Dayton Public Schools Case Study

I filed an application with Chesapeake Public School systems, so that I could become a part of an organization that values teamwork, dedication, and academic success. Chesapeake Public Schools exhibits a positive, collaborative, and cooperative learning environment not only for the students but for their employees as well. Being committed to the academic development and success with the help and support of students, parents, teachers, and other staff members is a plus to any working environment. These are great attributes for any organization to possess, which is why I chose to become a part of the Chesapeake Public School.

The Texas Academic Performance Reports is a detailed report of a district’s academic performance, financial information, and data reports as long as information about staff programs and demographics. Although the final and official ratings have not been released, a preliminary analysis for 2016 was available for review. From the results collected, I was able to create a detailed data analysis and summary over Channelview ISD’s STAAR/EOC scores for 2016 at all grade levels.

With this information, a region of schools can compare their results and figure out how well a region is doing in comparison to other regions. However, this is not completely valid due to the difference in assessment in each region. Therefore, they cannot be accurately compared to other regions because of this difference. (Costa and Kallick, 1995)

The participants included 1000 kindergarten and 1000 fifth grade (N=2000) students from two elementary schools of Los Angeles Unifies School District (LAUSD). One of the schools was an affluent public school with abundant resources catered to children in need and programs that promote positivity and growth. The other school was also public, but had limited resources due to financial restraints. Of the participants, 50% were female and 50% were from low-income families. All

I completed my observation hours at Williams Elementary School. This is an elementary school for pre-kindergarten through fifth grade which has a total of 671 students. Their accountability rating for the year of 2015 was rated as met standard. They met standards on all the categories which are: student achievement, student progress, closing performance gaps and postsecondary readiness.

Houston Elementary is a predominately white school. 413 white students are enrolled in Houston Elementary, which is nearly 98% of all students. This is most likely due to the fact that many of the current residents in Houston are part of a family who has been in the Ozark area for many years. Although the population in Houston is mostly composed of white families, there are families from different ethnic backgrounds present. The Elementary school has two black students enrolled, two Asian students, and two Hispanic students. Therefore, all together 1.5% of Houston’s elementary students are from an ethnic race different from that of the white students. Many of Houston’s students are faced with poverty; this means that the students’ families are dealing with financial challenges which are often due to loss of jobs or lack of available work. This financial strain can make it difficult for families to afford to pay for their children’s lunch every day. This need is the result of a program which offers free or

“The Growth API summarizes a school's, an LEA's, or the state's performance on the 2013 Standardized Testing and Reporting (STAR) Program”(“2012–13 APR Glossary,” 2015). The average school wide growth of API in the 2013 was 724. Filipinos had the highest API of 819. The non-weighted 3-year average API for Boronda Meadows was 739. In contrast with the weighted 3-year average API of 738. Black or African American, American Indian or Alaska Native, Asian, Hawaiian or Pacific

In earlier years of 2008 through 2013, student performance was below national average. Noreen S. Ahmed-Ullah author of “CPS test scores show gains in the grades 2 through 8” explains that student performance was measured with the Illinois Standard Achievement Test (ISAT); although, the school district has recently adapted a new management by objective of Northwest Evaluation Association NWEA. Ahmed writes that after transferring to this new assessment there have been improvements in the test score. For the school year of 2013-2014 51.5 percent of students were above the national average compared to a year before where only 45.8 were in reading. In math the students improved by 3.3 percent at 48.6 percent.

Therefore, if IS 166 continues on this trajectory, it will continue to be labeled an underperforming school that graduates below average students incapable of performing the basic tasks in both subjects. The goal of the evaluation study is to thoroughly review the problems that exist and hopefully get the school to achieve grades similar to IS 409-East New York Family Academy sometime in the near future as is reflected in the following graphs.

After collecting and organizing the data from the district report card for Yankton School District, one of the most interesting trends I found was the difference in scores between 2013 and 2014. For the years 2012 and 2013, scores were reported on four levels: Below Basic, Basic, Proficient, and Advanced. Then in 2014, the scores were reported on a new leveling system including the four levels: Level 1, Level 2, Level 3, and Level 4. When reviewing the different levels, I compared Level 1 to Below Basic. In 2013 for the 6th-grade class, out of 190 students, 0.53% of those students scored at the Below Basic level in math. However, in 2014 for the 6th-grade class, out of 166 students, 32.32% of those students scored at Level 1. Even when evaluating the same group of students, the 7th grade class for 2014, I noticed a rather large increase as well, with 23.30% of 209 students scoring at the Level 1.

“Under Virginia’s approved Elementary and Secondary Education Act waiver application, schools must meet increasing targets — referred to as Annual Measurable Objectives (AMOs) — in reading and mathematics for all students, three “Proficiency Gap Groups,” and other subgroups in order to meet federal accountability requirements” (Virginia Department of Education, 2015b, p. 1). AMO’s are not available for science; however, scores can be compared with the division and the state. Newsome Park Elementary School has a longstanding history of not meeting AMO’s in reading or math and performing below division and state averages in science and social studies. Newsome Park Elementary School is a Title I school. The school entered Priority status in

The first school in the district to present was Bradford Area High School. The principle, Mr. Ray, spoke saying that overall the school scored a 77.9%. The goal he has set for his school is to improve college prep classes, mastery skills in standardized testing, and to continue to revamp the science curriculum since it is the lowest scores on the state’s testing. I feel this could affect me as a future teacher because I would know what I need to work on more with my students. In addition, this could mean more jobs available to college prep classes.

The sociologists at the school noted that life in the city tended to follow general patterns. The growth of the city of Chicago and the patterns that resulted from this were interpreted as ecological succession, as groups of immigrants replaced one another, and set up their lives based around the business district in the city. This constant movement of waves of people and communities was thought to have been a major factor in the spatial differentiation of the city at the time (Study, 2012). Ernest Burgess, a sociologist greatly associated with the Chicago school, created the concentric zone model in 1925 to describe this pattern of movement in the newly urbanised city. The model divided the city into concentric cirles leading from downtown

Operational : This will be measured as the highest grade completed by the individual student. This will be obtained through school records.

Carried out by the TIMSS and PIRLS International Center for Education at Boston College, the PIRLS 2011 is funded by the IEA. In terms of implementation of the assessment in the United States, the National Center for Education Statistics (Progress), in the Institute of Education Sciences at the U.S. Department of education holds accountable. Moreover, Westat and Pearson Educational Measurement are responsible for data collection in the United States. (Thompson, 2012)