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Appendix A: List of Documents Examined |
Appendix B: FWISD Indicators by Demographic Group |
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Appendix C: 1997 Low Performing Schools Projections Using 1995 TAAS Data |
Appendix D: Levels of Achievement |
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Appendix E: Computing Teacher Absence Index (TAI) |
Appendix F: School Accountability Program |
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Appendix A: List of Documents Examined
Appendix D: Levels of Achievement
There are different levels of achievement - from minimum to absolute. Depending on where a school/school district begins, it ought to work to achieve higher levels, unless it already is at the absolute level. In most human activities, there are four levels of achievement:
Basic or Minimum Achievement:
Basic levels are the minimum levels which will be accepted. If one is below the minimum, adverse action will occur. For instance, a new principal will be assigned to the school.
The minimum level is the cut-off line below which performance is not acceptable.
Minimum levels for schools are usually established
In some areas, minimum levels may be established by accreditation agencies. Often basic levels deal with books, certification, adequate space and personnel, curriculum guides, philosophy, etc.
To meet basic levels of achievement only is to be minimally effective.
Normative Achievement:
Normative achievement levels are those levels achieved by the average of a group. This level of achievement places a school at the center of a group of mean-matched schools.
Being average is not generally considered an excellent position.
Effective Achievement:
Effective achievement levels (or "Effectiveness Levels") are those levels achieved by schools which are one standard deviation above normative levels. They are usually achieved by 20-25 percent of the group. Being one standard deviation above the mean of a population is considered to be effective.
If at this level, a school is doing extremely well - a level reached by 20-25 percent of schools in a mean-matched group of schools.
Absolute Achievement:
Absolute achievement levels mean being the best in any category. Only one or a few schools attain absolute achievement levels. Absolute levels are extremely difficult to achieve, but there are always a few who do. Having 100 percent average daily attendance, for example, is achievement of an absolute level.
Appendix E: Formula for Computing Teacher Absence Index
The formula for computing the Teacher Absence Index (TAI) of teachers is as follows:
where:
A = the total days of absence of all teachers during the entire school year.
B = the total days of absence of all teachers during the year which were composed of periods of five or more days of consecutive absence.
C = the number of days of absence which were school-related and approved for all teachers during the entire year.
D = the total number of teachers.
Appendix F: School Accountability Program
Accountability Program for Monitoring Specific School Improvement Objectives
School _____________________________________________________________
Principal ___________________________________________________________
Policy base: Policy requiring superintendent of schools to establish accountability for achieving school improvement objectives.
School improvement objectives are to be established against effectiveness levels and the school's database.
School Improvement Objectives: (samples)
Central Office Supervisor ___________________________________________
| Critical Dates: | Activity Accomplished: |
| [date]
[date] [date] [date] [date] [date] |
Report reviewed by School Board
School improvement plan developed Review of progress Review of progress Evaluation of school improvement Report to School Board |
Products required:
School improvement objectives related to effectiveness levels over a 3-year period.
Analysis of pre-post student attendance data.
Final report to the school board and the community.
Dissemination required:
School improvement objectives to appropriate persons/groups.
Data analysis to appropriate persons/groups.
School board report to appropriate persons/groups.
Compliance validation:
_____________________________________________________________________
Superintendent of Schools
_____________________________________________________________________
Principal
| Indicator | State | Region XI | District | African American | Hispanic | White | Native American | Asian/Pac.Is. | Male | Female | Disadv. | Special Educ. |
| Attendance Rate | ||||||||||||
| 1995/96 | 95.1% | 95.2% | 93.6% | 92.9% | 93.5% | 94.3% | 92.4% | 96.6% | 93.6% | 93.6% | 93.8% | 92.2% |
| 1994/95 | 95.1% | 95.2% | 93.6% | 92.8% | 93.5% | 94.4% | 93.0% | 96.6% | 93.6% | 93.6% | 94.0% | 92.2% |
| Dropout Rate | ||||||||||||
| 1995/96 | 1.8% | 1.6% | 2.4% | 3.0% | 2.8% | 1.4% | 2.7% | 2.3% | 2.7% | 2.2% | 2.4% | 2.6% |
| 1994/95 | 1.8% | 1.6% | 2.1% | 2.3% | 2.8% | 1.3% | 3.5% | 1.8% | 2.2% | 2.1% | 2.2% | 1.6% |
| % Adv. Courses | ||||||||||||
| 1995/96 | 17.3% | 17.9% | 16.1% | 12.1% | 9.8% | 25.3% | 20.5% | 37.3% | 14.6% | 17.6% | 8.7% | 1.6% |
| 1994/95 | 15.1% | 16.4% | 16.6% | 13.1% | 9.5% | 24.8% | 20.6% | 36.6% | 15.0% | 18.0% | 9.8% | 0.8% |
| % Rec. HS Pqm. | ||||||||||||
| Class of 1996 | 0.5% | 0.4% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% |
| Class of 1995 | 0.3% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% | 0.0% |
| AP Results | ||||||||||||
| % Taking | ||||||||||||
| 1996-97 | 8.5% | 9.2% | 8.3% | 2.5% | 6.1% | 15.0% | 6.7% | 21.2% | 8.4% | 8.2% | n/a | n/a |
| 1995-96 | 7.6% | 8.3% | 7.5% | 1.5% | 3.0% | 15.5% | 7.0% | 19.0% | 7.5% | 7.5% | n/a | n/a |
| % Scores >= 3 | ||||||||||||
| 1996-97 | 58.7% | 57.8% | 50.9% | 30.0% | 41.6% | 54.7% | * | 64.9% | 51.1% | 50.6% | n/a | n/a |
| 1995-98 | 60.6% | 62.0% | 57.2% | 40.0% | 34.8% | 60.2% | 20.0% | 84.6% | 58.4% | 55.8% | n/a | n/a |
| % Examinees >= 3 | ||||||||||||
| 1996-97 | 61.7% | 61.9% | 55.8% | 20.4% | 52.2% | 61.6% | * | 69.4% | 54.8% | 56.8% | n/a | n/a |
| 1995-98 | 62.6% | 64.4% | 55.6% | 30.4% | 38.4% | 60.4% | * | 63.0% | 58.2% | 53.4% | n/a | n/a |
| TAAS/TASP Equiv. | ||||||||||||
| Class of 1996 | 40.0% | 45.3% | 35.0% | 16.3% | 22.3% | 54.5% | 71.4% | 41.9% | 39.3% | 31.5% | 19.8% | 12.0% |
| Class of 1995 | 39.9% | 44.9% | 30.5% | 13.9% | 16.6% | 53.3% | 40.0% | 35.5% | 33.7% | 28.0% | 14.3% | 0.0% |
| SAT/ACT Results | ||||||||||||
| % At/Above Crit. | ||||||||||||
| Class of 1996 | 26.3% | 31.8% | 25.3% | 5.2% | 9.9% | 39.8% | 42.9% | 35.2% | 29.4% | 22.1% | n/a | n/a |
| % Tested | ||||||||||||
| Class of 1996 | 64.7% | 67.4% | 68.9% | 61.2% | 46.8% | 82.0% | 100.0% | 94.6% | 67.9% | 69.8% | n/a | n/a |
| Class of 1995 | 64.8% | 67.2% | 60.9% | 55.6% | 34.4% | 79.3% | 83.3% | 85.2% | 59.9% | 61.7% | n/a | n/a |
| Mean SAT I Score | ||||||||||||
| Class of 1996 | 993 | 1015 | 959 | 815 | 886 | 1054 | 981 | 986 | 982 | 940 | n/a | n/a |
| Mean ACT Score | ||||||||||||
| Class of 1996 | 20.1 | 21.0 | 19.6 | 17.1 | 18.3 | 21.6 | * | 20.7 | 18.9 | 20.1 | n/a | n/a |
| Class of 1995 | 20.0 | 20.9 | 18.9 | 16.3 | 17.4 | 21.4 | * | 21.9 | 19.0 | 18.8 | n/a | n/a |