Student Performance Diagnostic
Student Performance Diagnostic
Carter-Parramore Academy
Gadsden County School District
Ms. Pauline West, Principal 631 S Stewart St Quincy, FL 32351-3843
Document Generated On December 13, 2012
TABLE OF CONTENTS
Introduction 1 Assessment Scores 2 Areas of Notable Achievement 3 Areas in Need of Improvement 4
The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same manner by the institution as it engages in improvement planning.
Label
Question
Value
1. Quality Score
Enter the average assessment quality score from the Student Performance Worksheet (this average is based on the score for each assessment based on the rubric below).
4.0
Label
Question
Value
2. Alignment Score
Enter the average assessment alignment score from the Student Performance Worksheet (this average is based on the score for each assessment based on the rubric below).
4.0
Label
Question
Value
3. Disaggregation/Analysis Score
Enter the average disaggregation/analysis score from the Student Performance Worksheet (this average is based on the score for each assessment based on the rubric below ).
4.0
Label
Question
Value
4. Student Results Status Score
Enter the average student results status score from the Student Performance Worksheet.
6.0
Label
Question
Value
5. Improvement Score
Enter the average improvement score from the Student Performance Worksheet.
0.0
Label
Question
Value
6. Overall Student Performance Score
Enter the average overall student performance score from the Student Performance Worksheet.
18.0
Which area(s) are above the expected levels of performance?
None of the areas are at or above the expected levels of performance of the school; to the contrary, performance fluctuates from year to year due to extreme mobility and instability of both the faculty and student body. While this is not intentional, it is due to the structure of the complex. Students are enrolled on a voluntary basis and remain or withdraw at will. It is highly recommended that students commit to a year to two year plan so that baseline results compared to future data can reflect the effectiveness and benefit of attending such a program.
Describe the area(s) that show a positive trend in performance.
Reading has shown a positive trend from 2010 to 2012. Learning gains have increased for student in grades 4th through 10th from 36% (2010) to 37% (2011) to 42% (2012).
Which area(s) indicate the overall highest performance?
Reading as measured by FCAT Reading has the overall highest performance.
Which subgroup(s) show a trend toward increasing performance?
African-Americans and economic disadvantaged students are predominately the largest subgroups on the complex. Over the past three years, they have experience minimal growth and improvement in the area of reading.
Between which subgroups is the achievement gap closing?
African-Americans and the economically disadvantaged are two groups that are showing the greatest improvement because of the fact their populations represent 87 to 94% of the school's population.
Which of the above reported findings are consistent with findings from other data sources?
Performance in reading learning gains as documented by the end of the year FCAT Reading assessment and the District Reading assessment substantiates the fact that students are performing consistently (minimally).
Which area(s) are below the expected levels of performance?
Currently, mathematics is far below the expected level of performance. Learning gains from 2011 to 2012 reflect a 41% loss among all students.
Describe the area(s) that show a negative trend in performance.
Mathematics reflects a negative trend in performance. From 2010 to 2012, FCAT Mathematics results show learning gains as 30% in 2010; 61% in 2011 and 20% in 2012.
Which area(s) indicate the overall lowest performance?
Mathematics indicated the overall lowest performance; a 41% decrease (2012) after experiencing a 31% increase (2011) the previous year.
Which subgroup(s) show a trend toward decreasing performance?
African-American and economically disadvantaged students show the greatest trend toward decreasing performance. Many of the students entering the program, have major deficits not only mathematically, but in reading and problem solving skills as well.
Between which subgroups is the achievement gap becoming greater?
African-Americans and economically disadvantaged students dominate the complex's population, hence there are fewer members of the body with which to fairly compare.
Which of the above reported findings are consistent with findings from other data sources?
Performance in mathematics learning gains as documented by the end of the year FCAT Mathematics assessment and the District Mathematics assessment substantiates the fact that students are performing consistently .
Carter-Parramore Academy
Gadsden County School District
Ms. Pauline West, Principal 631 S Stewart St Quincy, FL 32351-3843
Document Generated On December 13, 2012
TABLE OF CONTENTS
Introduction 1 Assessment Scores 2 Areas of Notable Achievement 3 Areas in Need of Improvement 4
The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same manner by the institution as it engages in improvement planning.
Label
Question
Value
1. Quality Score
Enter the average assessment quality score from the Student Performance Worksheet (this average is based on the score for each assessment based on the rubric below).
4.0
Label
Question
Value
2. Alignment Score
Enter the average assessment alignment score from the Student Performance Worksheet (this average is based on the score for each assessment based on the rubric below).
4.0
Label
Question
Value
3. Disaggregation/Analysis Score
Enter the average disaggregation/analysis score from the Student Performance Worksheet (this average is based on the score for each assessment based on the rubric below ).
4.0
Label
Question
Value
4. Student Results Status Score
Enter the average student results status score from the Student Performance Worksheet.
6.0
Label
Question
Value
5. Improvement Score
Enter the average improvement score from the Student Performance Worksheet.
0.0
Label
Question
Value
6. Overall Student Performance Score
Enter the average overall student performance score from the Student Performance Worksheet.
18.0
Which area(s) are above the expected levels of performance?
None of the areas are at or above the expected levels of performance of the school; to the contrary, performance fluctuates from year to year due to extreme mobility and instability of both the faculty and student body. While this is not intentional, it is due to the structure of the complex. Students are enrolled on a voluntary basis and remain or withdraw at will. It is highly recommended that students commit to a year to two year plan so that baseline results compared to future data can reflect the effectiveness and benefit of attending such a program.
Describe the area(s) that show a positive trend in performance.
Reading has shown a positive trend from 2010 to 2012. Learning gains have increased for student in grades 4th through 10th from 36% (2010) to 37% (2011) to 42% (2012).
Which area(s) indicate the overall highest performance?
Reading as measured by FCAT Reading has the overall highest performance.
Which subgroup(s) show a trend toward increasing performance?
African-Americans and economic disadvantaged students are predominately the largest subgroups on the complex. Over the past three years, they have experience minimal growth and improvement in the area of reading.
Between which subgroups is the achievement gap closing?
African-Americans and the economically disadvantaged are two groups that are showing the greatest improvement because of the fact their populations represent 87 to 94% of the school's population.
Which of the above reported findings are consistent with findings from other data sources?
Performance in reading learning gains as documented by the end of the year FCAT Reading assessment and the District Reading assessment substantiates the fact that students are performing consistently (minimally).
Which area(s) are below the expected levels of performance?
Currently, mathematics is far below the expected level of performance. Learning gains from 2011 to 2012 reflect a 41% loss among all students.
Describe the area(s) that show a negative trend in performance.
Mathematics reflects a negative trend in performance. From 2010 to 2012, FCAT Mathematics results show learning gains as 30% in 2010; 61% in 2011 and 20% in 2012.
Which area(s) indicate the overall lowest performance?
Mathematics indicated the overall lowest performance; a 41% decrease (2012) after experiencing a 31% increase (2011) the previous year.
Which subgroup(s) show a trend toward decreasing performance?
African-American and economically disadvantaged students show the greatest trend toward decreasing performance. Many of the students entering the program, have major deficits not only mathematically, but in reading and problem solving skills as well.
Between which subgroups is the achievement gap becoming greater?
African-Americans and economically disadvantaged students dominate the complex's population, hence there are fewer members of the body with which to fairly compare.
Which of the above reported findings are consistent with findings from other data sources?
Performance in mathematics learning gains as documented by the end of the year FCAT Mathematics assessment and the District Mathematics assessment substantiates the fact that students are performing consistently .