Data Overview

Riverwood International Charter School

July 13 2017

RAMA BALACHANDRAN
SCIENCE DEPT, TAG CHAIR
 Purpose of the Data Overview
 Providea brief overview of school data including enrolment,
absences, graduation rate, teacher data and student dropout
data
 Examine 9th grade Biology EOC data with special focus on
the performance of three major subgroups
 Identify and Highlight key student learning problems
 Pose questions to Analyze the root cause of the problem
 Suggest next steps
School Enrolment Data by
Race/ethnicity – Trends
Student Enrolment Data Disagregated by
Ethnicity/Race, School, years (12-16)
100.0%
School Enrolment Yearly
STUDENT ENROLMENT PERCENTAGE

90.0%
80.0%
70.0% 2012-13 2013-14 2014-15 2015-16
60.0%
1707 1648 1527 1534
50.0%
40.0%
30.0% Hispanic Enrolment Yearly (%)
20.0%
10.0%
2012-13 2013-14 2014-15 2015-16
0.0%
Asian Black Hispanic White Multiracial
ETHNICITY/RACE 22% * 27% * 32% * 36% *

2012-13 2013-14 2014-15 2015-16

Student Enrolment by subgroups-
Trends
Student Enrolment disagregated by subgroups, school, years 2012-16
100.0%
90.0%
Percentage of students

80.0%
70.0%
60.0%
50.0%
41.0% 41.0% 38.0%
40.0% 35.0%
30.0%
20.0%
7.0% 8.3% 7.0% 8.4% 6.0% 7.1% 6.0% 6.8%
10.0%
0.0%
2015-16 2014-15 2013-14 2012-13

Academic year

Limited English Proficient Eligible for Free/ Reduced Meals Students With Disability
School Attendance Data
School Attendance Data disagregated by no. of absences for the years 2012
to 2016 99.7%
100.0%
90.0%
Percentage of students absent

80.0%
70.0%
60.0% 52.7%
50.1% 51.0%
50.0%
38.7% 38.7%
40.0% 34.0% 34.9%
30.0%
20.0% 14.2%
11.2%
10.0%
0.2%
0.1%
0.0%
2012-13 2013-14 2014-15 2015-16
Acadmic year

5 or Fewer Days Absent (%) 6 to 15 Days Absent (%) More Than 15 Days Absent (%)
 School Attendance Data (2015-16)
School attendance data reporting no. of absences for the
year 2015-16 ( white, Black, hispanic subgroups)
100.0%
Percentage of students absent for more
90.0% than 6 days during the school year 2015-16,
Percentage of students absent

80.0% disagregated by subgroups

70.0%
60.0%
50.0% 36.4% 30.1%
40.0%
30.0%
20.0% 37.7%

10.0%
0.0% White Black Hispanic
5 or 6 to 15 more
Fewer days than 15
Days days
No. of absences
Black white Hispanic
Teachers by Race/ethnicity and
experience
Teachers by Years of Experience for the yer Teachers by Race/Ethnicity for the year 2015-
2015-16, school 16, school

2%
6% 5%
17%
23%

21%

55%
70%

N=93 N=93
< 1 years 1-10 years 11-20 years >20 years Black White Hispanic Asian
 Graduation Rate Trends –
School Vs State
State Graduation Rate disagregated by
School Graduation Rate disgregated by
Race/Ethnicity, years 2013-16
Race/Ethnicity ( years 2013-16)
100.0% 100.0%
90.0% 90.0%
Graduation rate Percentage

Graduation rate Percentage

80.0% 80.0%
70.0% 70.0%
60.0% 60.0%
50.0% 50.0%
40.0% 40.0%
30.0% 30.0%
20.0% 20.0%
10.0% 10.0%
0.0% 0.0%
2013-14 2014-15 2015-16 2013-14 2014=15 2015-16
Academic year Academic Year
Black White Hispanic Black White Hispanic
School Dropout Rate
Student Dropout Rate , Years 2013-16, Hispanic subgroups Vs School

35
2015-16
30
Academic year

42
2014-15
33

46
2013-14
27

0 10 20 30 40 50
No. of student dropouts

whole school hispanic

 Student performance & participation
rate in Biology EOC,years 2014-16
Percentage of learners at/above proficiency in Student Participation Rate in 9th grade,EOC
9th grade EOC Biology, school, years 14-16 Biology, disagregated by subgroups, Years 1
100.00% and 2
Percentage of learners at/above

90.00% 79.4% 120.0%

Student Participation Rate

80.00% 99.1% 100.0% 100.0%
70.00% 100.0%
60.9% 84.8%
77.8% 76.0%
proficiencey

60.00% 80.0%
50.00%
40.00% 60.0%
29.8%
30.00% 21.9%
40.0%
20.00%
10.00% 14.3% 14.2% 20.0%
0.00%
0.0%
2014-15 2015-16
Black or African White Hispanic
Academic year American
Black or African American White Hispanic Race/Ethnicity

2015-16 2014-15
School Performance in 9th grade
EOC Biology (2015-16)
Percentage of learners at each performance level disagregated by
race/ethnicity, EOC 9th grade Biology, 2015-16, school

Distinguished 5.20% 24.60% 2.10%

Performance Level

Proficient 33.30% 54.80% 12.10%

Developing 33.30% 15.90% 30.70%

Beginner 28.10% 4.80% 55.00%

0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00%

Percentage of Learners at each level
N=381
Black or African American White Hispanic
School Performance in 9 th grade
Biology, EOC
Percentage of Proficient and Distinguished Learners in 9th grade EOC,
Biology, year 2015-16 ( school, county, state)
100.0%
Percentage of proficient and

90.0% 82.2%
79.4%
distinguished learners

80.0%
70.0% 62.9%
60.0%
50.0% 41.4%
38.5% 38.8%
40.0% 30.1% 28.1%
30.0%
20.0% 14.3%
10.0%
0.0%
school county state
Level

Black or African American White Hispanic

School Performance as compared
to District and State Performance.
Weighted Proficiency rate of students in 9th grade EOC, Biology ,year
2015-16 (school, district, state)
120.0%
100.0% 102.4%
Weighted Proficiency rate

100.0%
78.0%
80.0%

60.0% 55.6% 52.4%

42.2% 42.6%
40.0% 31.0% 33.5%

20.0%

0.0%
school district state
Level

Black or African American White Hispanic

Historical perspective of student
performance in 9th grade biology
Percentage of students who do not meet standards on 9th grade EOCT,
Biology, school, (years 2011-14)

100.0%
Percentage of students who do not meet

90.0%
80.0%
70.0%
60.0% 53.3% 50.6%
standards

50.0% 45.3%
40.0%
30.0% 24.3% 25.9%
20.0% 11.9%
10.0% 5.7% 6.6% 6.7%
0.0%
2011-12 2012-13 2013-14
Academic year
Black or African American White Hispanic N=381
Data Inferences – subgroup 9th
grade EOC Biology Performance,
year 2015-16
Race/Ethnicity Met Met subgroup Met State
participation performance performance
rate target target

Black/African
American

White

Hispanic
Science Performance Proficiency
Levels of incoming Freshmen

Percentage percentage change in

Feeder of students %change of students percentage
middle at proficiency from last at proficiency from last
school levels 2, 3,4 year levels 3,4 year

Ridgeview 65% -4 41% 8

Sandy
Springs 51% 5 13% -4

Paul D West 29% -5 8% 2

 Data Inferences – Strengths and
weaknesses -9th grade Biology EOC
Strengths
 100 % participation rate in Biology
EOC in the year 2015-16 for all
subgroups including the Hispanic
group
 The graduation rate of the Hispanic
group has been steadily rising since
the last three years
 Attendance is still a major issue,
though not significantly more for the
Hispanic compared to other groups;
 Steady increase in Hispanic
Enrolment over the years
Weaknesses
 About 56 % of the student population
performs at the beginner or developing
level
 Significant Achievement gap between
the three subgroups with the Hispanic
group failing to meet subgroup and State
Performance targets
 Hispanic group consistently
underperforming over the years and not
much improvement
Questions for brainstorming ?
 With a steady increase in enrolment of the Hispanic group, have we changed our
instructional strategies to accommodate this subgroup of learners ?
 How do we raise the 56 % of our population that is below the proficient level to meet
the proficiency standards ?
 Are our PLC’s effectively using data analysis from formative assessments in informing
classroom instruction ?
 How do we reduce the achievement gap between subgroups in the biology EOC ?
 How have our vertical teaming strategies with the feeder middle schools helped us
in preparing our incoming freshman and do we need to take a look at it in light of
the data ?
 How do we improve attendance in all subgroups ?
Next steps
 Look at data for other subgroups such as ELL, to understand the
big picture
 Review the correlation of class assessment data with EOC data to
evaluate the authenticity of assessments
 Look at disaggregated data by domain/standard to identify
areas of student strengths and weaknesses
 To look at strategies that provide timely and consistent feedback
to the learner about his/her mastery of standards, so that they can
take ownership of their learning