anchorage school board strategic planning: asd student data...fig. 6‐2: student growth summary,...

Anchorage School District January 6, 2020 1

Anchorage School Board Strategic Planning: ASD Student Data

Third and Ninth Grade English Language Arts (ELA) Proficiency: Research continues to show that the ability to read by the end of the third-grade year has significant impacts on student success in school and, indeed, in life. Alaska’s statewide summative assessment, PEAKS, is based on Alaska’s academic standards and was administered for its third year in the spring of 2019. The results from this assessment showed that 40% of Anchorage School District third graders were proficient or advanced on the English Language Arts (ELA) portion of the test. Additionally, 36% of ninth graders achieved proficient or advanced on the PEAKS ELA assessment (Fig. 1). Third and Ninth Grade Math Proficiency: Alaska also sets statewide standards for proficiency in Mathematics which are assessed in grades three through nine. PEAKS results for the 2019 administration of the test showed that 46% of third graders and 30% of ninth graders achieved proficient or higher on the PEAKS Mathematics assessment (Fig. 2). Contributing Factors to Current Proficiency in ELA and Math: While it is nearly impossible to point to one root cause for lower than desired proficiency rates in ELA and Math, the following factors have been shown to significantly correlate to lower performance in broader studies and appear relevant to ASD:

Static Growth (lacking in movement or change): ASD results on the statewide summative assessment (PEAKS) have remained largely flat over the past three years (Figs. 3 and 4). For proficiency levels to rise significantly, students need to demonstrate greater than average growth. The Anchorage School District uses the MAP Growth assessment to measure growth for students in 3rd through 9th grades in both Reading and Mathematics. Results of these assessments over the past three years indicate that, overall, students in the district achieve average growth when compared to their peers nationally (Fig.5). An analysis of schools shows the median achievement levels are spread between the 20th and 80th percentiles with more than two-thirds of schools falling below the 50th percentile in growth. Additionally, 43% of ASD schools fall below the 50th percentile in both achievement and growth when compared to nationwide results (Figs. 6.1 and 6.2). One possibility for these data is the rigor in the classroom not matching the level of Alaska’s standards. Chronic Absenteeism: Chronic Absenteeism is defined by the state accountability system as missing more than 10% of school days. Over the past three years, more than one in five students in the Anchorage School District have been chronically absent (Fig.7). It


is widely accepted in the research and education community that chronic absenteeism has a significant negative impact on students’ connections to academics as well as to school culture. An internal study of ASD students demonstrated that Chronic Absenteeism was a larger detriment to student achievement than any other single factor. Chronic Absenteeism can impact different student groups more significantly as well, which exacerbates existing achievement gaps. Achievement Gaps: Evidence continues to point to significant gaps in achievement among student groups (demographic and program eligible learners, Figs. 1,2,8.1,8.2).

Ongoing MTSS and Curriculum Implementation: The Anchorage School District is two years into the implementation of Multi-Tiered Systems of Support (MTSS) for students in all schools and programs. This effort requires significant adaptations to systems and culture throughout the district. The following are initiatives that are underway to support this work:

Development of school leadership teams and school-wide processes supporting MTSS structures

Establishment of instructional coaches in elementary schools to provide support and training

Quarterly MTSS school based team trainings to align MTSS understandings and processes

Alignment of leadership pathways to provide improved support to schools’ MTSS processes

Establishment of evaluation and review processes that place MTSS at the center of all decisions

Change theory indicates that, while change can happen quickly in certain environments, the process of change for a large and diverse organization with a long organizational history will take additional time and effort to impact established behaviors.

Graduation Rate: The overall graduation rate is a bright spot for ASD which is at an all-time historical high of 84%. The statewide rate is 80%. The grad rate is a significant step toward the 90% goal which is part of the 90 by 2020 initiatives (Fig. 9). Substantial gaps in graduation rates do persist among diverse learner groups, notably Alaska Native/American Indian Students and Students with Disabilities fall below the district mean. Contributing Factors to Graduation Rate: Research indicates that there are five major factors that influence graduation rates. ASD refers to these factors as headwinds some students face:


1. Economic Factors: Nearly 56% of ASD students belong to families that are Economically Disadvantaged (EDS). Students belonging to economically disadvantaged families do show significant gaps in nearly every measure of achievement and school success (Figs. 8.1 and 8.2) and graduation (Fig. 9).

2. Ninth Grade Success: At the end of the 2018-19 school year, 78% of ASD ninth graders were on track with course completion for graduation. In addition, the Fall semester of 2019-20 had 12% of students failing Algebra 1, a key requirement for graduation.

3. Attendance and Engagement with School: The district’s overall attendance rate has been and continues to be above 90%. The percentage of students attending at least 90% of days continues to hover between 75% and 80% each year. In contrast, chronic absenteeism increases from 21% in elementary school to 28% in high school and is significantly higher in all grades for at risk learner populations that also show the highest gaps in achievement.

4. Course Failure: At the close of the 2018-19 school year, 21% of students had at least one failing grade on their transcript with 19% showing a failing mark in a core subject. Groups of diverse learners are less likely to be on track for graduation (Fig. 10).

5. Demographic Makeup: The Anchorage School District is a highly diverse district. Nearly every measure in this report indicates significant differences in school success among this diverse learner population. Present student demographics are as follows:

Total Student Population: 46,011

African American: 4.9% Caucasian: 41.2%

Alaska Native: 8.4% Child in Transition/Homeless: 2.5%

American Indian: .6% Economically Disadvantaged: 52.4%

Hispanic: 11.6% English Language Learners: 16.2%

Asian: 10.4% Migrant: 6.2%

Hawaiian Pacific Islander: 6.8% Students with Disabilities: 15.5%

Two or More Races: 15.9% Indian Education: 15.4%


0% 10% 20% 30% 40% 50% 60% 70% 80%

African Am.

Alaska Native

Amer. Indian

Asian

Hispanic

Nativie Hawaiian, Islander

Two or More

White

All

AfricanAm.

AlaskaNative

Amer.Indian

Asian HispanicNativie

Hawaiian,Islander

Two orMore

White All

3rd Proficient 34% 21% 33% 41% 40% 44% 44% 57% 46%

9th Proficient 10% 16% 24% 31% 22% 4% 25% 43% 30%

Fig. 2: Math PEAKS Proficiency 3rd and 9th Gardes

3rd Proficient 9th Proficient

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00%

African Am.

Alaska Native

Amer. Indian

Asian

Hispanic

Nativie Hawaiian, Islander

Two or More

White

All

AfricanAm.

AlaskaNative

Amer.Indian

Asian HispanicNativie

Hawaiian,Islander

Two orMore

White All

3rd Proficient 25% 19% 47% 31% 36% 13% 39% 54% 40%

9th Proficient 21% 17% 24% 38% 26% 10% 35% 48% 36%

Fig. 1: ELA Proficiency 3rd and 9th Grades


0%

10%

20%

30%

40%

50%

60%

2016‐2017 2017‐2018 2018‐2019

Fig. 3: Three Year ELA Proficiency, 3rd and 9th Grades

9th 3rd

0%

10%

20%

30%

40%

50%

60%

2016‐2017 2017‐2018 2018‐2019

Fig. 4: Three Year Math Proficiency, 3rd and 9th Grades

9th 3rd


Fig. 5: Student Growth Summary, MAP


Fig. 6‐1: Student Growth Summary, 3rd Grade MAP Reading

Fig. 6‐2: Student Growth Summary, 9th Grade MAP Reading


22%

25%

23%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

2016‐2017

2017‐2018

2018‐2019

Fig. 7: Chronic Absenteeism (Students Absent Greater than 10% of School Days)


26%

55%

10%

44%

19%

43%

31%

40%

17%

40% 39%

0%

10%

20%

30%

40%

50%

60%

EDS Not EDS SWD Not SWD ELL Not ELL Migrant NotMigrant

Homeless NotHomeless

All

Fig 8.2: Proficiency Comparisons, 18‐19 PEAKS Math All Grades

28%

58%

11%

47%

15%

47%

34%

43%

17%

43% 42%

0%

10%

20%

30%

40%

50%

60%

70%

EDS Not EDS SWD Not SWD ELL Not ELL Migrant NotMigrant

Homeless NotHomeless

All

Fig 8.1: Profiency Comparisons, 18‐19 PEAKS ELA All Grades

Key: EDS – Economically Disadvantaged, SWD – Students with Disabilities, ELL – English Language Learners


Fig. 9: Historical Graduation Rates


80%

65%

79%

90%

80%

79%

78%

87%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

African American

Alaska Native

American Indian

Asian

Hispanic

Native Hawaiian or Pacific Islander

Two or More Races

White

Fig. 11: Percentage of Students on Track to Graduate End of Year 2018‐19

83%

58%

77%

79%

95%

79%

71%

71%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

All Students

Child In Transition and Homeless

Economically Disadvantaged

English Language Learners

Gifted

Migrant Education

Students with Disability

Indian Education

Fig. 10: Percentage of Students On Track for Graduation with Coursework at the Close of the 18‐19 School Year

anchorage school board strategic planning: asd student data...fig. 6‐2: student growth summary,...

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