pleasantness of the staff, being greeted and

helped promptly and getting the issues addressed satisfactorily. The baselineyear will be 2008-09.

Results: (page. 266) All three ratings increased from the previous year for the overall administrative

offices

Indicator 7b: The overall schools customer satisfaction rating will increase fromthe previous year in pleasantness of the staff, being greeted and helpedpromptly and getting the issues addressed satisfactorily. The baseline year will

be 2008-09.Results: (page 267):

All three ratings decreased from the previous year for the overall schools


Customer Satisfaction Ratings


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Customer Satisfaction Ratings



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Summary


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The student population continues to be very diverse. Overall reading scores increased Overall writing scores decreased Overall math scores increased Overall science scores increased

Decrease in percentage of students completing Algebra I in grade 8 orearlier

Slight increase in preliminary dropout rate Slight decrease in the preliminary graduation rate Percent above average on TN decreased in reading and increased in

mathematics for grades 5 & 7. Language decreased in grade 5 andincreased in grade 7.

Increase in the percentage of students successfully completing AP courses. Decrease in the percentage of seniors completing higher level mathematics

and science courses Increase in percentage of grade 9 students on-track Baseline established for attending less than 80 and 90 percent of days

enrolled Baseline established for grade 8 students meeting EXPLORE college

readiness benchmarksASD Assessment & Evaluation Department

Summary Continued


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Percentage of FAY students not proficient in language arts andmathematics decreased Achievement gaps decreased in most designated race/ethnicity groups in

reading, mathematics and science Achievement gaps for EDS, LEP, and SWD decreased in readinggap in

writing, mathematics and science decreased for EDS but increased for LEPand SWD Slight decrease in the diversity of the workforce Baseline established for out-of-school suspensions and expulsions Overall Climate, Connectedness and School Safety factors increased for

students Staff Climate and School Safety factors decreased Parent Respectful score increased 95 percent of our classes were taught by NCLB highly-qualified teachers Certificated staff turnover decreased, classified increased Administrative offices customer satisfaction rating increased Schools customer satisfaction rating decreased



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Thank you to the staff of the

Assessment & Evaluation Department

and to Teresa Spencer (our task master)

..and special thanks to Mike Fleckenstein and

the IT staff..and to Ernie Ting from

Communications

October 11, 2010 ASD Assessment & Evaluation Department

Contact Information


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Contact Information

The completeProfile of Performanceis 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


Kristine Stout

http://www.asdk12.org/depts/assess_eval/pop0708.aspmailto:[email protected]:[email protected]://www.asdk12.org/depts/assess_eval/pop0708.asp

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