Conestoga Valley SD - Required Federal Reporting Measures

Transcription

Conestoga Valley SD
Conestoga Valley SHS
2013-2014
Required Federal Reporting Measures
Commonwealth of Pennsylvania
School Required Federal
Reporting Measures
A Required Federal Reporting Measure is a critical tool both for
promoting State, LEA and school accountability, and for engaging
parents and communities in meaningful discussions about the academic
challenges and opportunities facing their schools. Accurate and timely
information brings transparency to education policies, uncovers academic
challenges and deficits, and highlights areas in which the State, LEA,
and schools have made gains.
A well-informed public is important to improving LEAs and schools.
In the same way that data enable educators to make better decisions about
teaching and learning, data can also help parents and other community
members work more effectively with educators and local school officials.
Additionally, the more parents and community members know about the
academic achievement of their children and their schools, the more likely
they are to be involved in their local schools and LEA. Equipped with
information on academic results and teacher quality, parents and
community members can make better decisions concerning their
children’s educational pathways and become more effective advocates
for their children’s schools and LEA.
Results Included in Required Federal
Reporting Measure Data
Student results from the Pennsylvania System of School Assessment (PSSA) grades 3-8,
Keystone Exams grade 11, and the Pennsylvania Alternate System of Assessment (PASA)
grades 3-8 and 11 are used to calculate Required Federal Reporting Measure data.
For more information:
Pennsylvania Department of Education
Bureau of Curriculum, Assessment and Instruction
333 Market Street
Harrisburg, PA 17126
Voice (717) 705–2343
ra-pas@pa.gov
This report contains:
•
•
•
•
Graduation Data
Graduation rates are displayed for the previous
school year.
Accountability Data
This section shows the school’s performance
compared with the goals set by federal and state
accountability requirements. Student results from the
PSSA, Keystone Exams, and the PASA are listed by
disaggregated group and performance level.
Achievement Data
Here you can compare two years of participation and
academic performance data for the PSSA, Keystone
Exams, and the PASA for the All Student category
only. One year of data is presented for participation
rates and performance levels in the other categories.
The results are displayed by grade, subject, and
disaggregated group.
Teacher Quality Data
This section includes both numbers and percentages
of classroom teachers in the state who are highly
qualified or hold emergency certification.
Graduation Data
District: Conestoga Valley SD
School: Conestoga Valley SHS
Pennsylvania’s Accountability Data includes data on student performance on the other academic indicators, attendance and graduation rate.
Both measures are based on data from the previous academic year. A four-year adjusted cohort graduation rate, a five-year adjusted cohort
graduation rate, and a six-year adjusted cohort graduation rate are calculated. Graduates for a particular year are the number of students
graduating in four years, five years or six years with a regular diploma. A four-year cohort is described as students entering the 9th grade for
the first time four years earlier plus “transfers in” minus “transfers out” over four years. A five-year cohort is described as students entering
the 9th grade for the first time five years earlier plus “transfers in” minus “transfers out” over five years. A six-year cohort is described as
students entering the 9th grade for the first time six years earlier plus “transfers in” minus “transfers out” over six years. The graduation rate
is the number of graduates for a particular year divided by the four-year, five-year or six-year cohort multiplied by 100.
Graduation Measures
Graduation Measure1
Graduation Goal: 85%
All Student Groups2
All Students
Historically Underperforming3
IEP
English Language Learner
Economically Disadvantaged
Male
Female
American Indian/Alaskan Native (not Hispanic)
Asian (not Hispanic)
Black or African American (not Hispanic)
Hispanic (any race)
Multi-Racial (not Hispanic)
White (not Hispanic)
Native Hawaiian/other Pacific Islander (not Hispanic)
Migrant
✔
✖
✔4
✔
✔
✔
✔
—
✔
✔
✔4
—
✔
—
—
4 yr
5 yr
6 yr
4 yr
5 yr
6 yr
School School School District District District
89%
NA
NA
89%
91%
89%
83%
—
—
82%
—
—
80%
82%
NA
79%
84%
—
—
92%
NA
—
93%
—
82%
86%
NA
81%
86%
89%
89%
NA
NA
88%
89%
85%
90%
NA
NA
90%
93%
94%
—
—
—
—
—
—
88%
NA
NA
88%
92%
96%
94%
NA
NA
94%
79%
92%
72%
84%
NA
72%
84%
78%
—
—
—
—
—
—
92%
NA
NA
92%
93%
89%
—
—
—
—
—
—
—
—
—
—
—
—
— Indicates 10 or fewer students in a group. To provide meaningful results and to protect
the privacy of individual students, data are printed only when the total number of students
in a group is greater than 10.
1
For the four-year adjusted cohort, the graduation measure has a goal of 85% or a target of a 10% reduction of the difference
between the previous year’s rate and the goal of 85%. For the five-year adjusted cohort, the graduation measure has a goal of
85% or a target of a 15% reduction of the difference between the previous year’s rate and the goal of 85%. For the six-year
adjusted cohort, the graduation measure has a goal of 85%.
2
There can be overlap among the groups since a student may belong to more than one of these groups.
3
Historically Underperforming Students–defined as a non-duplicated count of students with disabilities, economically
disadvantaged students, and English Language Learners enrolled for a full academic year taking the PSSA. If a student
is in more than one of the individual groups (e.g., special education and English Language Learner), s/he is only included
in the Historically Underperforming Student group one time–a non-duplicated count. This group is not a cohort but
rather students currently in the state meeting the definition during the reported year.
4
Made graduation target of a 15% reduction between the previous year’s graduation rate and the goal of 85%.
4 yr
State
86%
78%
75%
77%
77%
84%
88%
74%
92%
73%
71%
80%
90%
65%
75%
5 yr
State
86%
—
74%
68%
77%
84%
87%
77%
93%
72%
71%
78%
90%
37%
84%
6 yr
State
85%
—
74%
68%
75%
83%
87%
82%
95%
69%
68%
79%
90%
35%
85%
Accountability Data
The purpose of this section of the Required Federal Reporting Measures is to show a comparison between student academic achievement
levels and the State’s Annual Measureable Objectives (AMOs) in reading/literature and in mathematics/algebra I. The participation tables in
this report include students who were enrolled in the state for any part of the academic year. The performance tables in this report include
students who were enrolled in the state for a full academic year. These numbers may not match the results in the Achievement Section of
the Required Federal Reporting Measures.
School Overall Results in Mathematics/Algebra I
This table captures the participation and performance results of students overall and by disaggregated group who took the
Keystone Exams in grade 11.
All Student Groups1
Participation3
Tested
Enrolled Assessed
#
%
#2
Performance4
Percentage of students in
Percentage of students
each Performance Level
Proficient and above
Below Basic
Basic
Proficient
Advanced
0
20
All Students
312
317
98%
2%
17%
60%
21%
81%
Historically Underperforming
117
117
97%
6%
27%
60%
7%
67%
IEP
40
60
80
100
Goal 83%
Goal 63%
38
38
97%
18%
42%
37%
3%
39%
—
88
—
88
—
99%
—
3%
—
23%
—
66%
—
8%
74%
Male
171
173
99%
2%
16%
60%
23%
82%
Goal 82%
Female
141
144
98%
3%
18%
60%
19%
79%
Goal 83%
—
—
—
—
—
—
—
16
16
94%
0%
19%
63%
19%
81%
20
20
95%
0%
15%
75%
10%
85%
Hispanic (any race)
39
42
59%
98%
3%
38%
44%
15%
—
—
—
—
—
—
—
226
228
99%
3%
12%
62%
23%
—
—
—
—
—
—
—
NOTE:
Percentages may not total 100 due to rounding.
— Indicates 10 or fewer students in a group. To provide meaningful results and to protect the privacy of individual students,
data are printed only when the total number of students in a group is greater than 10.
1
2
Includes the number of students who have received a score on the test taken.
3
The participation rate is based on the total number of tests scored divided by the total number of students enrolled on the
last day of testing. Students with Medical Emergency are excluded from the calculations.
4
The performance of students scoring proficient and above includes those who took the PASA, although the number of
proficient and advanced scores based on the PASA will not exceed 1% of all assessed students.
85%
Goal 34%
Goal 68%
Goal 100%
Goal 75%
Goal 64%
Goal 86%
Accountability Data
The purpose of this section of the Required Federal Reporting Measures is to show a comparison between student academic achievement
levels and the State’s Annual Measureable Objectives (AMOs) in reading/literature and in mathematics/algebra I. The participation tables in
this report include students who were enrolled in the state for any part of the academic year. The performance tables in this report include
students who were enrolled in the state for a full academic year. These numbers may not match the results in the Achievement Section of the
Required Federal Reporting Measures.
School Overall Results in Reading/Literature
This table captures the participation and performance results of students overall and by disaggregated group who took the
Keystone Exams in grade 11.
All Student Groups1
Participation3
Tested
Enrolled Assessed
#
%
#2
Performance4
Below Basic
Basic
Proficient
Advanced
0
20
All Students
305
310
97%
1%
10%
74%
14%
89%
114
114
95%
4%
22%
66%
9%
75%
IEP
40
60
80
100
Goal 90%
Goal 75%
35
35
90%
9%
43%
43%
6%
49%
—
87
—
87
—
98%
—
2%
—
16%
—
71%
—
10%
82%
Male
167
169
97%
1%
10%
78%
11%
89%
Goal 90%
Female
138
141
97%
1%
9%
70%
19%
89%
Goal 89%
—
—
—
—
—
—
—
15
15
94%
0%
20%
67%
13%
80%
20
20
95%
0%
10%
75%
15%
90%
Hispanic (any race)
37
40
68%
93%
0%
32%
62%
5%
—
—
—
—
—
—
—
223
225
98%
2%
5%
77%
16%
—
—
—
—
—
—
—
NOTE:
Percentages may not total 100 due to rounding.
— Indicates 10 or fewer students in a group. To provide meaningful results and to protect the privacy of individual students,
data are printed only when the total number of students in a group is greater than 10.
1
2
Includes the number of students who have received a score on the test taken.
3
The participation rate is based on the total number of tests scored divided by the total number of students enrolled on the
last day of testing. Students with Medical Emergency are excluded from the calculations.
4
The performance of students scoring proficient and above includes those who took the PASA, although the number of
proficient and advanced scores based on the PASA will not exceed 1% of all assessed students.
93%
Goal 46%
Goal 82%
Goal 91%
Goal 87%
Goal 77%
Goal 93%
Achievement Data
School PSSA Results
2013–2014
This
school Group
had no1 PSSA data available in grades
3-8 toParticipation
evaluate Achievement
results. of students in
Academic
Percentage
Student
Year
Rate
Below Basic
All Students
2013–2014
2012–2013
2013–2014
IEP
2013–2014
2013–2014
2013–2014
Male
2013–2014
Female
2013–2014
2013–2014
2013–2014
2013–2014
Hispanic (any race)
2013–2014
2013–2014
2013–2014
Basic
Proficient
Advanced
Native Hawaiian/other Pacific Islander (not Hispanic) 2013–2014
Migrant
2013–2014
NOTE:
Percentages may not total 100 due to rounding. Percentage of students Proficient and above may not total students Proficient and
Advanced due to rounding.
This table reflects all students enrolled for any portion of the academic year, meaning that these numbers may not match the results
reported for Accountability purposes.
1
State
0
20
40
60
80
100
Achievement Data
These tables reflect all students taking the PSSA in reading and mathematics in grades 3-8, students taking the PSSA in science in grades 4 and 8,
students taking the Keystone Exams (Algebra 1, Biology and Literature) in grade 11 and students taking the PASA in grades 3-8 and 11 who were in
the state for any part of the academic year.
The purpose of this section of the Required Federal Reporting Measures is to show how students performed on the Keystone Exams in Algebra I,
Literature, and Biology. This data table captures this school’s overall performance results and participation rates by disaggregated group. The table
reflects all students taking the Keystone Exams in grade 11 who were in this school for any part of the academic year.
School Keystone Exam Results in Grade 11 Mathematics
Student Group1
Academic Participation
Year
Rate
Below Basic
Basic
Proficient
Advanced
School
District
0
20
40
60
80
State
100
All Students
2013–2014
2012–2013
99%
2%
17%
59%
21%
81%
81%
64%
97%
1%
17%
49%
33%
82%
82%
64%
2013–2014
97%
6%
28%
59%
7%
66%
42%
IEP
2013–2014
100%
19%
44%
33%
3%
36%
19%
2013–2014
—
—
—
—
—
—
2013–2014
99%
3%
23%
66%
8%
74%
44%
Male
2013–2014
99%
2%
16%
60%
23%
82%
62%
Female
2013–2014
99%
3%
18%
59%
20%
79%
65%
2013–2014
—
—
—
—
—
—
—
2013–2014
94%
0%
19%
63%
19%
81%
79%
2013–2014
100%
0%
15%
75%
10%
85%
35%
Hispanic (any race)
2013–2014
98%
2%
41%
41%
15%
56%
39%
2013–2014
—
—
—
—
—
—
—
85%
71%
2013–2014
—
66%
36%
74%
82%
79%
81%
85%
56%
85%
99%
3%
12%
62%
23%
—
—
—
—
—
—
—
Migrant
—
—
—
—
—
—
—
2013–2014
NOTE:
Percentages may not total 100 due to rounding. Percentage of students Proficient and above may not total students Proficient and Advanced
due to rounding.
This table reflects all students enrolled for any portion of the academic year, meaning that these numbers may not match the results reported
for Accountability purposes.
1
Achievement Data
School Keystone Exam Results in Grade 11 Reading
Student Group1
Year
Rate
Below Basic
Basic
Proficient
Advanced
School
District
0
20
40
60
80
State
100
All Students
2013–2014
2012–2013
97%
1%
10%
75%
15%
89%
89%
74%
97%
1%
9%
70%
19%
89%
89%
75%
2013–2014
95%
3%
22%
66%
9%
75%
54%
IEP
2013–2014
92%
6%
45%
42%
6%
48%
29%
2013–2014
—
—
—
—
—
—
—
2013–2014
98%
2%
16%
71%
10%
81%
57%
Male
2013–2014
97%
1%
10%
78%
11%
89%
89%
69%
Female
2013–2014
97%
1%
9%
71%
19%
90%
90%
78%
2013–2014
—
—
—
—
—
—
—
2013–2014
88%
0%
20%
67%
13%
80%
78%
2013–2014
100%
0%
10%
75%
15%
90%
51%
Hispanic (any race)
2013–2014
93%
0%
31%
64%
5%
69%
53%
2013–2014
—
—
—
—
—
—
—
93%
80%
2013–2014
75%
48%
81%
80%
90%
69%
93%
98%
1%
5%
77%
16%
—
—
—
—
—
—
—
Migrant
—
—
—
—
—
—
—
2013–2014
NOTE:
due to rounding.
1
Achievement Data
School Keystone Exam Results in Grade 11 Science
Student Group1
Year
Rate
Below Basic
Basic
Proficient
Advanced
All Students
2013–2014
2012–2013
93%
12%
30%
38%
19%
96%
26%
33%
32%
9%
2013–2014
93%
24%
39%
32%
5%
IEP
2013–2014
94%
44%
41%
9%
6%
2013–2014
—
—
—
—
—
2013–2014
94%
17%
41%
37%
5%
Male
2013–2014
94%
9%
32%
39%
20%
Female
2013–2014
93%
16%
28%
37%
19%
2013–2014
—
—
—
—
—
2013–2014
94%
19%
25%
38%
19%
2013–2014
95%
16%
42%
42%
0%
Hispanic (any race)
2013–2014
86%
31%
31%
25%
14%
2013–2014
—
—
—
—
—
2013–2014
School
District
0
20
40
60
57%
41%
37%
15%
42%
59%
55%
56%
42%
39%
63%
80
State
100
57%
54%
40%
45%
37%
32%
15%
17%
—
—
42%
33%
59%
54%
55%
54%
—
—
56%
68%
42%
23%
39%
29%
—
—
63%
62%
94%
9%
28%
41%
22%
—
—
—
—
—
—
—
Migrant
—
—
—
—
—
—
—
2013–2014
NOTE:
due to rounding.
1
Achievement Data
School PASA Results
2013–2014
This
school Group
had no1 PASA data available in grades
3-8 orParticipation
11 to evaluate Achievement
Academic
Percentageresults.
of students in
Student
Year
Rate
Below Basic
All Students
2013–2014
2012–2013
2013–2014
IEP
2013–2014
2013–2014
2013–2014
Male
2013–2014
Female
2013–2014
2013–2014
2013–2014
2013–2014
Hispanic (any race)
2013–2014
2013–2014
2013–2014
Basic
Proficient
Advanced
Migrant
2013–2014
NOTE:
Percentages may not total 100 due to rounding. Percentage of students Proficient and above may not total students Proficient and
Advanced due to rounding.
This table reflects all students enrolled for any portion of the academic year, meaning that these numbers may not match the results
reported for Accountability purposes.
1
State
0
20
40
60
80
100
Teacher Quality Data
Professional Qualifications of Teachers
Federal regulations require that all public school teachers in core academic subjects be Highly Qualified.
Teachers are generally required to be fully certified and to demonstrate their knowledge.
In Pennsylvania, a Highly Qualified teacher is one who: (1) holds full certification, (2) has at least a bachelor’s
degree, (3) has completed a content area major, (4) has passed a content area test, and (5) has completed
teacher education coursework.
Number
Course Assignments with Non‑Highly Qualified Teachers1
High Poverty
Low Poverty
Teachers with Emergency Certification2
High Poverty
Low Poverty
NOTES:
1
Includes classroom teachers only.
2
Includes all professionals, not just classroom teachers.
Percentage
13
0
13
3%
0%
3%
0
0
0
0%
0%
0%

Conestoga Valley SD - Required Federal Reporting Measures

Transcription

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