1. MARIETTA HIGH SCHOOL

2. PURPOSE The purpose of this presentation is to look at aggregated and disaggregated data and gather teacher input in regards to opinions, strand domain data and recent item level data in an attempt to correct our performance levels in a few key areas. An overview of our strengths and weaknesses will be shown and a chance to answer discussion questions will be given after the data is presented.

3. MARIETTA HIGH SCHOOL – 70+% MINORITY

4. HOW DOES THIS COMPARE TO THE COUNTY? Ethnicity Percentage of Race in School(s) Student Enrollment 2015 n= percentage of students

5. AS THE GRADE GOES UP, THE POPULATION GOES DOWN # of Students Grade MHS Population by Grade 2013-2015 n= number of students

6. GRADUATION RATES OF NEARBY SCHOOLS 2013-2015 State Median Rate = 75% School Name Graduation Rate n= Percent of students who graduate

7. LET’S TAKE A LOOK AT SOME RESULTS BY SUBJECT MATTER

8. MHS: 2015 ENGLISH/LIT EOCT COMPARISON Schools % of Students that Meet/Exceed Performance Standard n= % of students meeting and exceeding Assessment May 2015

9. MHS: 2015 MATH EOCT COMPARISON % of Students that Meet/Exceed Performance Standard Schools n= % of students meeting and exceeding Assessment May 2015

10. MHS: 2015 SCIENCE EOCT COMPARISON % of Students that Meet/Exceed Performance Standard Schools n= % of students meeting and exceeding Assessment May 2015

11. 2015 SOCIAL STUDIES EOCT COMPARISON % of Students that Meet/Exceed Performance Standard Schools n= % of students meeting and exceeding Assessment May 2015

12. MHS: GA. HIGH SCHOOL WRITING TEST COMPARISON Schools % of Students that Meet/Exceed Performance Standard n= % of students meeting and exceeding Assessment May 2015

13. HOW DOES MARIETTA MIDDLE SCHOOL COMPARE IN MATHEMATICS? % of Students that Meet/Exceed Performance Standard Schools n= % of students meeting and exceeding Assessment May 2015

14. HOW DOES THE MCS ELEMENTARY SCHOOLS COMPARE IN MATHEMATICS? Schools % of Students that Meet/Exceed Performance Standard n= % of students meeting and exceeding Assessment May 2015

15. 2015 CCRPI COMPARISON Elementary MiddleHigh School

16. FOR THOSE IN THE AUDIENCE WHO WANT TO RUN THE NUMBERS…

17. HIGHLIGHTS OF 2014 PERFORMANCE INDICATORS -SWD Students with Disabilities showed an increase in 5 EOCTs, including 9 th Grade Literature (10), Biology (6), Physical Science (10), US History (14), and Coordinate Algebra (9). SWD showed a decrease in American Literature (-23).

18. HIGHLIGHTS OF 2014 PERFORMANCE INDICATORS - EL ELs showed a decline in Coordinate Algebra (-30), American Literature (-23), and Physical Science (- 25).

19. HIGHLIGHTS OF 2014 PERFORMANCE INDICATORS – AFRICAN AMERICANS Black students showed an increase in 9 th Grade Literature (7), Physical Science (6), but showed a slight decline in US History (-5) and Economics (-5).

20. HIGHLIGHTS OF 2014 PERFORMANCE INDICATORS – AFRICAN AMERICANS The achievement gap between Caucasian and African-American students decreased on the following EOCTs: Ninth Grade Literature (by 4%), Biology (3%), and Physical Science (1%). The achievement gap between Caucasian and African-American students increased on the American Literature EOCT (2%), US History (8%), Economics (5%), and Coordinate Algebra (4%).

21. HIGHLIGHTS OF 2014 PERFORMANCE INDICATORS – HISPANICS The achievement gap between Caucasian and Hispanic students decreased on the following EOCTs: American Literature (2%), Biology (3%), Physical Science (7%), and Economics (4%). Hispanic pass rates increased on 7 of the EOCTs: 9 th Grade Literature (1%), American Literature (3%), Biology (4%), Physical Science (12%), US History (3%), Economics (4%), and Coordinate Algebra (1%)

22. QUESTIONS TO CONSIDER Since there is no dip in performance levels in regards to mathematics with our elementary and middle school students when compared to the county and the state, why is there such a large gap when it comes to the mathematics levels of our high school students.

23. QUESTIONS TO CONSIDER I do not have transiency rate data but there is a lot of talk about it being high. Could the transient rate explain the drop in performance as well as the drop in student population between 10 th and 11 th grade? Further, if we can’t track these students, is the “drop out” label applied to them hurting our overall numbers and misrepresenting our actual achievement?

24. QUESTIONS TO CONSIDER Since our writing scores are very good and our science scores are fairly comparable to the county and state, could we increase our mathematics proficiency levels by integrating math into the writing and science curriculum?

25. QUESTIONS TO CONSIDER A committee has recently been created to help our EL population and a student organization (H.O.P.E.) has recently become active in our school. Does this explain the recent success of this demographic? If so, can we borrow some of their culturally proficient pedagogy to better relate to our African American students?

26. QUESTIONS TO CONSIDER Our white population is decreasing yet there is an increase in the achievement gap between whites and blacks. How much of this can be attributed to the increase in African American students? Further, why wouldn’t this be cause to DECREASE the achievement gap?

27. QUESTIONS TO CONSIDER It appears that neither MHS nor the county can compete with the states Coordinated Algebra scores. Is this a result of 8 th grade mathematics or 9 th grade mathematics? Should we look at the standards or other schools who have similar demographics as ours?

28. QUESTIONS TO CONSIDER What is the key to keeping kids in school after 10 th grade. Can the newly created Student Success Center get involved earlier so that kids feel more connected to the school? Please write your answer on a post it and place it on the discussion board.

29. QUESTIONS TO CONSIDER Looking past aggregated data (State Test Scores) and disaggregated data (demographic/enrollment numbers), it may be time to look at strand domain data (quarterly benchmark assessments) and item level data (individual student monthly work) to determine how students solve math problems. We need to determine our poor results are due to the misunderstanding of standards/content by teachers, poor problem solving skills, or something else. In short, “Do kids have the tools necessary to answer the math questions given to them on the state test?”

30. QUESTIONS TO CONSIDER Osborne high school is 4 miles away and has a similar demographic as we do. Can we learn something from their turnaround? Their graduation rates are improving greatly.

31. SUMMARY Kudos to the ELL department and SWD department for their positive performance results. Our writing skills continue to be very powerful. A sharp decline in student population occurs after 10 th grade. Our math performance results are in need of the most attention. Science and writing seem to be our strong points. Our African American achievement gap is widening in a lot of areas. We are lagging when compared to schools that are only a few miles away from us.