Anchorage School District Profile of Performance 2010-2011

1. Anchorage School DistrictProfile of Performance2010-2011 Assessment and Evaluation Department October 24, 2011

2. Format of the Report Part I – District Information Overview Board Goal Performance Part II – School Information Demographics Student Academic Achievement ASD Assessment & Evaluation Department

3. Data Reporting Points for Profile FallOn-Line Alaska School Information System-data submission to DEED with reports of our foundation average daily membership (ADM) for the 20 school calendar days ending with the 4th Friday in October, enrollment count is October 1 Participation File—data submission to DEED with detailed student enrollment information as of the first day of testing (April) Summer OASIS—data submission to DEED with detailed student data collection to support the annual submittal to the U.S. Dept. of Ed; data based upon enrollment for the school year (July 15 submittal) Report Card DataSubmission—data submission to EED on the performance of each school in the district; supports annual report on the performance of school in the state to the Governor, the state legislature and the U.S. Dept. of Ed (July 15 submittal) Student Information System—data source from ASD’s system of record for reports based upon enrollment on the last day of school ASD Assessment & Evaluation Department

4. Demographic ComparisonsTotal EnrollmentOctober 1, 2011 ASD Assessment & Evaluation Department

5. Demographic ComparisonsSpecial PopulationsOctober 1, 2010 ASD Assessment & Evaluation Department

6. Socioeconomic Status of Students—EDS • EDS is the proxy used for accountability for students who are eligible to participate in the free or reduced lunch program • Percent of all students enrolled in ASD on October 1 were identified as EDS at anytime from the beginning of the school year through October 1 • Students included were: • All students meeting federal income guidelines • All students in the Alaska Temporary Assistance program file • All Students in Provision schools • Migrant Students • Sibling matches for all of the above except for Whaley’s ACE/ACT and EISC programs • Students at McLaughlin, AVAIL, Child in Transition Program but not their sibling matches ASD Assessment & Evaluation Department

7. Special Programs—5-Year History ASD Assessment & Evaluation Department

8. Languages in District 2010-11 ASD Assessment & Evaluation Department

9. Special Needs Population—Total Number Served ASD Assessment & Evaluation Department

10. Historical Attendance Rate—10-Year History ASD Assessment & Evaluation Department

11. ASD Board Goals 1- All students will graduate from high school prepared for post secondary academic/vocation/career opportunities. 2- The achievement gap between racial, ethnic and economic groups in the highly diverse ASD will be eliminated through education that is accessible, culturally responsive, supportive of students, and safe. 3- ASD will partner with parents and the community for greater educational success for our students. 4- ASD will manage effectively and efficiently all financial and human resources. 5- All ASD departments will support the mission of the district with good customer service, both internally and externally. ASD Assessment & Evaluation Department

12. Illustration Of Using The Summary To View The Performance Indicators By A Specific Group ASD Assessment & Evaluation Department

13. Illustration Of Using The Summary To View Performance On A Specific Indicator ASD Assessment & Evaluation Department

14. SBA Reading Historical Performance/Projection ASD Assessment & Evaluation Department

15. SBA Writing Historical Performance/Projection ASD Assessment & Evaluation Department

16. SBA Mathematics Historical Performance/Projection ASD Assessment & Evaluation Department

17. SBA Science Historical Performance/Projection ASD Assessment & Evaluation Department

18. SBA Performance/Projections ASD Assessment & Evaluation Department

19. District to State Comparison 2010-2011 ASD Assessment & Evaluation Department

20. Historical SBA Reading Proficiency by Grade Level ASD Assessment & Evaluation Department

21. Historical SBA Writing Proficiency by Grade Level ASD Assessment & Evaluation Department

22. Historical SBA Mathematics Proficiency by Grade Level ASD Assessment & Evaluation Department

23. Historical SBA Science Proficiency by Grade Level ASD Assessment & Evaluation Department

24. Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. • Indicator 1a: In a year-to-year comparison, the percentage of students in reading, writing, and mathematics on the Standards Based Assessment maintaining or improving their proficiency from the previous year will increase. • Reading • Results: (pages 34-81): • The percentage of proficient students maintaining or improving their proficiency in reading decreased from 69.43 percent to 65.86 percent. • This group includes advanced to advanced, proficient to advanced, and proficient to proficient—it does not include advanced to proficient. • The designated race/ethnicity group with the lowest percentage of proficient students maintaining or improving their proficiency in reading was Native Hawaiian/Other Pacific Islander. • The designated race/ethnicity group with the highest percentage of proficient students maintaining or improving their proficiency in reading was Caucasian. ASD Assessment & Evaluation Department

25. SBA Reading—proficient maintaining or improving

26. Matched Comparison —Reading—Maintaining or Improving Proficiency

27. Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. • Indicator 1a: In a year-to-year comparison, the percentage of students in reading, writing, and mathematics on the Standards Based Assessment maintaining or improving their proficiency from the previous year will increase. • Writing • Results: (pages 34-81): • The percentage of proficient students maintaining or improving their proficiency in writing decreased from 63.29 percent to 62.17 percent. • The designated race/ethnicity group with the lowest percentage of proficient students maintaining or improving their proficiency in writing was Native Hawaiian/Other Pacific Islander. • The designated race/ethnicity group with the highest percentage of proficient students maintaining or improving their proficiency in writing was Caucasian. ASD Assessment & Evaluation Department

28. SBA Writing—proficient maintaining or improving

29. Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. • Indicator 1a: In a year-to-year comparison, the percentage of students in reading, writing, and mathematics on the Standards Based Assessment maintaining or improving their proficiency from the previous year will increase. • Mathematics • Results: (pages 34-81): • The percentage of proficient students maintaining or improving their proficiency in mathematics decreased from 58.66 percent to 57.00 percent. • The designated race/ethnicity group with the lowest percentage of proficient students maintaining or improving their proficiency in writing was Native Hawaiian/Other Pacific Islander. • The designated race/ethnicity group with the highest percentage of proficient students maintaining or improving their proficiency in writing was Caucasian. ASD Assessment & Evaluation Department

30. SBA Mathematics—proficient maintaining or improving

31. Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. • Indicator 1a: In a year-to-year comparison, the percentage of not proficient students in reading, writing, and mathematics on the Standards Based Assessment moving to proficient will increase. • Reading • Results: (pages 34-81): • The percentage of not proficient students moving to proficient in reading decreased from 6.72 percent to 3.54 percent. • The designated race/ethnicity group with the highest percentage of their group moving from not proficient to proficient was Native Hawaiian/Other Pacific Islander. • The designated race/ethnicity group with the lowest percentage of their group moving from not proficient to proficient was Caucasian. ASD Assessment & Evaluation Department

32. SBA Reading—Not Proficient to Proficient

33. Matched Comparison —Reading—Non-Proficient to Proficient

34. Matched Comparison —Reading—Overall Performance Changes

35. Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. • Indicator 1a: In a year-to-year comparison, the percentage of not proficient students in reading, writing, and mathematics on the Standards Based Assessment moving to proficient will increase. • Writing • Results: (pages 34-81): • The percentage of not proficient students moving to proficient in writing increased from 5.35 percent to 6.33 percent. • The designated race/ethnicity group with the largest percentage point increase was African American. • The designated race/ethnicity group with the highest percentage of their group moving from not proficient to proficient was Native Hawaiian/Other Pacific Islander. • The designated race/ethnicity group with the lowest percentage of their group moving from not proficient to proficient was Caucasian. ASD Assessment & Evaluation Department

36. SBA Writing—Not Proficient to Proficient

37. Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. • Indicator 1a: In a year-to-year comparison, the percentage of not proficient students in reading, writing, and mathematics on the Standards Based Assessment moving to proficient will increase. • Mathematics • Results: (pages 34-81): • The percentage of not proficient students moving to proficient in mathematics decreased from 7.07 percent to 4.07 percent. • The designated race/ethnicity group with the highest percentage of their group moving from not proficient to proficient was Alaska Native/American Indian. • The designated race/ethnicity group with the lowest percentage of their group moving from not proficient to proficient was Caucasian. ASD Assessment & Evaluation Department

38. SBA Mathematics—Not Proficient to Proficient

39. Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. • Indicator 1b: In a year-to-year comparison, the percentage of students scoring proficient in science on the Alaska Standards Based Assessment will increase in each designated student group at the district as well as grades 4, 8, and 10. • Science • Results: (pages 82-85): • The percentage of students proficient in science in combined grades 4,8 and 10 increased 0.04 percent. • There were slight decreases in proficiency in science in grades 4 and 8 and a slight increase in grade 10. • The designated race/ethnicity group with the lowest percentage of proficient students was the Native Hawaiian/Other Pacific Islander at grades 4, 8 and 10. ASD Assessment & Evaluation Department

40. Science Percentage Change from Previous Year ASD Assessment & Evaluation Department

41. Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. • Indicator 1c: In a year-to-year comparison, the annual dropout rate of students in grades 7-12 will decrease in each designated student group at the district and in each school. • Annual Dropout Rate • Results: (pages 86-123): • At the district level there was a .68 percentage point increase in the annual dropout rate at the all students’ level. • The annual dropout rate was 4.27 percent. • There was an increase in the annual dropout rate in all designated student groups except Migrant. • The designated race/ethnicity group with the highest annual dropout rate is Alaska Native/American Indian at 8.47 percent and the lowest is Asian at 2.84 percent. ASD Assessment & Evaluation Department

42. Annual Dropout Rate ASD Assessment & Evaluation Department

43. Annual Dropout Rate Calculation ASD Assessment & Evaluation Department

44. Annual Dropout Rate by Reasons ASD Assessment & Evaluation Department

45. Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. • Indicator 1d: In a year-to-year comparison, the graduation rate will increase in each designated student group at the district and at each school. • Graduation Rate • Results: (pages 124-168): • The 4-year cohort graduation rate increased from 71.04 percent to 72.14 percent in 2010-11. • There were increases in the 4-year cohort rate for all comprehensive high schools. There were increases in the alternative/charter schools at AVAIL, Continuation, Crossroads, Highland Tech, McLaughlin and Polaris. • The designated race/ethnicity group with the lowest 4-year cohort graduation rate is Alaska Native/American Indian at 50.88 percent and the highest is Caucasian at 78.76 percent. • The 5-year cohort graduation rate was 75.50% in 2010-11. ASD Assessment & Evaluation Department

46. Graduation Rate—Old Method ASD Assessment & Evaluation Department

47. Graduation Rate—New Method ASD Assessment & Evaluation Department

48. Graduation Rate Calculations ASD Assessment & Evaluation Department

49. Graduation Rate- Old vs. 4-year cohort ASD Assessment & Evaluation Department

50. Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. • Indicator 1e: In a year-to-year comparison, the percentage of grade 9 students who are on-track to graduate at the end of their grade 9 year, including summer school, will increase. • Gr. 9 On-Track • Results: (pages 169-189): • The percentage of grade 9 students on-track to graduate decreased from 74.08 percent to 73.46 percent. ASD Assessment & Evaluation Department