Octorara Case Study

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)

When looking at District Report Cards all we usually hear about is student data, not realizing that there is also teacher data reported in this document. Looking over the data as a whole the schools are pretty similar in teacher data. Attendance was at between 93% and 94%, while teacher-students ratio per 1000 students was lower than the state average in all schools. Teacher’s average pay was within $5000.00, MCSD was the lowest at $52,000.00 and CCSD being the highest at $57,000.00. Looking at teacher and principal evaluations YCSD and MCSD had no teachers with an Effective evaluation, the highest percentage of teachers fell under Accomplished in evaluations. As for principals YCSD and MCSD principals were either Accomplished or Skilled, the majority were Skilled, in all Districts. As for CCSD, they had no one Accomplished, but they did have Developing and Effective.

The statistics for the district and state are similar. 3.1% of district students dropped out, comparable to the 2.1% of Texas students who dropped out. The district has 84.4% of their students graduate in time while Texas has 89% graduate. The average state SAT score is 1394 and Arlington ISD’s average is 3 points higher. The state average score for ACT on the other hand is 20.6 and while lower, the district’s average of 20.1 is still very close. Test scores and the rate of graduating students reflect the academic success of a school district because these are two things colleges and employers look

Purpose: To improve a testing experience for our students to increase the percentage of students meeting the standards of the standardized test.

Ms. Cadle, you can see that there is room for improvement, and I believe that we can improve your son’s scores. As an educator, I am always concerned with students’ grades, and with just a

“In 2013, Oklahoma had the smallest number of students scoring at or above proficient in math and reading. 4th and 8th grade math scores were 36% and 25% respectively, and in reading- 30% and 29%. The U.S. averages were 41% and 34% in math for 4th and 8th grade,

My view of Monroe High School is that it is getting better but it still has a lot of work to do to improve. Since I have attended Monroe High School the school has been pushing towards the right direction when it comes to the education of it’s students. The school has innovated different classrooms in the institution which are called “the class of the future”. these classrooms include exclusive new smart boards and computer monitors the size of TV screens that surround the class that can be easily connected to chromebooks that the school provides for the students. Before the grading scale was changed to the ten point scale the number of Monroe High School students that achieve “A” “B” honor roll would increase each grading period. Now that

After completing the assessment, a predetermined formula calculated a final score for each subunit. The category on Space and Furnishings received a final score of 6.13, due to the facilities well organized and usable spaces. This category received high marks on most of the subunits. One strength within this section includes the warm and inviting classroom, along with its designated spaces. The classroom included areas for reading, blocks, art,

Specifically, both the results of reading (518) and numeracy (522) is significantly below Australian schools' average (580 and 583) and similar schools (546 and 545) (See Figure 14). When looking at the results by bands (See Figure 15 & 16), the percentage of students’ results achieved the average standard (Band 8) in reading and numeracy is only 14% and 13% while the percentage of students results in Band 5 and Band 6 (substantially below average) accounts for 61%. It is likely that the level of literacy and numeracy of this student cohorts is very significant low, which may inhibit their further learning in the secondary school. Indeed, if taking their subsequent OP results into account, it can be implied that the progress of these students’ literacy and numeracy development is not noticeable, as they grow

Reading learning gains for the lowest 25% would be my first barrier to be tackle. These student’s scores went down 24% between the school years of 2005-2007. Furthermore, when analyzing the data, during the first year of data collection, the lowest percentage of all the data was a 67% in Reading gains and the same percentage acquired by the lowest 25% of students, also in Reading.

The Texas Education Agency (2017) lists the performance standards for the STAAR test performance. The levels are Advanced, Satisfactory, and Unsatisfactory. Per the chart included in the TEA report, it appears the numeric value for Math, English, and History increases over time. For example, the 2015-2016 standard for Algebra 1 is 3550, by 2021-2022 it will 4000 (TEA, 2017). The questions on the STAAR test is based upon the curriculum of the Texas Knowledge and Skills (TEKS) and students are expected to comprehend and understand the concepts of the STAAR test (TEA,

This section apparently left something to be desired for our survey participants. The class average was rated at 3.87/5 and my own average was 3.5/5.

Class sizes in across schools were nearly identical, yet there were significant differences in Standardized Assessment Scores according to the 2013-2104 CCSD Accountability Report. The writing assessment is the area where all schools had the lowest percentage of students that were able to reach the Exceeds Standard (ES) level of achievement in standardized assessments. Foothill has just 2% of students that achieve the ES designation with Cheyenne and Western having only 1% that achieves the ES level. Cheyenne and Western High have approximately 60% of students meeting standards, while Foothill High has 80% of students meeting standards. With only 1-2% students achieving the ES level, a plan has been developed to push more students into the

In addition, beginning with the high school graduating class of 2004, students are required to pass six SOL end-of-course tests to earn a diploma. Thus, for high school students, the SOL tests are appropriately referred to as highstakes tests. At the elementary level, poor performance by an individual may result in retention or assignment to summer school, while poor performance at the building level may result in loss of accreditation (which would jeopardize the position of the building-level administrator). The focus of publicity about the Standards of Learning─ both as a curriculum framework and as an accountability