School Profile - Fall 2017

Transcription

1 race / ethnicity years employed KASA (Knowledge and Success Academy) School Profile - Fall 17 Welcome School Information School profiles present a summary of up to three years of public schoolwide data on each school in the district. They include information on staff tenure, official enrollment, student demographics, attendance, suspensions, and the school survey. This profile also reports results from the Partnership for Assessment of Readiness for College and Careers (PARCC) assessments for Grades 6 through 8 as well as Algebra 1, Algebra 2, and English 1, and indicators of students' readiness for college and career, such as performance on SAT and Advanced Placement (AP) exams. For more information, visit baltimorecityschools.org. Enrollment Phone Management Type Traditional Address Grades Served 6-12 Edgewood Street Baltimore, MD Principal Tenure with City Schools Hill, Saeed 19 years Teachers Official figures are based on full-time teachers as of 1/15/17. Percentage of Teachers by Tenure in City Schools Total No. of Teachers No Data Available % of teachers Student enrollment is determined on September 3 of the school year specified. Total enrollment for SY is included; demographic and subgroup data is for SY Total Student Enrollment 17 Percentage of Enrollment by Demographic African American Hispanic/Latino Prior to 15-16, determination of low-income status was based on eligibility for free or reduced-price meals (FARMs). In 15-16, under the federal Community Eligibility Provision for districts in low-income areas, City Schools began providing free meals to all students without need to collect FARMs applications. In that transition year, reporting about low-income students included FARMs applications plus direct certification of homeless or foster care status, participation in programs for low-income families (e.g., SNAP, TANF), or Medicaid eligibility. For 16-17, direct certification (as of June 3 or September 3, 16) is the only methodology used. While the percentage of low-income students generally remains unchanged, this change in methodology has resulted in a reported low-income percentage approximately points lower than would be reported using FARMs forms, with variation at individual schools Percentage of Enrollment in Low Income Subgroup 15 FARMs 16 FARMs 16 Direct Cert 17 Direct Cert 17 Percentage of Enrollment by Subgroup EL EL SWD SWD 34.6% Non-EL Non-SWD 99.8% 65.4% Key: FARMs = free and reduced-price meals; Direct Cert = direct certification; ELL = English language learner i.e., students whose primary or home language is not English and have been assessed as having limited English proficiency; SWD = students with disabilities i.e., those who have current Individualized Education Programs. An asterisk () indicates less than 1% data not reported

2 Attendance Attendance rates are calculated by dividing the total number of days attended by the total number of days enrolled during the school year. Chronic absence rate is the percent of students who were absent more than days, among students who were enrolled for at least 9 days during the school year. Data are for the school year ending in the calendar year indicated (i.e., "17" indicates the school year). Suspensions The number of suspensions in a school year includes all suspension incidents and expulsions. Attendance Rate (%) Chronic Absence Rate (%) Count of Suspension Incidents School Survey The annual school survey is given to students in grades 3 to 12, all school-based staff, and parents of students in pre-k to grade 12. Three separate indices were calculated that represent a combination of student, staff, and parent reports. They reflect key measures of school climate as defined by the National School Climate Center. Data are not reported when any of the three groups had 5 or fewer respondents, or if the response rates for students or staff were less than 3 percent. The Physical Security Index measures the extent to which students and staff feel safe in a school building, parents feel that their child is safe, and students fighting and bringing weapons to school is NOT a problem. The Respectful Relationships Index measures the extent to which students and staff report that there are respectful relationships among students and between students and staff at their school. The School Connectedness Index measures the extent to which students and staff feel they belong at the school, that parents feel welcome, that staff and parents work closely to meet students needs, and that the administration is responsive to parent and staff concerns. Data are for the school year ending in the calendar year indicated (i.e., "17" indicates the school year). For detailed information, visit the City Schools website. Physical Security Index Respectful Relationships Index School Connectedness Index

3 PARCC Results - Grades 6-8 The PARCC (Partnership for Assessment of Readiness for College and Careers) assessment, aligned to Maryland s College and Career-Ready Standards, is administered in both Math and ELA in Grades 3-8 and for students in Algebra I, Algebra II, and English 1. Results are color coded and categorized by the percentage of students achieving each performance level. indicates the total percentage of students achieving performance levels 4 or 5 on the PARCC exam (those performance levels, respectively, signify that students have met or expectations for grade level learning). A value of '' indicates that the data is suppressed due to the number of students tested. The percentages of students in each performance level may not add up to due to rounding; the percentages of students in levels 4 and 5 may not add up to the total " " due to rounding. MATHEMATICS ENGLISH LANGUAGE ARTS Percent at Each Performance Level - All Students, 17 Percent at Each Performance Level - All Students, Students Tested 137 Students Tested 1% 9% 26% % 16% % 16 8% 27% Year School District State Year School District 1% 2% 15% 38% State 1 - Have Not Met Expectations 2 - Partially Met Expectations 3 - Approached Expectations 4 - Met Expectations 5 - Exceeded Expectations Black Hispanic / Latino Race/Ethnicity, Black Hispanic / Latino Race/Ethnicity, Subgroup, Students with Disabilities English Learners Economically.9.7 Disadvantaged Subgroup, Students with Disabilities English Learners Economically Disadvantaged Denotes subgroup with fewer than 1 students who took the test. Economically disadvantaged (ED) indicates students who have been identified as enrolled in a direct certification program starting in SY and ED is the new terminology used to refer to students historically identified as low-income or FARMs students under the Every Student Succeeds Act (ESSA). For SY 15-16, ED performance includes students listed as receiving Free or Reduced Meals (FARMs) on the September 3th enrollment file for SY based on their eligibility in SY "n/a" indicates the test is not given at this school

4 PARCC Results - Algebra I and English 1 The PARCC (Partnership for Assessment of Readiness for College and Careers) assessment, aligned to Maryland s College and Career-Ready Standards, is administered in both Math and ELA in Grades 3-8 and for students in Algebra I, Algebra II, and English 1. Results are color coded and categorized by the percentage of students achieving each performance level. indicates the total percentage of students achieving performance levels 4 or 5 on the PARCC exam (those performance levels, respectively, signify that students have met or expectations for grade level learning). A value of '' indicates that the data is suppressed due to the number of students tested. The percentages of students in each performance level may not add up to due to rounding; the percentages of students in levels 4 and 5 may not add up to the total " " due to rounding. ALGEBRA I ENGLISH 1 Percent at Each Performance Level - All Students, 17 Percent at Each Performance Level - All Students, Students Tested 46 Students Tested % 11% 36% % 17% Year School District State Year % 14% 36% 3% 18% School District 49% 44% State 1 - Have Not Met Expectations 2 - Partially Met Expectations 3 - Approached Expectations 4 - Met Expectations 5 - Exceeded Expectations Black Hispanic / Latino Race/Ethnicity, # Black Hispanic / Latino Race/Ethnicity, Subgroup, Students with 12. Disabilities 12. English Learners Economically Disadvantaged Subgroup, Students with Disabilities English Learners Economically Disadvantaged 2.9 Denotes subgroup with fewer than 1 students who took the test. Economically disadvantaged (ED) indicates students who have been identified as enrolled in a direct certification program starting in SY and ED is the new terminology used to refer to students historically identified as low-income or FARMs students under the Every Student Succeeds Act (ESSA). For SY 15-16, ED performance includes students listed as receiving Free or Reduced Meals (FARMs) on the September 3th enrollment file for SY based on their eligibility in SY "n/a" indicates the test is not given at this school

5 PARCC Results - Algebra II The PARCC (Partnership for Assessment of Readiness for College and Careers) assessment, aligned to Maryland s College and Career-Ready Standards, is administered in both Math and ELA in Grades 3-8 and for students in Algebra I, Algebra II, and English 1. Results are color coded and categorized by the percentage of students achieving each performance level. indicates the total percentage of students achieving performance levels 4 or 5 on the PARCC exam (those performance levels, respectively, signify that students have met or expectations for grade level learning). A value of '' indicates that the data is suppressed due to the number of students tested. The percentages of students in each performance level may not add up to due to rounding; the percentages of students in levels 4 and 5 may not add up to the total " " due to rounding. ALGEBRA II Percent at Each Performance Level - All Students, Students Tested Year % % School 7% 6% District 27% 27% State 1 - Have Not Met Expectations 2 - Partially Met Expectations 3 - Approached Expectations 4 - Met Expectations 5 - Exceeded Expectations Race/Ethnicity, Black Hispanic / Latino Subgroup, Students with Disabilities English Learners Economically Disadvantaged Denotes subgroup with fewer than 1 students who took the test. Economically disadvantaged (ED) indicates students who have been identified as enrolled in a direct certification program starting in SY and ED is the new terminology used to refer to students historically identified as lowincome or FARMs students under the Every Student Succeeds Act (ESSA). For SY 15-16, ED performance includes students listed as receiving Free or Reduced Meals (FARMs) on the September 3th enrollment file for SY based on their eligibility in SY "n/a" indicates the test is not given at this school

6 % of students % of students % of students KASA (Knowledge and Success Academy) High School Assessment Paths to Graduation With the introduction of PARCC in SY14-15, MSDE issued new requirements for meeting high school assessment requirements for graduating. Depending on when students entered 9th grade and when they took certain required courses (Algebra, Biology, English, Government), students can meet their high school assessment requirements through several pathways, including sitting for (but not passing) certain tests, passing individual tests, meeting combined score criteria, and completing coursework or Bridge projects. These requirements are subject to change in coming years. For full details, please visit baltimorecityschools.org. Graduation and Dropout Rates 4- and 5-year graduation and dropout rates are based on entering cohorts of 9th-grade students. For example, the Class of 15 includes students who entered 9th grade in year measures include outcomes through August after the 4th year; 5-year measures include outcomes through the following June. Data are for the school year ending in the calendar year indicated (i.e., "16" indicates the school year). 4-Year Graduation Rate (%) 5-Year Graduation Rate (%) 4-Year Dropout Rate (%) Class of Class of Class of Fall College Enrollment among Graduates College enrollment rates indicate the percentage of students who enrolled in college by the fall following high school graduation. Data reflect only those students whose colleges participate in the National Student Clearinghouse. "n/a" indicates there are no available data to report yet. "S" indicates data is surppressed due to FERPA. Data are for the graduating class indicated (i.e., Class of 15 indicates the students graduating in the school year). NOTE: Data for the Class of 16 will be available in Spring 18. (Source: BERC Baltimore City Schools College Fact Book) Class of 13 Class of 14 Class of 15 Number Of Graduates Number of Graduates Enrolled in College S S 11 Percentage of Graduates Enrolled in College

7 College and Career Readiness Research shows that participation and performance in college admissions exams, such as the SAT, and preparatory exams, such as the PSAT, are related to college- and career-readiness outcomes. This relationship was seen in the rates of enrollment in two- and four-year programs and rates of completion of college credit entry-level courses without the need for remedial courses. Data below measure all students in grades 9 to 12 in the school in the given school year. Data are for the school year ending in the calendar year indicated (i.e., "16" indicates the school year). (Source: College Board) PSAT Performance The PSAT, typically taken by students in 9th and 1th grade, measures students skills in two academic areas important for success in college. Data are provided by the College Board. Results include students who took the PSAT in the given school year. The composite score is the sum of each student's score on the two sections of the PSAT, Math and Evidence Based Reading & Writing. Composite scores are subject to rounding. NOTE: The scoring for SAT changed in 16 from three content areas to two (Evidence Based Reading & Writing and Math). PSAT Total Number of Students Average Evidence-Based Reading & Writing Score Average Math Score Average Composite Score DISTRICT AVERAGE COMPOSITE SCORE 3 4 SAT Performance The SAT, typically taken by students in 11th and 12th grade, assesses students academic readiness for college. Data are provided by the College Board. Results include all students who took the SAT within the given school year. The composite score is the sum of each student's score on the two sections of the SAT. Data are not reported for confidentiality reasons if fewer than 1 students take the exam. Composite scores are subject to rounding. Data are for the school year ending in the calendar year indicated (i.e., "16" indicates the school year). SAT Total Number of Students Average Evidence-Based Reading & Writing Score Average Math Score Average Composite Score DISTRICT AVERAGE COMPOSITE SCORE

8 College and Career Readiness (cont.) predictors of college and career readiness include performance on Advanced Placement (AP) exams (a score of 3 is usually considered passing and is typically accepted to receive college credit; the maximum score is 5) and enrollment in and completion of a Career and Technology Education (CTE) program. Data below reflect all students in grades 9 to 12 in the school in the given school year. An asterisk () denotes fewer than 1 students in the group. "n/a" indicates there are no available data to report. Data are for the school year ending in the calendar year indicated (i.e., "16" indicates the school year). (Sources: College Board, SMS) Advanced Placement Number of exams taken Number of students taking 1 or more exam Number of exams with a score of 3 or above Percentage of AP exams with 3 or better Career and Technology Education Number of students taking CTE courses Number of students receiving certifications