Data AnalysisBy Kathy Granite & Michelle Ferrer
• Background Information Comparison• Staff Perceptions• School Demographics- Enrollment• Test Scores: • STAR, CAHSEE, Advanced Placement, SAT and ACT
• Dropout and Graduation Rates• A-G Completion• College-Going Rates• Strengths• Areas of Improvement• Recommendations
Overview
Kathy Granite & Michelle Ferrer, 2013
School Info MHHS SMHS
Title One School No NoBase API (2012) 841 863API Growth Rate 6 points -6 pointsMet 5 point Goal Increase?
Yes Yes
Statewide Rank (2010) 9 9% Fully Cred. Teachers 95 85% ELL Students 33.5 30.2% Free/Reduced Meals 50.5 44.1Total Enrollment 2,580 2,355
Background Information Comparison2012-2013
MHHS School Accountability Report Card, 2012/2013Kathy Granite & Michelle Ferrer, 2013
Which school is our school normally compared with when considering "like schools"?
• “Not necessarily compared with the same school each year.”
• “Several schools in our vicinity that share similar demographics.”
• Identified as a "similar” schools: “Vista High,
Rancho Buena Vista, and Escondido High.”
High School Principal
Kathy Granite & Michelle Ferrer, 2013
• A-G completion rate
• Improve A-G rates for Hispanic students living in poverty High School Principal
• Variety of rigorous courses
• Adding courses as the interests/needs arise
• Constant improvement in A-G rates in the past 5 years
Comparison High School Counselor
What is the greatest academic strength of our school? What's the greatest area of improvement?
Kathy Granite & Michelle Ferrer, 2013
What have we done to support academic achievement?
“Academic achievement- offers afterschool tutoring, rigorous course offerings for students. College-going culture- college days, college rep visits on campus, counselor classroom guidance lessons, PACE Promise events, graduation rates- offer programs such as credit recovery, afterschool tutoring, new Personal Development class for struggling 9th graders, Link Crew mentor program.”
Comparison High School Counselor
Kathy Granite & Michelle Ferrer, 2013
“I believe the culture of mission hills -
high expectations, nurturing environment - is the single biggest
factor in our success. Its a culture that expects, promotes, and delivers great
things. Its only through that, and a hard-working, dedicated and committed staff that it can happen.
We have the same kids as other schools, but they do markedly better by being a student at Mission Hills...”
High School Principal
Demographics
Ethnicities MHHS Ethnicities SMHS
Teacher DemographicsMHHS vs. SMHS
2012-2013
CA Department of Ed-Data Quest Kathy Granite & Michelle Ferrer, 2013
1.1 1.1
8
89.8
Asian
Philipino
Hispanic
White
1.2 1.2
4.92.4
90.2
Asian
Philipino
Hispanic
Black o African American
White
Overrepresentation of White teachers in BOTH schools
Ethnicities MHHS Ethnicities SMHS
Student DemographicsMHHS vs. SMHS
2012-2013
51%
1%4%0%4%
3%
35%
2%HispanicAmerican IndianAsianPacific IslanderFilipinoAfrican Amer-icanWhiteTwo or more Races
46%
0%5%
1%3%
44%
1%
HispanicAmerican IndianAsianPacific IslanderAfrican Amer-icanWhiteTwo or more Races
CA Department of Ed-Data Quest Kathy Granite & Michelle Ferrer, 2013
CST (STAR) Results-Students ScoringProficient or Advanced-English Language Arts
All Students-Over TimeMHHS vs. SMHS, District & State
Perc
enta
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f Stu
dent
s
2011 2012 20130
10
20
30
40
50
60
70
80
90
100
67 65 6764
7073
6871 73
52 54 56MHHS
SMHS
Disctrict
State
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
MHHS scores are consistently higher than the CA average yet slightly lower than SMHS & District in 2012 & 2013.
MHHSCST (STAR) Results-Students Scoring
Basic: English Language Arts9th Graders-Over time
2011 2012 20130
10
20
30
40
50
60
70
80
90
100
2024
31
35% increase in ELA competency
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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CST (STAR) Results-Students Scoring Below Basic: English Language Arts
10th Graders-Over TimeMHHS vs. SMHS, District & State
2011 2012 20130
10
20
30
40
50
60
70
80
90
100
6 83
6 7 56 7 5
14 13 11
MHHSSMHSDISTRICTSTATE
In 2013, 10th graders at MHHS scored higherin ELA compared to SMHS, District and CA
10 grade students consistently scored higherthan the CA State average
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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CST (STAR) Results-Students Scoring Far Below Basic: English Language Arts
11th Graders-Over TimeMHHS vs. SMHS, District & State
2011 2012 20130
10
20
30
40
50
60
70
80
90
100
2 3 34 4 46 4 4
12 11 10
MHHS
SMHS
DISTRICT
STATE
11th graders at MHHS are consistently scoring at least 30% higher in ELA compared to the State average
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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CST (STAR) ResultsProficient or Advanced: Mathematics
All Students-Over TimeMHHS vs. SMHS, District & State
2011 2012 20130
10
20
30
40
50
60
70
80
90
100
4144
4045
48 46
6568 67
48 50 51MHHS
SMHS
Disctrict
State
MHHS math scores are consistently lower than the district by as much as 40%!
37% Lower
35% Lower
40% Lower
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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CST (STAR) ResultsBelow Basic: Geometry
All Students By Grade LevelMHHS vs. SMHS, District & State
Below basic Geometry test scores have decreased73% from 2010-2013.
9 10 110
10
20
30
40
50
60
70
80
90
100
11
3541
6
28
44
9
32
42
18
3946
MHHS SMHS DISTRICT STATEKathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
11th grade students are taking Geometry three times!
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CST (STAR) ResultsProficient: Physics
11th Graders-Over TimeMHHS vs. SMHS, District & State
2011 2012 20130
10
20
30
40
50
60
70
80
90
100
31
50
58
24 242728
33 333229
33 MHHS
SMHS
DISTRICT
STATE
Almost 50% more MHHS students tested in 2013 compared to 2011.
The physics proficiency scores consistently increased by 47% between 2011-2013
MHHS’s physics proficiency towers over SMHS, District & State!
WOW!
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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CST (STAR) ResultsAdvanced: Physics
11th Graders-Over TimeMHHS vs. SMHS, District & State
2011 2012 20130
10
20
30
40
50
60
70
80
90
100
38
22
8
71
73
63
5155
52
2427 25
MHHS
SMHS
DISTRICT
STATE
In 2013, 87% fewer MHHS students scored “Advanced” in physicscompared to SMHS
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
There is a consistentdecrease in students scoring“Advanced” in physics
Perc
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2011 2012 20130
10
20
30
40
50
60
70
80
90
100
90 91 93
6165
59
All StudentsELL Students
MHHSCAHSEE Passing Rate Combined
by Program Math-Over TimeAll Students vs. ELL Students
ELL students consistently pass math at lower rates than non-ELL students
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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MHHSCAHSEE Passing Rate Combined by Program English-Over Time
All Students vs. ELL Students
2011 2012 20130
10
20
30
40
50
60
70
80
90
100
90 91 92
54 53 52All StudentsELL Students
CAHSEE passing rate for ELL students in English are consistently lower than non-ELL students
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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MHHSCAHSEE Passing Rate Combined
by Program Math-Over TimeELL Students vs. Reclassified
2011 2012 20130
10
20
30
40
50
60
70
80
90
100
6165
59
93 95 96
ELL StudentsReclassified
Reclassified students surpass ELL students as much as 39% in math!
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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MHHSCAHSEE Passing Rate Combined by Program English-Over Time
ELL Students vs. Reclassified
2011 2012 20130
10
20
30
40
50
60
70
80
90
100
54 53 52
97 9996
ELL StudentsReclassified
Reclassified students surpass ELL students as much as 46% in English!
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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MHHS CAHSEE Passing Rate Combined
by Program Math-Over TimeEconomically Disadvantaged vs.
Non Economically Disadvantaged
2011 2012 20130
10
20
30
40
50
60
70
80
90
100
74
86 8995 96 96
Economically Disadvantaged
Non Economically Disadvantaged
Over time, MHHS’s economicallydisadvantaged CAHSEE passing rate in math continues to increase.
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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MHHSCAHSEE Passing Rate Combined by Program English-Over Time
Economically Disadvantaged vs. Non Economically Disadvantaged
2011 2012 20130
10
20
30
40
50
60
70
80
90
100
78
87 8894 96 95
Economically Disadvantaged
Non Economically Disadvantaged
Over time, MHHS’s economicallydisadvantaged CAHSEE passing rate in English continues to increase.
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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Advanced Placement
English Foreign Language
Mathematics Science Social Science0
20
40
60
80
100
41
5345
49
40
59
4755
51
60
MaleFemale
Females are enrolling in AP classes at a higher rate than males
Advanced Placement Course EnrollmentBy Gender
2011-2012
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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2009-2010 2010-2011 2011-20120
10
20
30
40
50
60
70
80
90
100
49 49 4651 50 53
43 43 42
25 27 29
MHHSSMHSDistrictState
Less than half of the students at MHHS who are enrolled in an AP course, take the corresponding AP exam.
Advanced Placement Test Exam TakersOver Time
MHHS vs. SMHS, District & State
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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2009-2010 2010-2011 2011-20120
10
20
30
40
50
60
70
80
90
100
60 62 6261 6369
53 55 56
27 29 31
MHHSSMHSDistrict State
MHHS is out performing the state and the district but is under performing in comparison to SMHS.
Advanced Placement Test Passage Rate Over Time (score 3 or higher)
MHHS vs. SMHS, District & State
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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SAT Data OverviewMHHS Students Who Took the SAT
Over Time
2009-2010 2010-2011 2011-20120
10
20
30
40
50
60
70
80
90
100
4752
56
Only 56% of 12th grade MHHS students took the SAT.
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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Comparing SAT Scores by Subject
MHHS vs. SMHS, District & State2011-2012
Critical Reading Math Writing480
485
490
495
500
505
510
515
494
497499
502
510
502
491
510
491
MHHSSMHSState
MHHS is out performing the state in writing and critical reading, but is under performing in math.
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
SAT
Scor
es
Comparing Students who Scored Greater or Equal to 1500 on SATs
MHHS vs. SMHS, & State
2009-2010 2010-2011 2011-20120
10
20
30
40
50
60
70
80
90
100
55
434851
47 4650 48 46
MHHSSMHSState
At MHHS only 48% of students that take the SAT exam pass it with a score of 1500 or more.
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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The national average for the new SAT is 1500
ACT Data OverviewPercentage of 12th grade MHHS students who took the ACT
Over Time
2009-2010 2010-2011 2011-201248
50
52
54
56
58
60
62 61
53
61 Only 61% of 12th grade MHHS students took the ACT.
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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Comparing Average ACT Scores
of 21 or Higher-Over Time
2009-2010 2010-2011 2011-20120
10
20
30
40
50
60
70
80
90
100
6153
616165 67
57 56 57MHHSSMHSState
The national average for the ACT is 20 & 21
At MHHS, 61% of 12th grade students that take the ACT exam pass with a 21 or higher.
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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Drop Out Rates
Adjusted Drop Out RatesAll Students 9th-12th
Over Time
MHHS SMHS DISTRICT STATE
2010 1.8 2.7 3.2 4.6
2011 0 0 0.5 4.2
2012 0.4 0 0.6 4
5
15
25
35
45
55
65
75
85
95MHHS’s adjusted drop out rate decreased by 22% between 2010 & 2012.
MHHS’s adjusted drop out rate is 25% less than the state average.
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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Graduation Rate
Graduation RateAll 12th Grade Students
Over Time
2010 2011 20120
10
20
30
40
50
60
70
80
90
100 9599 9796
99 9993
97 97
75 77 79
MHHSSMHSDistrictState
MHHS’s graduationrate remains up to 26% higher than the CA average each year
MHHS’s graduationrate remains consistentWith SMHS & District
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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A-G Completion
Male Female0
10
20
30
40
50
60
70
80
90
100
49
63
50
62
43
55
34
43
MHHSSMHSDistrictState
Females are outperforming males in A-G completion
A-G Completion Rateby Gender
MHHS vs. SMHS, District, & State2011-2012
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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2009-2010 2010-2011 2011-20120
10
20
30
40
50
60
70
80
90
10093
63
49
98
6963
MaleFemale
Over the past 3 years A-G completion has decreased 44% for males and 35% for females.
MHHS A-G Completion Rateby GenderOver Time
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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A-G completion has decreased by 49% for Hispanic students and 33% for White students
MHHS A-G Completion Rateby Ethnicity
Over Time
2009-2010 2010-2011 2011-20120
10
20
30
40
50
60
70
80
90
10093
54
44
98
75
65
HispanicWhite
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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2009-2010 2010-2011 2011-20120
10
20
30
40
50
60
70
80
90
100 98
5750
98
78
70
A-G completion has decreased by 48% for Hispanic females, 28% for White females, 51% for Hispanic males and 41% White males
2009-2010 2010-2011 2011-20120
10
20
30
40
50
60
70
80
90
100
89
50
38
98
71
57Hispanic
White
CA Department of Ed-Data Quest
Females Males
MHHS A-G Completion Rate: by Gender & Ethnicity-Over TimePe
rcen
tage
of S
tude
nts
Kathy Granite & Michelle Ferrer, 2013
College Going Rates
MHHSCollege Going Rate
Enrollment in CA Public Postsecondary Institutions2006-2007
2006-20070
10
20
30
40
50
60
70
80
90
100
67 6561
51 MHHSSMHSDISTRICTSTATE
MHHS students’ enrollment in college is consistent to SMHS, District & is 24% higher than CA
Kathy Granite & Michelle Ferrer, 2013 CA Department of Ed-Data Quest
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76% more MHHS students enrolled in a community college compared to a UC or CSU
University of Cali-fornia
California State University
CA Community College
0
10
20
30
40
50
60
70
80
90
100
8
21
34MHHS
MHHS College Going Rate
Graduates Entering CA Public Postsecondary Institutions2009
(California Post Secondary Education Commission, 2011)Kathy Granite & Michelle Ferrer, 2013
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MHHS A-G Completion & UC/CSU Preparedness
2012/2013
0
20
40
60
80
100 8866
88% MHHS students are enrolled in A-G
classes
Why?
However, only 66% are graduating college- ready.
MHHS students are not meeting theUC/CSU admission requirements
Kathy Granite & Michelle Ferrer, 2013 MHHS School Accountability Report Card, 2012/2013
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Students Enrolled in CoursesRequired for UC/CSU
Admission
Graduates Who Completed AllCourses Required for UC/CSU
Admission
Strengths• High expectations, graduation expectancy, and college- going culture
• CST scores in English Language Arts consistently increase
• Reclassified and economically disadvantage students’ CAHSEE passing rate in Math and English continues to increase
• MHHS students are outperforming the State in Writing and Critical Reading
• Adjusted drop out rates are 25% less than the State average
• Hispanic students have a lower adjusted drop out rate than White students
• Graduation rates remain consistently above 95%
• 11th grade students consistently increase their proficiency in physics
• College enrollment is high
Kathy Granite & Michelle Ferrer, 2013
Areas of Improvement
• 9-12 Math instruction and comprehension
• Education and resources for economically disadvantaged and ELL students
• Advanced placement enrollment for male students
• Students taking the advanced placement test exam
• Increasing SAT practice testing
• Implementing ACT practice testing
• A-G course completion and 4-year college-going rates
• A-G course enrollment and completion for Hispanic students
Kathy Granite & Michelle Ferrer, 2013
Recommendations
• School demographics-Enrollment• Examine hiring practices of staff/faculty to incorporate more diversity
• Improvement in math instruction and tutoring opportunities
• Provide more resources and opportunities for economically disadvantaged & ELL students
• Advanced Placement• Consider reasons why some students are not taking or passing
AP exams• Do survey assessments for males and see the reasons for low
AP enrollment
• SAT/ACT• Continue to offer practice SAT tests• Implement ACT practice tests
Kathy Granite & Michelle Ferrer, 2013
• A-G Completion• Counselor-generated guidance lesson on A-G requirements for all grades
and on four-year plans starting in 9th grade• Consider reasons why students may not be passing with a “C” or better• Consider reasons why math tests are consistently low in 9-12
• College-Going Rates• Continue with the school’s college-going culture• Obtain current college-going enrollment rate• Consider researching why students are enrolling in courses required for
4-year college admission but are enrolling in community colleges
• Other recommendations• Develop and conduct needs assessment with Hispanic/Latino students in
order to create further interventions• Implement evidence-based interventions for Hispanic/Latino students
Kathy Granite & Michelle Ferrer, 2013
Recommendations
Thank you!