student achievement board study december 6, 2007

Tacoma School District - 1

Student Achievement Board Study

December 6, 2007

Michael PowerAssist. SuperintendentProgram andLearning SupportTel [email protected]

Pat CummingsDirector of Research and EvaluationTel [email protected]

Karyn ClarkeDirector of Districtand School ImprovementTel [email protected]


Graduation Rate Data

On-Time Graduation

For example, students would have started grade 9 in the fall of 2004-05 are expected to graduate “on-time” (in four years) in spring 2007-08.

Extended Time

This rate includes students who graduated after their expected graduation year.

Annual Dropout Rate

Students who leave school without a regular high school diploma and do not transfer to another school. Includes “unknowns” and those completing with a GED,


Four Cohorts of 9th Graders (1996-98) Percent of Students Graduating in 4 year (U of W Research)


Cohort Class of 2005-06Tacoma On-Time Graduation Rates by Student Groups


Cohort Class of 2005-06Tacoma and Washington State On-Time Graduation Rates


Distribution of On-Time Graduation Rates 2005-06 All Students

Tacoma 68%

Each dot on the chart represents one of 207 districts

in Washington state, distributed from low to high

* Districts with less than 100 students in grades 9-12 were excluded from this data set

48 out of 20723rd percentile

rank


Distribution of Extended Graduation Rates 2005-06 All Students

Tacoma 75%

Each dot on the chart represents one of 206 districts

in Washington state, distributed from low to high

* Districts with less than 100 students in grades 9-12 were excluded from this data set

56 out of 20627rd percentile

rank


Cohort Class of 2005-06Tacoma High Schools On-Time Graduation Rates (minus continuing)

SO

TA

(94

%)


Strategies to Increase the Graduation Rate

• Graduation Support Specialists at every high school

• Graduation Advisory Leadership Team

• District Graduation Requirement Coordinator

• Training for staff on WASL alternatives

• Grant opportunities

Defining and AddressingThe Achievement Gap(s)

The Achievement Gap: Model A

100%

Continue on as we have. All students gain, but the gap remains.

Mainstream students(mostly white, middle class)

Minority and poor students

The Achievement Gap: Model B

100%

Focus the low achievers, maintain for the mainstream.Minority students gain, but most students do not.


Mainstream students

The Achievement Gap: Model C

100%

Focus on just the mainstream students.Those students gain, but minority and poor students do not.


Mainstream students

The Achievement Gap: Model D

100%

Mainstream students


Put all resources into minority students.Other students lose ground.

The Achievement Gap: Model E

100%

Mainstream students


Focus on all students with a special and intensive emphasis on minority students.All students gain.

Addressing the Gap in Student Achievement for All Students

School Year 2007-2008

Providing students with curriculum and instruction which engages them in

work which is:

• Meaningful• Engaging

• Challenging

Implementation of new literacy curriculum:

Materials and intensive staff development

Intensive staff developmentin math and science:

Curriculum development and instruction

Implementation of new math curriculum:Materials and intensive staff development

The Achievement Gap: Model A

100%

Mainstream students(mostly white, middle class)



GAP Data Definition

The gap refers to the observed achievement disparity on a number of educational measures between the performance of groups of students, especially groups defined by gender, race/ethnicity, and socioeconomic status.

By type of group

Gender, race/ethnicity, Spec. Ed, ESL, SES.

By outcome

Test scores (e.g., WASL, District Tests, ACT, SAT)

Other measures (e.g., grades, grad/dropout rates, discipline referrals, TV viewing, homework)


1999 GAP = 25 points


Trends in Average Percent Meeting Standard and Score Gaps for Black Students and White Students –

WASL Grade 10 Mathematics


Grade 10 Math WASL - 9 Year Trend By Ethnic Group (Including “No Score” and “Previously Passed”)



Trends in Average Percent Meeting Standard and Score Gaps for Black Students and White Students –

WASL Grade 10 Reading 2007 GAP = 20 points


Grade 10 Reading WASL - 9 Year Trend By Ethnic Group (Including “No Score” and “Previously Passed”)


Percent of "No Score" WASL Reading - 8 Year District Trends


Percent of "No Score" WASL Reading - 8 Year Ethnic Trends


Grade 6 GPAWhite = 3.02Hispanic = 2.70Black = 2.62

Trends in Average Grade Point Average (GPA) By Ethnic Group(Grades 6 through 12)

Grade 12 GPAWhite = 2.93Hispanic = 2.77Black = 2.58

Strategies to Address the Gap among Student Groups

• Title I Program:– $10 million to support student achievement in reading

and math– Parent Involvement Associates at schools– Extra staff at schools

• Learning Assistance Program (LAP) at all comprehensive high schools– LAP funds used for Graduation Support Specialists– High Schools Read 180 Program

• Extended Learning Opportunities program to provide extra learning time for students

• “Mathletics” Program for Indian Education– Smart boards at sites with Native children

Tacoma Public School PartnershipsComplementary Learning Initiative

• What it is

• Why we are choosing this strategy

• What it will look like

• Where we are now

• What we hope to achieve


AYP Data Adequate Yearly Progress (AYP)

The cornerstones of the federal Elementary and Secondary Education Act (ESEA) signed into law January 2002, as the No Child Left Behind (NCLB) Act. AYP is a measure of year-to-year student achievement on the Washington Assessment of Student Learning (WASL) in reading and mathematics.


AYP Changes for 2007-2008

33

Perc

en

t M

eeti

ng

Sta

nd

ard

Elementary uniform bar (3-5)

52.2

64.2

76.1

88.1

29.7

47.3

64.9

82.4

100

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Reading

Mathematics

34

Middle school uniform bar (6-8)

30.1

47.6

65.1

82.5

17.3

38.0

58.7

79.3

100

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Perc

en

t M

eeti

ng

Sta

nd

ard

Reading

Mathematics

35

High school uniform bar

48.6

61.5

74.3

87.2

24.8

43.6

62.4

81.2

100

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Perc

en

t M

eeti

ng

Sta

nd

ard

Reading

Mathematics


School Improvement

Plan

Continue:

Public School Choice

Continue: Public School

Choice Supplemental

Continue: Public School

ChoiceSupplemental

Services

Public School Choice

Supplemental

Services

Corrective

Action

Plan for AlternativeGovernance

AYP AYPAYPAYP AYP

Step 1 Step 2 Step 3 Step 4

Implement Plan For

Alternative Governance

Step 51 2

AYP AYP

AYP TIMELINE FOR SCHOOLS(Consequences apply only to schools receiving Title I funds)

Sanctions are a District Responsibility

Identified for School Improvement

WASLResults

WASLResults


HIGH SCHOOL: 2006-2007

Met AYP?

Foss NO

Lincoln NO

Mt. Tahoma NO

Stadium NO

Wilson NO

Oakland Alt NO

SOTA YES

Fresh Start YES


Met AYP? AYP STEP

A. Giaudrone NO

Baker NO

*Gault NO 4

Gray NO 1

Hunt NO

*Jason Lee NO 4

Mason NO

*McIlvaigh NO 4

Meeker NO

Stewart NO

Truman NO

MIDDLE SCHOOL: 2006-2007


Met AYP? AYP STEP

•Arlington YES

•Birney YES

•Blix YES 1

•Boze YES 1

•Browns Pt YES

•Bryant YES

•Crescent Hgts YES

•DeLong YES

•Downing YES

•Edison YES

•Fawcett YES

•Fern Hill YES

•Franklin YES

•Geiger YES

•Grant YES

•H. Stafford YES

•Jefferson YES

•Larchmont YES

•Lister NO

Met AYP? AYP STEP

Lowell YES

Lyon YES

Manitou Park YES

Mann YES

McCarver YES 1

McKinley YES 1

NE Tacoma YES

Pt Defiance YES

Reed YES

Roosevelt YES

Sheridan YES 1

Sherman YES

Skyline YES

Stanley YES

Wainwright YES

WA/Hoyt YES

Whitman YES

Whittier YES

ELEMENTARY: 2006-2007


Gault Grade 7 Total Reading Ten Year Trend Summary from 1998 to 2007


McIlvaigh Grade 7 Total Reading Ten Year Trend Summary from 1998 to 2007


Jason Lee Grade 7 Total ReadingTen Year Trend Summary from 1998 to 2007


District Improvement Plan

• Close the achievement gap while increasing overall student achievement.

• Develop collaborative systems to support and sustain improved instruction.

• Attract, develop, and retain highly qualified and culturally competent staff.

student achievement board study december 6, 2007

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