Anchorage School District Profile of Performance 2009-2010

1. Anchorage School DistrictProfile of Performance2009-2010 Assessment and Evaluation Department October 11, 2010

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) SMSYear-End—data source from ASD’s system of record for reports based upon enrollment on the last day of school ASD Assessment & Evaluation Department

4. Cautions for Interpretation-Race/Ethnicity • Use caution when comparing data reported by race/ethnicity prior to the 2007-08 school year because of re-identification that occurred that year. ASD Assessment & Evaluation Department

5. Demographic ComparisonsTotal EnrollmentOctober 1, 2009 ASD Assessment & Evaluation Department

6. Demographic ComparisonsRace/EthnicityOctober 1, 2009 ASD Assessment & Evaluation Department

7. Demographic ComparisonsStudents with DisabilitiesOctober 1, 2009 ASD Assessment & Evaluation Department

8. Demographic ComparisonsLimited English Proficient StudentsOctober 1, 2009 ASD Assessment & Evaluation Department

9. 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 • Students at McLaughlin, AVAIL, Child in Transition Program and Whaley (excluding ACE/ACT) but not their sibling matches ASD Assessment & Evaluation Department

10. Demographic ComparisonsEconomically-Disadvantaged StudentsOctober 1, 2009 ASD Assessment & Evaluation Department

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

12. Influencing Language of ELL students in 2009-10 ASD Assessment & Evaluation Department

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

14. Special Programs—5-Year History—Title I ASD Assessment & Evaluation Department

15. Special Programs—5-Year History—Title VII ASD Assessment & Evaluation Department

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

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

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

19. ASD Board Goals 1- All students will graduate from high school, college and career ready. 2- The achievement gap will be eliminated. 3- Education in the highly diverse ASD will be accessible, culturally responsive, supportive of students and safe. 4- Parents/guardians will be informed partners in their student’s education. 5- Education will reflect 21st Century learning. 6- ASD staff will be well-trained, highly effective, well-informed and committed to the success of all students and staff. 7- All ASD departments support the mission of the district and will be highly effective, efficient and responsive to internal and external customers. ASD Assessment & Evaluation Department

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

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

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

23. Goal 1 – All students will graduate from high school, college and career ready • Indicator 1a: In a year-to-year comparison, the percentage of students scoring proficient in reading on the Alaska SBA will increase in each designated student group in each grade level 3-10. • Results: (pages 38-55): • Increased at all grades, except grade 10, at the all students’ group • Grades 7 and 8 had gains in all designated student groups • The designated race/ethnicity group with the lowest percentage of students proficient was Native Hawaiian/Other Pacific Islander, except in grades 5 and 8, where it was the Alaska Native/American Indian students ASD Assessment & Evaluation Department

24. Reading Percentage Change from Previous Year ASD Assessment & Evaluation Department

25. 5-Year Reading Performance ASD Assessment & Evaluation Department

26. 5-year Reading Performance Grades 3-10 by Race/Ethnicity ASD Assessment & Evaluation Department

27. Historical SBA Reading Proficiency by Grade Level

28. Reading Prediction Trend ASD Assessment & Evaluation Department

29. Goal 1 – All students will graduate from high school, college and career ready • Indicator 1b: In a year-to-year comparison, the percentage of students scoring proficient in writing on the Alaska SBA will increase in each designated student group in each grade level 3-10. • Results: (pages 56-73): • Decreased at all grades, except grades 3 and 4, at the all students’ group • The designated race/ethnicity group with the lowest percentage of proficient students was the Native Hawaiian/Other Pacific Islander, except in grades 5, 8 and 10, where it was the Alaska Native/American Indian students ASD Assessment & Evaluation Department

30. Writing Percentage Change from Previous Year

31. 5-Year Writing Performance ASD Assessment & Evaluation Department

32. 5-Year Writing Performance—Grades 3-10 by Race/Ethnicity ASD Assessment & Evaluation Department

33. Historical SBA Writing Proficiency by Grade Level

34. Writing Prediction Trend ASD Assessment & Evaluation Department

35. Goal 1 – All students will graduate from high school, college and career ready • Indicator 1c: In a year-to-year comparison, the percentage of students scoring proficient in mathematics on the Alaska SBA will increase in each designated student group in each grade level 3-10. • Results: (pages 74 - 91): • Increased at all grades, except grade 10, at the all students’ group • Grade 3 had gains in all designated student groups • The designated race/ethnicity group with the lowest percentage of students proficient was Native Hawaiian/Other Pacific Islander, except in grades 5 and 7, where it was the Alaska Native/American Indian Students and grade 10 where it was the African American students. ASD Assessment & Evaluation Department

36. Mathematics Percentage Change from Previous Year ASD Assessment & Evaluation Department

37. 5-Year Mathematics Performance ASD Assessment & Evaluation Department

38. 5-Year Mathematics Performance—Grades 3-10 by Race/Ethnicity ASD Assessment & Evaluation Department

39. Historical SBA Mathematics Proficiency by Grade Level

40. Mathematics Prediction Trend ASD Assessment & Evaluation Department

41. Goal 1 – All students will graduate from high school, college and career ready • Indicator 1d: In a year-to-year comparison, the percentage of students scoring proficient in science on the Alaska SBA will increase in each designated student group in each grade level 3-10. • Results: (pages 92-99): • Increased at grades 4 and 8 and decreased at grade 10 • The designated race/ethnicity group with the lowest percentage of proficient students was Native Hawaiian/Other Pacific Islander at grades 4, 8 and 10 ASD Assessment & Evaluation Department

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

43. 3-Year Science Performance ASD Assessment & Evaluation Department

44. 3-Year Science Performance—Grades 3-10 by Race/Ethnicity ASD Assessment & Evaluation Department

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

46. Science Prediction Trend ASD Assessment & Evaluation Department

47. SBA Scores Compared to State ASD Assessment & Evaluation Department

48. Goal 1 – All students will graduate from high school, college and career ready • Indicator 1e: In a year-to-year comparison, the percentage of students in each designated student group who successfully complete Algebra I in grade 8 or earlier with a C or higher will increase. • Results: (pages 100-101): • Decreased from the previous year • The designated race/ethnicity group with the greatest positive percentage change from the previous year was Alaska Native/American Indian (3.69 percentage point increase) • The designated race/ethnicity group with the lowest percentage of students successfully completing Algebra I in grade 8 or earlier was the Native Hawaiian/Other Pacific Islander ASD Assessment & Evaluation Department

49. Successful Completion of Algebra I in Grade 8 or Earlier ASD Assessment & Evaluation Department

50. Goal 1 – All students will graduate from high school, college and career ready • Indicator 1f: The dropout rate of students in grades 7-12 will decrease in each designated group in a year-to-year comparison across the district and in each school. • Results: (pages 102-139): • Slight increase of .19 percentage point in the preliminary dropout rate • At the individual school level, the target of a decrease was met at the all students’ group by 17 of the 36 schools that serve students in grades 7-12. This included 5 schools that had zero percent dropouts over the past two years. ASD Assessment & Evaluation Department