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Year 12 Student Achievement Data 2004 – 2010

Year 12 Student Achievement Data 2004 – 2010. Curriculum Leadership Forum 2011 Learning and Teaching K-12 Team. Year 12 Student Achievement Data 2004 – 2010. A Good School.

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Year 12 Student Achievement Data 2004 – 2010

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  1. Year 12 Student Achievement Data 2004 – 2010 Curriculum Leadership Forum 2011 Learning and Teaching K-12 Team

  2. Year 12 Student Achievement Data 2004 – 2010

  3. A Good School Catholic schools offer a genuine educational choice in our pluralist society. Catholic schools make a distinctive contribution in the provision of educational excellence in Western Australia. They do so within the context of Catholic teaching and practice Catholic Education Commission of Western Australia (2009). Mandate of the Catholic Education Commission of Western Australia 2009-2015.

  4. Year 12 Achievement Data • The Year 12 statistical information about student achievement is prepared by the Catholic Education Office each year to allow schools to undertake a broad and comprehensive review of their students’ performance • School effectiveness is measured in numerous ways - This Year 12 data is but one way!

  5. Whole School Improvement • CEOWA and CSPA initiatives • The data is for use by the Catholic system and is provided with a view to schools highlighting “good practice” and sharing strategies and initiatives between schools, hence the reason for us being here today • This is a part of Whole school improvement with evidence being used for Quality Catholic Schooling (QCS)

  6. Year 12 Achievement Data 2010 • Some trends are provided • Important to see the range of trends across a number of measures rather than one dimension – we thus aim to provide various measures

  7. Awards at the Top Catholic Schools % of Total Awards 2010 2009 • General Exhibitions 12 8 • Course Exhibitions 6 16 • Certificates of Distinction 11 19 • Certificates of Excellence 24 20 • Certificates of Distinction 5 • Exhibitions VET

  8. Graduation Rate • 26 Catholic schools from 80 schools (14 of 51 in 2009) state-wide with 100% graduation - 32.5% (27.5% in 2009) • Average Catholic school graduation - 99.6% (98.5% in 2009) • Average State graduation - 97.30%(96.22% in 2009)

  9. Mean Scaled Score Individual Courses A3 • Percentage above state mean over time • Current and trend over time • Catholic School with the top Course score • Opportunity to learn (Wayne and CSPA are planning to facilitate this process) • Strong Learning Area performance Society and Environment Economics, Geography, Modern History, Politics and Law • Opportunity to learn

  10. Mean Scaled Score Individual Courses A3

  11. ATAR - Ranking

  12. ATAR – Trends Median ATAR (State median was 78.30) • 35% (12/34) had an increase from 2009 or • 65% (22/34) had a decrease from 2009 Received an ATAR • 24% (8/34) had less students with an ATAR or • 76% (26/34) had more students with an ATAR • 21% (7/34) schools had an increase in ATAR and more students with an ATAR

  13. Religion and Life

  14. Religion and Life Scaled scores stage 2 and 3

  15. WACE course score of above 75 • Schools which have a high proportion of students which have achieved the excellent standard in a WACE course

  16. WACE course score of above 65 • Schools which have a high proportion of students which have achieved the excellent or high standard in a WACE course

  17. VET Participation & Completion • A total of 906 students completing at least 220 hours of VET training • 668 having completed a Certificate II • 223 students having completed a Certificate III or higher • Signs of the times – VET and whole school improvement

  18. State-wide triciles

  19. State-wide triciles State-wide triciles • Improvement in the tricile distributions: - with 17 schools reducing the proportion of students in the lowest third and - 14 schools increasing the proportion in the highest third

  20. Percentage of students with a scaled mark of 75+

  21. Value added – 3 Measures • 34 Catholic schools in the analysis. 24 schools, 71% (62% 2009) either maintained or had a positive “value added” for Median ATAR • 34 Catholic schools in the analysis. 25 schools, 74% (56% 2009) either maintained or had a positive “value added” for % Mark 75+ • 34 Catholic schools in the analysis. 23 schools, 68% (62% 2009) either maintained or had a positive “value added” for % High Tricile • Importance of relative change from one year to next and over the three years

  22. Value Added/Like School Data Measures • Schools are ranked on the one common measure – ICSEA • The value added measures may be used to make a comparison between what is achieved and what is expected

  23. Value Added Measures - Issues • Review – Dr Mike Partis • While ICSEA is not the only indicator of like school achievement, it is the most highly correlated • The effect of SES on an individual student’s outcomes is significant (0.57) but the combination of children’s SES at the school level is even more important (0.73) (John Hattie, 2009 Visible learning)

  24. Value Added using ICSEA - Issues Using ICSEA has some issues. For example: • Schools with significant numbers of student boarders may have depressed indices • Workers in mining towns on higher incomes and high home ownership may cause inflated ICSEA values which do not match lower educational aspirations

  25. Value Added/Like School Data Measures • To make the ‘value added” judgement we compare a school’s individual data with that from like schools • The “value added” by Catholic schools at the end of Year 12 is provided using three measures - ATAR, % MARK 75+ and % high tricile

  26. Value Added Calculation • Allsecondary schools in Western Australia are ranked on the one common measure – ICSEA • Schools are grouped (9 schools above and 9 schools below individual school ICSEA) and the median ATAR is determined. This median ATAR is then described as the “expected ATAR” • The individual school ATAR is then compared to the “expected ATAR”

  27. Value Added Calculation • If the school ATAR is above the “expected” ATAR, a positive “value added” is recorded • If the school ATAR is below the “expected” ATAR, a negative “value added” is recorded • This procedure is followed using three measures - ATAR, % MARK 75+ and % high tricile

  28. Value Added and Regional Analysis • In most cases the nearby schools have similar socio- economic characteristics and comparisons across a range of six types of data are relevant. In some cases, nearby schools are not similar

  29. Linking TEE/WACE data to Year 9 NAPLAN data • Early days • Track student’s Year 9 NAPLAN to Year 12 • Interested in what is happening with our students from K-12

  30. Conclusion • One of the main aims of the access to the system data is to enable schools to learn from and with one another to improve educational outcomes for students • Schools are encouraged to contact schools that share similar issues and seek advice from schools who have shown consistent improvement in achievement, either across the board or in particular areas

  31. Congratulations • As a parent, thank you • As a teacher, congratulations on your continued outstanding efforts in the service of our students

  32. Year 12 Student Achievement Data 2004 – 2010 Curriculum Leadership Forum 2011 Learning and Teaching K-12 Team

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