ANCHORAGE SCHOOL DISTRICT ASD MEMORANDUM #104 …...FINDINGS REPORT 2014-2015 ASD Core Value: The...

ANCHORAGE SCHOOL DISTRICT ANCHORAGE, ALASKA

ASD MEMORANDUM #104 (2015-2016) November 16, 2015

TO: SCHOOL BOARD FROM: ED GRAFF, SUPERINTENDENT SUBJECT: DESTINATION 2020 PROFILE OF PERFORMANCE AND

FINDINGS REPORT 2014-2015 ASD Core Value: The district will be open, transparent and accountable to the public. PERTINENT FACTS:

The Profile of Performance is the Anchorage School District’s report card to the Anchorage School Board and the community on the district’s progress toward meeting the board’s Destination 2020 goals.

The Findings Report is based on the data contained within the Profile of Performance.

With the delay of Alaska Measures of Progress (AMP) scores from the

state which provide the data used to measure Goal 1: 90 percent of students will be proficient in language arts and mathematics, the sections addressing Goal 1 are not yet included. Measures 1a: Increase proficiency, and 1b: Achievement gap with economically disadvantaged students, will be made available once the AMP data has been verified and processed. Measure 1c: Annual growth, will not be reported this year due to the new baseline created by the first administration of AMP, but will be reported again next year after AMP has been administered for the second time.

PROFILE OF PERFORMANCE AVAILABILITY:

The complete Profile of Performance will be posted on the ASD Assessment and Evaluation website at: www.asdk12.org/ae/reports/ on December 4, 2015.

2

Specific questions regarding the content of the document should be referred to the ASD Assessment and Evaluation Department (907) 742-4420, 5530 E. Northern Lights Blvd., Anchorage, AK 99504.

Attachment A: Profile of Performance Attachment B: Findings Report EG/MG/JS/HE Prepared by: Dr. Jane Stuart, Executive Director, Assessment and Evaluation Approved by: Heidi Embley, Executive Director, Communications Michael Graham, Chief Academic Officer

DESTINATION 2020 PROFILE OF PERFORMANCE

Anchorage School DistrictAssessment and Evaluation

November 2015

Attachment A

Anchorage School District: Destination 2020 Profile of Performance 2014-15

A s s e s s m e n t a n d E v a l u a t i o n Page 1

Table of Contents To view a specific section, please click on the corresponding link.

Introduction .................................................................................................................................................................... 2

Districtwide overview of the Destination 2020 goals and performance measures ........................................................ 4

Goal 1 – 90 percent of students will be proficient in reading, writing and math .............................................................. 5

Measure A. Student Proficiency ................................................................................................................................ 5

Measure B. Achievement Gap .................................................................................................................................. 6

Measure C. Annual Growth ....................................................................................................................................... 7

Goal 2 – 90 percent of students will graduate high school ............................................................................................. 8

Measure A. Graduation ............................................................................................................................................. 8

Measure B. Dropout rate ........................................................................................................................................ 19

Goal 3 – Every student will attend school at least 90 percent of the time .................................................................... 26

Measure A. Attendance .......................................................................................................................................... 26

Goal 4 – 90 percent of parents will recommend their school to others ........................................................................ 48

Measure A. Parent recommendation ...................................................................................................................... 48

Measure B. Student recommendation .................................................................................................................... 57

Measure C. Customer satisfaction .......................................................................................................................... 65

Goal 5 – 90 percent of students and staff will feel safe at school ................................................................................ 67

Measure A. Student safety ..................................................................................................................................... 67

Measure B. Staff safety .......................................................................................................................................... 76

Goal 6 – All departments will rank in the top quartile for operational efficiency ........................................................... 85

Measure A. Facility condition .................................................................................................................................. 85

Measure B. District operations performance ........................................................................................................... 86

Membership ................................................................................................................................................................. 88

Glossary ....................................................................................................................................................................... 90

Attachment A



Introduction The Profile of Performance is the Anchorage School District’s report to the Anchorage School Board and community on the academic achievement and demographic indicators related to the district’s strategic plan: Destination 2020. Data is used to identify the district’s strengths and weaknesses, and to guide data-driven decisions to increase student learning.

Reporting Protocol The Alaska Department of Education and Early Development (DEED) has reporting guidelines that schools and districts must follow in order to protect student privacy. These protocols require that student assessment data be suppressed using the rules set out by the state (click here for more information).

Suppressions occur when:

1. The total number of students in the proficient or not proficient proficiency levels are a 0, 1 or 2. 2. The total number of students tested is less than five.

School level trend data Data for each Anchorage School District school can be found at the Assessment and Evaluation website.

Attachment A

https://education.alaska.gov/reportcard/2004-2005/5assessment%20results/reporting%20protocol%20for%20data%20suppression.pdf

http://www.asdk12.org/ae/reports/



Attachment A



Table 1: Districtwide overview of the Destination 2020 goals and performance measures Data for each goal is provided in the corresponding section.

80.2%

81.7%

3.0%

83.7%

85.4%

87.5%

87.8%

88.7%

88.6%

85.4%

80.6%

78.7%

78.1%

72.9%

66.3%

59.9%

88.0%

76.9%

73.0%

71.7%

86.1%

Goal 1a - AMP language arts proficiency

Goal 1a - AMP math proficiency

Goal 1b - EDS achievement gap in language arts

Goal 1b - EDS achievement gap in math

Goal 1c - AIMSweb reading growth

Goal 1c - AIMSweb math growth

Goal 2a - Four-year Graduation Rate

Goal 2a - Five-year Graduation Rate

Goal 2b - Dropout Rate

Goal 3a - Kindergarten attendance

Goal 3a - Grade 1 attendance












Goal 4a - Parent recommendation

Goal 4b - Grade 3-4 student recommendation

Goal 4b - Grade 5-12 student recommendation

Goal 5a - Grade 3-12 student recommendation

Goal 5b - Staff recommendation

Percent

Data not available

Attachment A



Goal 1: Increase Proficiency Measure A. Student proficiency as measured by Alaska Measures of Progress

Proficiency will be reported after AMP data is received by ASD.

Attachment A



Goal 1: Increase Proficiency Measure B. Achievement gap of economically disadvantaged students; measured by the Alaska Measures of Progress

EDS will be reported after AMP data is received by ASD.

Attachment A



Goal 1: Increase Proficiency Measure C. Annual growth; as measured by AIMSweb growth

AIMSweb growth is unavailable at this time.

Attachment A



Goal 2: 90 percent of students will graduate high school Measure A. Graduation; as measured by state calculations

The graduation rate is the percentage of students who graduate high school. The graduation rate is calculated in two ways: the four-year cohort method and the five-year cohort method. The calculations of each method are detailed below.

Four-year Cohort: Five-year Cohort:

Attachment A



Table 1: Four-year cohort graduation rate Results represent the percentage of students who graduated high school within four years

2010-11 2011-12 2012-13 2013-14 2014-15

Percentage point change from 2013-14 and 2014-15

All Students 72.1% 72.8% 76.2% 73.5% 80.2% 6.7 AF AM 66.8% 62.5% 63.6% 65.6% 75.0% 9.4 AKNA/AI 50.9% 42.4% 53.8% 47.3% 53.0% 5.7 Asian 78.3% 79.9% 82.2% 77.9% 84.5% 6.7 NH/OPI 56.7% 61.5% 63.5% 55.5% 81.0% 25.5 Caucasian 78.8% 79.2% 83.6% 81.7% 86.5% 4.7 Hispanic 61.3% 71.0% 73.4% 71.5% 74.9% 3.4 2 or more 65.3% 68.7% 68.0% 68.1% 74.9% 6.8 EDS 61.6% 57.4% 62.1% 59.9% 65.8% 5.9 SWD 39.5% 42.4% 44.0% 41.7% 58.9% 17.2 LEP 48.9% 51.4% 45.3% 34.2% 60.8% 26.6 Migrant 65.6% 61.5% 56.5% 64.2% 69.8% 5.6 Female 78.3% 77.6% 79.6% 77.7% 83.9% 6.3 Male 66.6% 68.4% 73.2% 69.5% 76.6% 7.1

Source: Graduate cohort file Gold shading indicates improvement from the previous year.

72.1%

72.8%

76.2%

73.5%

80.2%

2010-11Grade 9 cohort year 2007





Attachment A

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Table 2: Number of students in each cohort who graduated within four-years by race/ethnicity

All

students AF AM AKNA/AI Asian NH/OPI Caucasian Hispanic 2 or

more

2014-15 # students in cohort 3,446 212 268 440 158 1627 339 402

# students who graduated 2,763 159 142 372 128 1407 254 301 2013-14

# students in cohort 3,575 215 300 393 164 1,692 404 407 # students who graduated 2,629 141 142 306 91 1,383 289 277

2012-13 # students in cohort 3,646 242 292 421 156 1,798 346 391

# students who graduated 2,779 154 157 346 99 1,503 254 266 2011-12



# students who graduated 2,781 175 145 339 80 1,583 214 245

Table 3: Number of students in each cohort who graduated within four years by other student groups

EDS SWD LEP Female Male

2014-15 # students in cohort 1,050 431 217 1,669 1,777

# students who graduated 691 254 132 1,401 1,362 2013-14

# students in cohort 1,276 420 234 1,776 1,799 # students who graduated 764 175 80 1,379 1,250


# students who graduated 844 182 134 1,382 1397 2011-12



# students who graduated 701 148 158 1,436 1,345

Attachment A

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85.7%

91.2%

89.7%

95.0%

81.4%

88.4%

95.5%

86.1%

2014-15

Table 4: Four-year cohort graduation rate by high school Results represent the percentage of students who graduated high school within four years.

70.8%

90.8%

87.0%

88.3%

76.4%

83.1%

91.8%

76.0%

2013-14

Bartlett High School

Chugiak High School

Dimond High School

Eagle River High School

East High School

Service High School

South High School

West High School

Attachment A



53.0%

60.4%

47.8%

2014-15

Table 5: Four-year cohort graduation rate by charter school Results represent the percentage of students who graduated high school within four years.

57.1%

60.0%

44.4%

2013-14

Family Partnership Charter School

Frontier Charter School

Highland Tech Charter School

Attachment A



100.0%

32.7%

31.1%

27.8%

31.8%

28.6%

100.0%

39.7%

97.5%

9.3%

2014-15

Table 6: Four-year cohort graduation rate by alternative school Results represent the percentage of students who graduated high school within four years.

0.0%

28.9%

25.8%

44.4%

32.0%

25.0%

100.0%

32.7%

92.7%

2.0%

2013-14

ASSDHH

AVAIL School

Benson Secondary School/SEARCH

Crossroads School

McLaughlin School

New Path High

School

Polaris K-12 School

SAVE High School

Steller Secondary School

Whaley Center

Attachment A



Table 7: Five-year cohort graduation rate Results represent the percentage of students who graduated high school in five years

2010-11 2011-12 2012-13 2013-14 2014-15 Percentage point

change from 2013-14 and 2014-15

All Students 75.5% 77.5% 79.6% 81.0% 81.7% 0.7

AF AM 59.9% 73.3% 69.7% 69.9% 75.3% 5.4

AKNA/AI 50.2% 61.0% 55.1% 61.4% 64.5% 3.1

Asian 81.3% 82.3% 85.1% 86.0% 86.2% 0.2

NH/OPI 66.9% 65.0% 68.2% 69.9% 66.9% -3.0

Caucasian 81.6% 82.8% 85.6% 87.3% 86.5% -0.8

Hispanic 70.1% 68.1% 76.5% 77.8% 82.4% 4.6

2 or more 72.7% 72.5% 75.8% 74.7% 77.6% 2.9

EDS 78.1% 66.3% 68.0% 71.0% 74.3% 3.3

SWD 52.4% 48.8% 50.4% 52.0% 55.2% 3.2

LEP 51.3% 56.9% 57.4% 52.6% 58.7% 6.1

Migrant 75.5% 78.2% 70.8% 68.4% 79.1% 10.7

Female 79.6% 82.5% 83.5% 84.1% 85.5% 1.4

Male 71.6% 72.9% 76.0% 78.3% 77.8% -0.5 Source: Graduate cohort file Gold shading indicates improvement

75.5%

77.5%

79.6%

81.0%

81.7%






Attachment A

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Table 8: Number of students in each cohort who graduated within five-years by race/ethnicity

All

Students AF AM AKNA/AI Asian NH/OPI Caucasian Hispanic

2 or more








# students who graduated 3,001 155 148 347 85 1,739 237 290 Table 9: Number of students in each cohort who graduated within five-years by other student groups








2010-11 # students in cohort 289 357 343 1,942 2,033

# students who graduated 226 187 176 1,546 1,455

Attachment A



80.7%

94.0%

93.0%

91.4%

84.5%

89.7%

95.7%

87.1%

2014-15

Table 10: Five-year cohort graduation rate by high school Results represent the percentage of students who graduated high school within five years.

77.8%

90.2%

93.1%

94.1%

79.7%

91.5%

94.2%

84.1%

2013-14


Chugiak High School

Dimond High School


East High School

Service High School

South High School

West High School

Attachment A



63.6%

76.7%

63.6%

2014-15

Table 11: Five-year cohort graduation rate by charter school Results represent the percentage of students who graduated high school within five years.

71.6%

62.8%

58.3%

2013-14




Attachment A



0.0%

53.5%

49.3%

55.6%

48.9%

35.7%

100.0%

57.6%

92.7%

2.6%

2014-15

Table 12: Five-year cohort graduation rate by alternative school Results represent the percentage of students who graduated high school within four years.

50.0%

30.6%

46.7%

68.2%

42.4%

37.5%

100.0%

54.0%

97.2%

1.5%

2013-14

ASSDHH

AVAIL School


Crossroads School

McLaughlin School

New Path High

School

Polaris K-12 School

SAVE High School


Whaley Center

Attachment A



Goal 2: 90 percent of students will graduate high school Measure B. Dropout rate; as measured by state calculations

The annual dropout rate is the percentage of students in grades 7-12 who drop out of school before completion. The calculation for annual dropout rate is detailed below.

A dropout is a student in grades 7-12, who was enrolled at some time during the school year but ended that enrollment due to various reasons. This does not include students who:

received a diploma from an approved state or district alternate education program transferred to another public school district transferred to a private school transferred to a state or district alternate education program students who are temporarily absent due to suspension students who are absent due to illness or medical condition students who died

Attachment A



Table 13: Annual dropout rate Results represent the percentage of grade 7-12 students who dropped out of school.


change from 2013-14 to 2014-15

All Students 4.3% 4.6% 3.7% 3.4% 3.1% -0.3 AF AM 5.2% 5.4% 4.7% 4.0% 4.1% 0.1 AKNA/AI 8.5% 9.8% 6.9% 7.6% 6.8% -0.8 Asian 2.8% 3.5% 2.8% 2.2% 2.1% -0.1 NH/OPI 6.1% 7.6% 5.7% 4.8% 4.4% -0.4 Caucasian 3.1% 3.2% 2.7% 2.3% 2.0% -0.3 Hispanic 4.9% 4.7% 4.2% 3.4% 3.6% 0.2 2 or more 6.0% 6.5% 4.6% 4.6% 3.6% -1.0 EDS 6.5% 6.4% 4.9% 4.5% 3.2% -1.3 SWD 5.7% 6.7% 5.0% 5.2% 4.2% -1.0 LEP 7.1% 8.2% 6.1% 5.5% 4.7% -0.8 Migrant 5.1% 6.4% 3.5% 4.0% 4.4% 0.4 Female 3.3% 3.7% 2.9% 3.0% 2.4% -0.6 Male 5.2% 5.5% 4.5% 3.7% 3.7% 0.0 Grade 7 0.6% 0.6% 0.8% 0.6% 0.4% -0.2 Grade 8 0.7% 0.6% 0.7% 0.5% 0.3% -0.2 Grade 9 3.3% 3.0% 2.0% 1.8% 1.4% -0.4 Grade 10 4.7% 5.8% 3.5% 3.3% 2.6% -0.7 Grade 11 6.2% 7.1% 5.0% 4.3% 4.7% 0.4 Grade 12 9.8% 10.7% 10.3% 9.7% 8.9% -0.8

Gold shading indicates improvement from the previous year.

4.3% 4.6%3.7% 3.4% 3.1%

2011 2012 2013 2014 2015

Attachment A



Table 14: Number of grade 7-12 students who dropped out of school by each race/ethnicity

All

Students AF AM AKNA/AI Asian NH/OPI Caucasian Hispanic

2 or more

2014-15 # grade 7-12 students enrolled 21,300 1,317 1,885 2,512 1,036 9428 2,334 2,788

# grade 7-12 students who dropped out 650 54 129 53 46 184 83 101 2013-14

# grade 7-12 students enrolled 21,451 1,353 1,876 2,473 1,008 9,743 2,339 2,659 # grade 7-12 students who dropped out 721 54 143 54 48 221 79 122 2012-13

# grade 7-12 students enrolled 21,958 1,437 1,926 2,510 966 10,220 2,314 2,585 # grade 7-12 students who dropped out 822 68 133 71 55 280 96 119 2011-12

# grade 7-12 students enrolled 21,956 1,415 1,885 2,491 905 10,560 2,235 2,465 # grade 7-12 students who dropped out 1,014 76 184 88 69 334 104 159 2010-11

# grade 7-12 students enrolled 21,988 1,452 1,842 2,462 849 10,872 2,121 2,400

# grade 7-12 students who dropped out 940 75 156 70 52 339 104 144

Table 15: Number of grade 7-12 students who dropped out of school by other student groups


2014-15 # grade 7-12 students enrolled 10,092 2,997 1,692 10,326 10,974

# students who graduated 325 127 80 246 404 2013-14 # grade 7-12 students enrolled 8,242 3,032 1,689 10,414 11,037




# students who graduated 545 158 137 355 585

Attachment A



0.0%

0.0%

0.6%

0.4%

0.7%

0.0%

0.0%

0.1%

0.1%

0.5%

0.3%

0.0%

2014-15

Table 16: Dropout rate by middle school Results represent the percentage of middle school grade 7-8 students who dropped out of school.

0.0%

0.0%

0.2%

0.2%

0.3%

0.6%

1.6%

0.4%

0.0%

0.6%

0.0%

0.2%

2013-14

Girdwood K-8 School

Northern Lights ABC Elementary School

Begich Middle School

Central Middle School

of Science

Clark Middle School

Goldenview Middle School

Gruening Middle School

Hanshew Middle School

Mears Middle School

Mirror Lake Middle School

Romig Middle School

Wendler Middle School

Attachment A



4.5%

0.8%

1.9%

1.2%

3.1%

2.1%

1.2%

2.6%

2014-15

Table 17: Dropout rate by high school Results represent the percentage of high school grade 9-12 students who dropped out of school.

4.4%

1.4%

2.4%

1.0%

4.4%

2.2%

0.5%

2.8%

2013-14


Chugiak High School

Dimond High School


East High School

Service High School

South High School

West High School

Attachment A



0.0%

6.5%

2.9%

4.6%

0.0%

0.0%

2014-15

Table 18: Dropout rate by charter school Results represent the percentage of middle school grade 7-12 students who dropped out of school.

0.0%

10.2%

12.6%

4.7%

0.0%

0.0%

2013-14

ANCCS




Rilke Schule Charter

School

Winterberry Charter

School

Attachment A



0.0%

42.6%

34.5%

30.0%

12.5%

131.0%

0.0%

43.8%

0.7%

14.1%

2014-15

Table 19: Dropout rate by alternative school Results represent the percentage of middle school grade 7-12 students who dropped out of school.

6.3%

70.5%

33.7%

56.7%

33.0%

70.6%

0.0%

33.0%

0.7%

11.8%

2013-14

ASSDHH

AVAIL School


Crossroads School

McLaughlin School

New Path High

School

Polaris K-12 School

SAVE High School


Whaley Center

Attachment A



Goal 3: Every student will attend school at least 90 percent of the time Measure A. Attendance; measured by student presence

Attendance by 90 percent of the days enrolled represents the percentage of students who were present in school 90 percent or more of the time. For a student enrolled in the entire school year, that is the equivalent of being absent no more than 16.8 days of school. Students considered present include only those who are physically present at the school or who are engaged in school-related activities off campus (example: field trip).

Attendance by 90 percent of the days enrolled is calculated as follows:

Attachment A



Table 20: All Kindergarten-grade 12 students who attended school 90 percent or more of the days enrolled Gold shading indicates improvement from the previous year. Results represent the percentage of students who attended school 90 percent of the days enrolled.

2011-12 2012-13 2013-14 2014-15

Percentage point change

from 2013-14 to 2014-15

All Students 74.1% 74.9% 82.2% 80.3% -1.9

AF AM 73.5% 75.4% 82.2% 80.2% -2.0

AKNA/AI 61.9% 63.5% 71.7% 69.1% -2.6

Asian 82.6% 81.8% 87.9% 86.5% -1.4

NH/OPI 62.0% 64.1% 69.2% 66.5% -2.7

Caucasian 77.1% 77.6% 85.9% 84.3% -1.6

Hispanic 72.3% 74.0% 81.0% 79.1% -1.9

2 or more 71.8% 73.2% 80.0% 78.0% -2.0

EDS 70.9% 72.4% 77.0% 73.6% -3.4

SWD 70.6% 70.8% 75.7% 73.9% -1.8

LEP 73.3% 74.9% 80.1% 79.1% -1.0

Migrant 68.4% 69.1% 75.7% 73.7% -2.0

Female 73.9% 74.8% 82.2% 80.2% -2.0

Male 74.3% 75.0% 82.2% 80.4% -1.8 Note: The data for 2013-14 and 2014-15 has been calculated to exclude summer leavers, summer dropouts and adult graduates.

74.1% 74.9%82.2% 80.3%

2011-12 2012-13 2013-14 2014-15

Kindergarten to Grade 12

Attachment A



Table 21: All Kindergarten students who attended school 90 percent or more of the days enrolled Gold shading indicates improvement from the previous year. Results represent the percentage of students who attended school 90 percent of the days enrolled.



All Students 76.8% 78.4% 78.0% 84.0% 83.7% -0.3

AF AM 77.6% 81.2% 82.0% 85.8% 87.3% 1.5

AKNA/AI 63.3% 59.3% 63.3% 73.1% 67.7% -5.4

Asian 80.5% 85.5% 82.1% 87.6% 86.9% -0.7

NH/OPI 46.6% 61.3% 56.0% 59.6% 65.9% 6.3

Caucasian 83.2% 83.4% 83.0% 89.6% 90.0% 0.4

Hispanic 74.4% 74.5% 76.7% 83.1% 83.3% 0.2

2 or more 74.7% 78.4% 76.7% 81.6% 81.1% -0.5

EDS 69.7% 72.3% 72.7% 78.6% 77.5% -1.1

SWD 71.5% 71.8% 74.0% 76.7% 77.7% 1.0

LEP 69.7% 78.6% 74.7% 80.8% 80.1% -0.7

Migrant 67.1% 66.6% 77.0% 79.9% 77.9% -2.0

Female 77.2% 79.4% 78.9% 84.5% 84.8% 0.3

Male 76.4% 77.4% 77.1% 83.5% 82.7% -0.8 Note: The data for 2014 and 2015 has been calculated to exclude summer leavers, summer dropouts and adult graduates.

76.8% 78.4% 78.0%84.0% 83.7%

2010-11 2011-12 2012-13 2013-14 2014-15

Kindergarten

Attachment A



Table 22: All grade 1 students who attended school 90 percent or more of the days enrolled Gold shading indicates improvement from the previous year. Results represent the percentage of students who attended school 90 percent of the days enrolled.



All Students 80.5% 78.8% 79.4% 87.6% 85.4% -2.2

AF AM 83.4% 82.4% 83.5% 91.3% 83.9% -7.4

AKNA/AI 67.9% 66.4% 66.6% 75.8% 77.6% 1.8

Asian 82.6% 83.8% 86.7% 90.4% 91.0% 0.6

NH/OPI 58.0% 59.0% 66.5% 66.4% 66.9% 0.5

Caucasian 85.7% 82.9% 81.9% 91.7% 90.4% -1.3

Hispanic 80.3% 80.3% 77.2% 87.1% 83.3% -3.8

2 or more 76.6% 75.8% 78.8% 88.5% 82.1% -6.4

EDS 74.2% 76.2% 78.4% 82.9% 79.6% -3.3

SWD 73.0% 77.7% 75.2% 84.8% 80.0% -4.8

LEP 75.8% 75.8% 80.9% 82.8% 84.1% 1.3

Migrant 67.8% 71.9% 75.3% 83.6% 85.3% 1.7

Female 80.8% 78.4% 80.1% 87.3% 85.4% -1.9

Male 80.2% 79.2% 78.7% 87.9% 85.3% -2.6 Note: The data for 2013-14 and 2014-15 has been calculated to exclude summer leavers, summer dropouts and adult graduates.

80.5% 78.8% 79.4%87.6% 85.4%

2010-11 2011-12 2012-13 2013-14 2014-15

Grade 1

Attachment A




2010-11 2011-12 2012-13 2013-14 2014-15


All Students 83.5% 79.6% 79.5% 88.7% 87.5% -1.2

AF AM 85.7% 78.6% 78.7% 91.5% 90.4% -1.1

AKNA/AI 68.5% 70.5% 67.0% 78.6% 80.6% 2.0

Asian 90.9% 88.3% 86.2% 92.8% 92.2% -0.6

NH/OPI 71.4% 68.5% 67.2% 73.5% 71.8% -1.7

Caucasian 87.0% 82.4% 82.5% 91.8% 90.8% -1.0

Hispanic 85.0% 77.9% 80.3% 87.4% 86.5% -0.9

2 or more 78.9% 76.9% 79.0% 88.9% 86.0% -2.9

EDS 78.1% 79.3% 78.4% 84.5% 82.2% -2.3

SWD 77.5% 79.5% 79.1% 84.5% 85.0% 0.5

LEP 84.1% 80.4% 78.1% 87.0% 83.5% -3.5

Migrant 72.1% 75.6% 74.1% 85.9% 84.1% -1.8

Female 83.6% 78.9% 80.0% 89.0% 86.9% -2.1


83.5%79.6% 79.5%

88.7% 87.5%

2010-11 2011-12 2012-13 2013-14 2014-15Grade 2

Attachment A






All Students 84.2% 80.5% 81.4% 89.8% 87.8% -2.0

AF AM 89.3% 83.5% 83.5% 91.7% 93.0% 1.3

AKNA/AI 71.1% 71.7% 70.6% 83.6% 75.9% -7.7

Asian 89.7% 88.0% 88.8% 93.7% 94.7% 1.0

NH/OPI 73.6% 72.5% 70.6% 78.2% 76.5% -1.7

Caucasian 86.8% 81.9% 82.7% 92.9% 90.2% -2.7

Hispanic 81.9% 78.7% 82.3% 88.2% 88.0% -0.2

2 or more 83.2% 79.1% 81.3% 87.8% 86.2% -1.6

EDS 79.6% 80.4% 81.5% 86.0% 83.0% -3.0

SWD 77.8% 79.4% 80.7% 87.8% 83.4% -4.4

LEP 83.3% 82.7% 80.9% 86.3% 86.4% 0.1

Migrant 74.0% 75.8% 77.5% 85.6% 84.5% -1.1

Female 84.6% 80.2% 81.6% 89.7% 88.2% -1.5


84.2%80.5% 81.4%

89.8% 87.8%

2010-11 2011-12 2012-13 2013-14 2014-15Grade 3

Attachment A






All Students 85.0% 82.2% 81.4% 89.7% 88.7% -1.0

AF AM 87.2% 85.1% 82.8% 91.2% 89.5% -1.7

AKNA/AI 74.6% 71.3% 72.0% 82.6% 81.9% -0.7

Asian 92.9% 92.4% 88.8% 93.9% 94.6% 0.7

NH/OPI 73.8% 80.1% 75.8% 78.4% 75.8% -2.6

Caucasian 87.4% 82.9% 82.4% 92.3% 90.8% -1.5

Hispanic 83.1% 80.2% 81.9% 88.8% 88.4% -0.4

2 or more 82.6% 80.7% 80.1% 88.0% 88.3% 0.3

EDS 80.9% 80.8% 82.1% 86.6% 83.9% -2.7

SWD 80.5% 78.7% 79.7% 84.5% 84.8% 0.3

LEP 86.4% 84.1% 85.2% 87.0% 86.6% -0.4

Migrant 78.5% 79.4% 80.9% 85.9% 85.5% -0.4

Female 84.6% 82.7% 80.6% 90.5% 88.7% -1.8


85.0% 82.2% 81.4%

89.7% 88.7%

2010-11 2011-12 2012-13 2013-14 2014-15Grade 4

Attachment A




2010-11 2011-12 2012-13 2013-14 2014-15


All Students 84.5% 82.2% 81.3% 89.3% 88.6% -0.7

AF AM 84.4% 83.0% 87.8% 91.8% 88.9% -2.9

AKNA/AI 79.2% 74.4% 68.3% 76.3% 81.6% 5.3

Asian 91.2% 93.1% 90.6% 96.0% 91.0% -5.0

NH/OPI 73.9% 76.0% 76.8% 84.3% 79.7% -4.6

Caucasian 85.4% 83.2% 81.3% 91.6% 90.9% -0.7

Hispanic 81.8% 80.0% 82.6% 92.3% 88.6% -3.7

2 or more 85.6% 79.2% 79.7% 85.4% 87.9% 2.5

EDS 81.2% 82.3% 81.1% 85.9% 85.0% -0.9

SWD 77.8% 83.4% 79.2% 83.9% 83.4% -0.5

LEP 87.0% 81.6% 83.5% 89.0% 85.5% -3.5

Migrant 81.9% 81.3% 72.7% 84.5% 87.0% 2.5

Female 86.1% 82.0% 81.8% 89.9% 89.9% 0.0


84.5% 82.2% 81.3%89.3% 88.6%

2010-11 2011-12 2012-13 2013-14 2014-15Grade 5

Attachment A






All Students 82.7% 79.4% 82.3% 87.1% 85.4% -1.7

AF AM 83.4% 78.2% 82.3% 88.9% 90.6% 1.7

AKNA/AI 74.7% 71.0% 70.9% 76.9% 73.3% -3.6

Asian 92.7% 88.7% 91.7% 93.8% 94.1% 0.3

NH/OPI 80.1% 71.7% 81.9% 84.6% 76.8% -7.8

Caucasian 83.4% 81.1% 83.4% 88.4% 88.0% -0.4

Hispanic 82.3% 75.9% 83.6% 85.7% 84.0% -1.7

2 or more 79.8% 78.3% 78.6% 86.2% 80.9% -5.3

EDS 78.3% 78.0% 82.8% 83.1% 79.2% -3.9

SWD 75.1% 73.4% 80.0% 78.1% 79.3% 1.2

LEP 83.6% 78.6% 84.7% 85.5% 82.7% -2.8

Migrant 78.0% 79.0% 77.2% 78.1% 77.9% -0.2

Female 83.7% 80.6% 83.2% 89.3% 85.7% -3.6

Male 81.9% 78.2% 81.4% 85.1% 85.1% 0.0 Note: The data for 2013-14 and 2014-15 has been calculated to exclude summer leavers, summer dropouts and adult graduates.

82.7% 79.4% 82.3%87.1% 85.4%

2010-11 2011-12 2012-13 2013-14 2014-15Grade 6

Attachment A






All Students 78.8% 76.1% 77.4% 83.5% 80.6% -2.9

AF AM 78.4% 71.3% 78.8% 83.1% 82.4% -0.7

AKNA/AI 64.5% 68.3% 68.2% 72.2% 67.8% -4.4

Asian 88.1% 90.1% 86.2% 91.2% 90.3% -0.9

NH/OPI 61.6% 69.3% 69.0% 70.8% 72.2% 1.4

Caucasian 81.6% 77.6% 79.9% 88.2% 82.4% -5.8

Hispanic 80.4% 76.0% 73.9% 82.2% 81.6% -0.6

2 or more 76.7% 70.8% 74.0% 77.9% 77.6% -0.3

EDS 73.0% 72.1% 72.5% 77.0% 73.7% -3.3

SWD 67.2% 69.9% 65.8% 73.0% 71.6% -1.4

LEP 74.3% 78.2% 75.5% 78.0% 81.5% 3.5

Migrant 61.4% 70.7% 67.8% 76.6% 76.5% -0.1

Female 78.3% 75.9% 79.0% 84.7% 80.6% -4.1


78.8% 76.1% 77.4%83.5% 80.6%

2010-11 2011-12 2012-13 2013-14 2014-15Grade 7

Attachment A






All Students 73.0% 73.4% 74.0% 80.4% 78.7% -1.7

AF AM 75.1% 75.0% 71.1% 78.8% 77.7% -1.1

AKNA/AI 56.1% 59.9% 67.6% 71.1% 68.4% -2.7

Asian 85.7% 86.0% 85.2% 88.7% 87.6% -1.1

NH/OPI 58.4% 60.6% 67.8% 67.0% 61.3% -5.7

Caucasian 75.6% 75.6% 76.3% 84.2% 83.3% -0.9

Hispanic 70.8% 72.8% 72.8% 76.9% 75.6% -1.3

2 or more 69.5% 70.2% 67.7% 77.9% 74.8% -3.1

EDS 65.6% 68.7% 68.4% 72.6% 70.0% -2.6

SWD 60.4% 65.8% 64.6% 68.8% 68.7% -0.1

LEP 72.6% 72.6% 75.5% 74.0% 76.4% 2.4

Migrant 67.6% 67.3% 67.0% 69.3% 71.8% 2.5

Female 73.7% 72.9% 73.2% 80.5% 78.5% -2.0


73.0% 73.4% 74.0%80.4% 78.7%

2010-11 2011-12 2012-13 2013-14 2014-15Grade 8

Attachment A




2010-11 2011-12 2012-13 2013-14 2014-15


All Students 73.7% 70.5% 72.3% 78.5% 78.1% -0.4

AF AM 74.4% 67.7% 71.2% 76.0% 72.1% -3.9

AKNA/AI 58.8% 49.3% 58.0% 64.9% 66.7% 1.8

Asian 82.6% 80.8% 81.9% 88.9% 88.3% -0.6

NH/OPI 55.3% 54.8% 56.7% 68.6% 62.8% -5.8

Caucasian 77.2% 76.1% 76.3% 83.1% 83.2% 0.1

Hispanic 74.8% 67.5% 72.2% 78.4% 75.1% -3.3

2 or more 68.9% 65.4% 69.1% 71.7% 74.3% 2.6

EDS 61.1% 61.7% 65.9% 68.2% 68.0% -0.2

SWD 61.0% 59.7% 66.8% 69.4% 65.6% -3.8

LEP 65.7% 66.8% 68.6% 72.0% 69.4% -2.6

Migrant 57.9% 59.1% 61.7% 69.9% 65.5% -4.4

Female 73.9% 71.7% 70.7% 77.6% 77.4% -0.2


73.7% 70.5% 72.3%78.5% 78.1%

2010-11 2011-12 2012-13 2013-14 2014-15Grade 9

Attachment A




2010-11 2011-12 2012-13 2013-14 2014-15


All Students 68.3% 66.5% 68.1% 75.1% 72.9% -2.2

AF AM 65.3% 64.9% 64.5% 73.2% 68.7% -4.5

AKNA/AI 52.7% 54.4% 54.3% 64.7% 58.8% -5.9

Asian 79.2% 74.8% 75.3% 80.8% 82.1% 1.3

NH/OPI 47.5% 49.4% 51.3% 53.6% 63.5% 9.9

Caucasian 73.2% 70.8% 72.2% 80.3% 79.1% -1.2

Hispanic 69.2% 65.3% 64.7% 76.6% 69.4% -7.2

2 or more 57.2% 60.7% 67.2% 69.6% 66.1% -3.5

EDS 55.1% 57.0% 60.0% 65.5% 61.6% -3.9

SWD 59.1% 56.8% 60.1% 68.2% 63.1% -5.1

LEP 63.1% 61.8% 63.4% 64.2% 62.3% -1.9

Migrant 49.4% 59.6% 54.0% 64.8% 58.8% -6.0

Female 68.2% 65.8% 66.8% 73.6% 70.4% -3.2


68.3% 66.5% 68.1%75.1% 72.9%

2010-11 2011-12 2012-13 2013-14 2014-15Grade 10

Attachment A




2010-11 2011-12 2012-13 2013-14 2014-15


All Students 63.4% 61.1% 62.3% 69.4% 66.3% -3.1

AF AM 62.9% 60.3% 59.9% 67.4% 63.8% -3.6

AKNA/AI 47.6% 49.8% 52.9% 57.5% 57.3% -0.2

Asian 67.0% 68.5% 67.6% 74.4% 70.6% -3.8

NH/OPI 39.9% 44.2% 43.8% 56.8% 37.6% -19.2

Caucasian 69.1% 66.3% 67.1% 74.5% 73.8% -0.7

Hispanic 58.5% 56.6% 59.2% 63.5% 65.2% 1.7

2 or more 58.1% 52.1% 57.2% 65.3% 58.0% -7.3

EDS 49.8% 51.8% 53.8% 59.4% 52.7% -6.7

SWD 57.5% 55.8% 54.5% 60.5% 60.1% -0.4

LEP 51.5% 50.6% 48.8% 64.6% 56.7% -7.9

Migrant 51.4% 45.5% 57.1% 56.3% 51.5% -4.8

Female 61.0% 59.3% 60.4% 67.8% 64.5% -3.3


63.4% 61.1% 62.3%69.4% 66.3%

2010-11 2011-12 2012-13 2013-14 2014-15Grade 11

Attachment A






All Students 56.0% 55.4% 57.0% 65.2% 59.9% -5.3

AF AM 57.0% 50.5% 56.5% 61.2% 61.3% 0.1

AKNA/AI 46.8% 42.9% 48.8% 58.7% 46.6% -12.1

Asian 60.5% 59.2% 56.2% 72.7% 65.3% -7.4

NH/OPI 36.2% 36.1% 46.7% 54.2% 48.1% -6.1

Caucasian 60.3% 61.8% 62.9% 70.0% 64.4% -5.6

Hispanic 50.4% 50.3% 51.5% 61.5% 55.5% -6.0

2 or more 49.9% 50.6% 49.5% 55.9% 56.5% 0.6

EDS 44.4% 45.7% 48.9% 54.9% 48.3% -6.6

SWD 56.1% 57.9% 57.1% 60.0% 55.8% -4.2

LEP 45.2% 46.6% 45.9% 56.3% 51.6% -4.7

Migrant 38.0% 42.6% 46.1% 53.4% 43.3% -10.1

Female 54.0% 52.9% 56.5% 63.9% 60.5% -3.4


56.0% 55.4% 57.0%

65.2%59.9%

2010-11 2011-12 2012-13 2013-14 2014-15Grade 12

Attachment A



87.1%

80.3%

95.3%

97.0%

87.6%

92.5%

93.4%

91.3%

89.4%

85.6%

90.9%

87.8%

91.6%

91.2%

88.6%

89.5%

85.1%

87.5%

71.1%

92.3%

2013-14

81.5%

80.4%

94.4%

94.7%

86.3%

91.1%

93.1%

88.0%

90.5%

83.4%

78.5%

87.3%

90.5%

90.1%

82.1%

87.6%

82.6%

87.2%

73.8%

89.0%

2014-15

Table 34: Students attending school 90 percent or more of the days enrolled by elementary school Results represent the percentage of students who attended school 90 percent of the days enrolled.

Abbott Loop Elementary School

Airport Heights Elementary School

Alpenglow Elementary School

Aurora Elementary School

Baxter Elementary School

Bayshore Elementary School

Bear Valley Elementary School

Birchwood ABC Elementary School

Bowman Elementary School

Campbell Elementary School

Chester Valley Elementary School

Chinook Elementary School

Chugach Optional Elementary School

Chugiak Elementary School

College Gate Elementary School

Creekside Park Elementary School

Denali Montessori School

Eagle River Elementary School

Fairview Elementary School

Fire Lake Elementary School

Attachment A



86.6%

87.4%

89.3%

91.2%

92.1%

82.1%

88.3%

89.7%

86.1%

84.6%

81.0%

76.9%

96.3%

87.5%

81.7%

95.8%

84.5%

84.1%

92.1%

87.2%

2013-14

84.2%

85.5%

89.8%

88.1%

91.9%

84.6%

88.5%

89.2%

87.2%

87.9%

77.5%

75.5%

92.3%

82.8%

77.8%

93.3%

79.7%

90.6%

89.8%

86.9%

2014-15

Girdwood K-8 School

Gladys Wood Elementary School

Government Hill Elementary School

Homestead Elementary School

Huffman Elementary School

Inlet View Elementary School

Kasuun Elementary School

Kincaid Elementary School

Klatt Elementary School

Lake Hood Elementary School

Lake Otis Elementary School

Mountain View Elementary School

Mount Spurr Elementary School

Muldoon Elementary School

North Star Elementary School

Northern Lights ABC Elementary

School

Northwood ABC Elementary School

Nunaka Valley Elementary School

O’Malley Elementary School

Ocean View Elementary School

Attachment A



96.2%

84.4%

91.4%

95.8%

87.4%

83.2%

92.0%

89.4%

89.8%

80.3%

84.7%

93.9%

87.4%

85.1%

76.5%

95.1%

94.3%

82.7%

83.8%

79.0%

2013-14

94.4%

83.2%

90.5%

91.2%

89.2%

84.7%

92.1%

87.6%

86.4%

80.9%

81.2%

91.7%

81.5%

87.7%

78.7%

92.9%

97.0%

86.4%

81.6%

78.2%

2014-15

Orion Elementary School

Ptarmigan Elementary School

Rabbit Creek Elementary School

Ravenwood Elementary School

Rogers Park Elementary School

Russian Jack Elementary School

Sand Lake Elementary School

Scenic Park Elementary School

Spring Hill Elementary School

Susitna Elementary School

Taku Elementary School

Trailside Elementary School

Tudor Elementary School

Turnagain Elementary School

Tyson Elementary School

Ursa Major Elementary School

Ursa Minor Elementary School

Williwaw Elementary School

Willow Crest Elementary School

Wonder Park Elementary School

Attachment A



77.0%

75.2%

69.1%

82.9%

87.5%

74.3%

85.6%

81.9%

78.7%

78.2%

2014-15

Table 35: Students attending school 90 percent or more of the days enrolled by middle school Results represent the percentage of students who attended school 90 percent of the days enrolled.

78.7%

74.7%

72.4%

87.6%

91.1%

81.2%

86.5%

87.9%

81.3%

74.1%

2013-14


Central Middle School of Science

Clark Middle School



Hanshew Middle School

Mears Middle School


Romig Middle School


Attachment A



64.4%

74.4%

71.0%

85.3%

62.5%

69.8%

77.8%

63.6%

2014-15

Table 36: Students attending school 90 percent or more of the days enrolled by high school Results represent the percentage of students who attended school 90 percent of the days enrolled.

64.9%

79.1%

73.1%

87.0%

68.2%

74.7%

81.7%

65.6%

2013-14


Chugiak High School

Dimond High School


East High School

Service High School

South High School

West High School

Attachment A



81.9%

90.6%

93.4%

100.0%

100.0%

76.5%

89.7%

88.8%

2014-15

Table 37: Students attending school 90 percent or more of the days enrolled by charter school Results represent the percentage of students who attended school 90 percent of the days enrolled.

80.4%

93.3%

95.5%

99.7%

99.8%

80.7%

93.3%

93.3%

2013-14

ANCCS

Aquarian Charter School

Eagle Academy Charter School

Family Partnership

Charter School




School

Winterberry Charter School

Attachment A



75.0%

43.1%

29.6%

11.1%

87.5%

73.7%

91.5%

40.1%

82.2%

79.3%

2014-15

Table 38: Students attending school 90 percent or more of the days enrolled by alternative school Results represent the percentage of students who attended school 90 percent of the days enrolled.

74.4%

56.5%

30.4%

11.5%

88.4%

67.7%

89.6%

42.0%

84.4%

78.2%

2013-14

ASSDHH

AVAIL School


Crossroads School

McLaughlin School

New Path High

School

Polaris K-12 School

SAVE High School


Whaley Center

Attachment A



Goal 4: 100 percent of parents will recommend their school to others Measure A. Parent recommendation; measured by the School Climate and Connectedness Survey

The School Climate and Connectedness Survey provides the Anchorage School District (ASD) with information about perceptions and experiences related to school climate for use in setting goals and redirecting resources. The survey is administered in the spring of each year to students in grades 3-12, all school staff and parents/guardians of students in grades K-12. The survey was designed by the American Institutes for Research (AIR) in conjunction with the Alaska Association of School Boards (AASB).

Data included in this report represents student and staff safety as well as parent and student recommendation only. Full results can be accessed at the Assessment and Evaluation website.

Attachment A



Table 39: Parents who recommend their child’s school to others Results represent the percentage of parents who completed the Climate and Connectedness Survey and indicated that they “strongly agree” or “agree” on the following question: “I would recommend my child’s school to others”.

2011-12 2012-13 2013-14 2014-15 Response rate 19% 14% 30% 26%

88.4% 89.0% 88.1% 88.0%

2011-12 2012-13 2013-14 2014-15

Attachment A



89.7%

76.4%

92.6%

83.0%

95.1%

89.2%

92.8%

89.8%

76.3%

86.0%

84.6%

91.3%

84.1%

94.4%

95.5%

84.6%

85.1%

91.3%

96.2%

90.3%

2014-15

90.0%

86.8%

89.3%

63.8%

91.2%

86.2%

93.3%

90.8%

93.9%

90.8%

91.6%

84.5%

93.2%

87.5%

86.0%

98.6%

93.3%

84.7%

89.5%

2013-14

Table 40: Parents who recommend their child’s school to others by elementary school Results represent the percentage of parents who completed the Climate and Connectedness Survey and indicated that they “strongly agree” or “agree” on the following question: “I would recommend my child’s school to others”.

All Elementary Schools




















Not reportable

Attachment A



91.2%

91.3%

89.0%

96.5%

76.6%

92.3%

95.9%

91.4%

89.9%

90.7%

85.5%

91.0%

0.0%

95.3%

91.5%

92.6%

86.8%

86.1%

91.8%

66.7%

90.9%

2013-14

78.3%

90.2%

85.7%

95.5%

85.9%

89.0%

94.3%

89.6%

87.0%

85.7%

87.3%

89.9%

0.0%

0.0%

0.0%

91.1%

87.9%

89.8%

88.2%

92.4%

69.6%

94.7%

2014-15


Girdwood K-8 School











Mount Iliamna Elementary School










Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Attachment A



80.5%

88.7%

92.4%

90.6%

89.9%

92.4%

87.5%

97.4%

77.4%

94.8%

85.4%

95.5%

77.5%

84.3%

95.7%

81.6%

69.1%

95.2%

91.7%

93.6%

2013-14

96.8%

88.8%

93.0%

83.7%

85.6%

93.0%

95.4%

98.9%

76.8%

91.7%

0.0%

93.9%

0.0%

73.8%

95.3%

95.5%

86.7%

93.5%

94.7%

96.6%

2014-15





















Not reportable

Not reportable

Attachment A



88.4%

0.0%

88.5%

90.3%

93.8%

84.6%

87.3%

78.1%

80.4%

91.4%

90.9%

2014-15

Table 41: Parents who recommend their child’s school to others by middle school Results represent the percentage of parents who completed the Climate and Connectedness Survey and indicated that they “strongly agree” or “agree” on the following question: “I would recommend my child’s school to others”.

89.2%

89.3%

96.6%

88.3%

86.5%

86.4%

86.1%

90.6%

92.5%

88.0%

89.1%

2013-14

All Middle Schools



of Science

Clark Middle School



Hanshew Middle

School

Mears Middle School


Romig Middle School


Not reportable

Attachment A



79.4%

60.0%

73.6%

84.5%

83.9%

82.9%

78.9%

77.0%

71.9%

2014-15

Table 42: Parents who recommend their child’s school to others by high school Results represent the percentage of parents who completed the Climate and Connectedness Survey and indicated that they “strongly agree” or “agree” on the following question: “I would recommend my child’s school to others”.

79.3%

71.8%

76.2%

82.3%

85.1%

84.6%

73.0%

78.8%

74.7%

2013-14

All High Schools


Chugiak High School

Dimond High School


East High School

Service High School

South High School

West High School

Attachment A



90.7%

88.1%

96.0%

0.0%

0.0%

0.0%

91.7%

87.9%

90.2%

2014-15

Table 43: Parents who recommend their child’s school to others by charter school Results represent the percentage of parents who completed the Climate and Connectedness Survey and indicated that they “strongly agree” or “agree” on the following question: “I would recommend my child’s school to others”.

90.7%

95.3%

92.3%

0.0%

0.0%

0.0%

0.0%

89.8%

94.7%

2013-14

All Charter Schools

ANCCS

Aquarian Charter

School


Family Partnership

Charter School




School


Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Attachment A



84.8%

0.0%

0.0%

0.0%

88.9%

0.0%

0.0%

88.2%

0.0%

81.6%

0.0%

2014-15

Table 44: Parents who recommend their child’s school to others by alternative school Results represent the percentage of parents who completed the Climate and Connectedness Survey and indicated that they “strongly agree” or “agree” on the following question: “I would recommend my child’s school to others”.

Students at ASSDHH take the Climate and Connectedness Survey at their home school.

84.2%

0.0%

0.0%

0.0%

0.0%

0.0%

81.3%

0.0%

86.3%

0.0%

2013-14All Alternative

Schools

ASSDHH

AVAIL School


Crossroads School

McLaughlin School

New Path High School

Polaris K-12 School

SAVE High School


Whaley Center

N/A

Not reportable Not reportable Not reportable Not reportable Not reportable Not reportable

Not reportable

N/A

Not reportable Not reportable Not reportable Not reportable Not reportable

Not reportable

Attachment A



Goal 4: 90 percent of parents will recommend their child’s school to others Measure B. Student recommendation; measured by the School Climate and Connectedness Survey

The School Climate and Connectedness Survey provides the Anchorage School District (ASD) with information about perceptions and experiences related to school climate for use in setting goals and redirecting resources. The survey is administered in the spring of each year to students in grades 3-12, all school staff and parents/guardians of students in grades K-12. The survey was designed by the American Institutes for Research (AIR) in conjunction with the Alaska Association of School Boards (AASB).


Attachment A



Table 45: Students who recommend their school to others Grade 3-4 results represent the percentage of students who completed the Climate and Connectedness Survey and indicate “yes” on the question: “I think other students would like going to my school”. Grade 5-12 results represent the percentage of students who turned in the Climate and Connectedness Survey and indicate that they “strongly agree” or “agree” on the following question: “I would recommend my school to other students”.

2012-13 2013-14 2014-15 Response rate Grade 3-4

64% 70% 71%

Response rate Grade 5-12

55% 54% 58%

76.7% 78.2% 76.9%72.2% 71.6% 73.0%

2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Grades 3-4 Grades 5-12

Attachment A



Table 46: Students who recommend their school to others by each elementary school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Grade 3-4 results represent the percentage of students who turned in the Climate and Connectedness Survey and indicate “yes” on the question: “I think other students would like going to my school”. Grade 5-12 results represent the percentage of students who turned in the Climate and Connectedness Survey and indicate that they “strongly agree” or “agree” on the following question: “I would recommend my school to other students”.

School 2013-14 2014-15

Grades 3-4 Grades 5-12 Grades 3-4 Grades 5-12

All elementary schools 78.5% 75.4% 76.6% 77.0%

Abbott Loop Elementary School 69.0% 66.0% 80.4% NR

Airport Heights Elementary School 81.0% 83.8% 79.6% 79.6%

Alpenglow Elementary School 84.0% 70.5% 85.8% 83.0%

Aurora Elementary School NR NR 87.5% NR

Baxter Elementary School 68.0% 71.4% 82.4% 75.4%

Bayshore Elementary School 83.3% 60.0% 78.3% NR

Bear Valley Elementary School 79.4% 85.4% 72.1% 82.9%

Birchwood ABC Elementary School NR NR 64.6% NR

Bowman Elementary School 83.2% 80.5% 78.8% 73.4%

Campbell Elementary School 81.3% 64.7% 87.3% 66.7%

Chester Valley Elementary School 72.6% 78.6% 74.4% NR

Chinook Elementary School 66.0% 74.7% 68.9% 80.0%

Chugach Optional Elementary School NR NR NR NR

Chugiak Elementary School 72.2% 81.8% 86.4% 82.2%

College Gate Elementary School 77.8% 75.4% 81.3% 81.8%

Creekside Park Elementary School 77.8% 81.0% 81.9% 83.3%

Denali Montessori School NR 82.6% 84.1% 75.7%

Eagle River Elementary School 84.2% 75.4% 81.6% 85.2%

Fairview Elementary School 71.4% 66.1% 67.8% 63.5%

Fire Lake Elementary School NR NR 74.7% 81.8%

Girdwood K-8 School 81.0% 72.9% 66.7% 97.1%

Gladys Wood Elementary School 80.0% 78.5% 69.2% 62.8%

Government Hill Elementary School 93.8% 88.0% 84.4% 87.2%

Homestead Elementary School 62.0% 82.1% 66.7% 67.3%

Huffman Elementary School 85.2% 90.7% 82.6% 72.7%

Inlet View Elementary School 94.2% 84.0% NR NR

Kasuun Elementary School NR 59.2% 83.0% 83.3%

Kincaid Elementary School 87.8% 84.2% 83.2% 86.4%

Klatt Elementary School 83.2% 87.5% 80.0% 78.9%

Lake Hood Elementary School 72.4% 82.4% 85.5% 72.7%

Lake Otis Elementary School 82.8% 72.2% 84.5% 72.1%

Mount Iliamna Elementary NR NR NR NR

Attachment A



School 2013-14 2014-15


Mount Spurr Elementary School NR NR 72.2% 63.4%

Mountain View Elementary School 84.3% 75.6% 78.2% 85.7%

Muldoon Elementary School 77.2% 53.9% 73.4% 80.8%

North Star Elementary School 71.0% 73.8% 70.8% 71.3%

Northern Lights ABC School NR NR NR 89.0%

Northwood ABC Elementary School 83.6% 63.5% 70.0% 68.0%

Nunaka Valley Elementary School 74.2% 85.7% 74.5% 62.5%

Ocean View Elementary School 70.8% 80.4% 75.0% 78.6%

O'Malley Elementary School NR NR NR NR

Orion Elementary School 72.7% 70.9% 64.7% 85.4%

Ptarmigan Elementary School 76.7% 71.7% 70.4% NR

Rabbit Creek Elementary School 87.8% 86.0% 72.3% 72.8%

Ravenwood Elementary School 85.4% 82.7% 80.6% 84.9%

Rogers Park Elementary School NR 86.4% 72.0% 77.3%

Russian Jack Elementary School 89.8% 81.8% 72.0% 85.3%

Sand Lake Elementary School 82.2% 88.6% NR NR

Scenic Park Elementary School 81.5% 84.9% 82.5% 81.8%

Spring Hill Elementary School 76.7% 44.0% 77.2% 75.5%

Susitna Elementary School 70.7% 76.9% 79.5% 74.0%

Taku Elementary School 52.1% 65.6% 62.4% 69.4%

Trailside Elementary School 80.0% 80.0% 84.2% 81.5%

Tudor Elementary School NR NR 78.8% NR

Turnagain Elementary School 75.6% 74.1% 68.6% 78.0%

Tyson Elementary School 72.6% 80.0% 77.8% 59.4%

Ursa Major Elementary School 81.2% 75.4% NR NR

Ursa Minor Elementary School 85.5% 44.4% 82.4% 54.4%

Williwaw Elementary School 77.9% 81.3% 80.8% NR

Willow Crest Elementary School 76.7% 72.5% 83.1% 81.5%

Wonder Park Elementary School 78.2% NR 56.7% 91.7%

Attachment A



Table 47: Students who recommend their school to others by each middle school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Grade 3-4 results represent the percentage of students who turned in the Climate and Connectedness Survey and indicate “yes” on the question: “I think other students would like going to my school”. Grade 5-12 results represent the percentage of students who turned in the Climate and Connectedness Survey and indicate that they “strongly agree” or “agree” on the following question: “I would recommend my school to other students”.

School 2013-14 2014-15


All middle schools N/A 75.6% N/A 74.4%

Begich Middle School N/A 75.2% N/A 78.0%

Central Middle School Of Science N/A 72.0% N/A 66.0%

Clark Middle School N/A 86.9% N/A 79.9%

Goldenview Middle School N/A 68.8% N/A 75.0%

Gruening Middle School N/A NR N/A 62.2%

Hanshew Middle School N/A 72.4% N/A 70.4%

Mears Middle School N/A 75.5% N/A 75.3%

Mirror Lake Middle School N/A 75.7% N/A 75.8%

Romig Middle School N/A 82.3% N/A 78.8%

Wendler Middle School N/A 62.7% N/A 69.2%

Attachment A



Table 48: Students who recommend their school to others by each high school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Grade 3-4 results represent the percentage of students who turned in the Climate and Connectedness Survey and indicate “yes” on the question: “I think other students would like going to my school”. Grade 5-12 results represent the percentage of students who turned in the Climate and Connectedness Survey and indicate that they “strongly agree” or “agree” on the following question: “I would recommend my school to other students”.

School 2013-14 2014-15


All high schools N/A 66.9% N/A 69.9%

Bartlett High School N/A 52.5% N/A 59.9%

Chugiak High School N/A 69.1% N/A 68.9%

Dimond High School N/A 71.0% N/A 73.1%

Eagle River High School N/A 72.3% N/A 75.5%

East High School N/A 69.0% N/A 68.6%

Service High School N/A 64.8% N/A 61.4%

South High School N/A 68.1% N/A 70.9%

West High School N/A 68.5% N/A 81.6%

Attachment A



Table 49: Students who recommend their school to others by each charter school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Grade 3-4 results represent the percentage of students who turned in the Climate and Connectedness Survey and indicate “yes” on the question: “I think other students would like going to my school”. Grade 5-12 results represent the percentage of students who turned in the Climate and Connectedness Survey and indicate that they “strongly agree” or “agree” on the following question: “I would recommend my school to other students”.

School 2013-14 2014-15


All charter schools 84.3% 78.7% 82.5% 79.1%

Alaska Native Cultural Charter School 74.1% 77.8% 87.5% NR

Aquarian Charter School 83.8% 95.6% NR NR

Eagle Academy Charter School NR 87.5% 67.5% 69.0%

Family Partnership Charter School NR NR ** **

Frontier Charter School NR NR ** **

Highland Tech Charter School N/A NR N/A 73.1%

Rilke Schule Charter School 82.8% 70.0% 83.7% 81.3%

Winterberry Charter School 94.7% 69.8% 87.2% 87.3%

**Family Partnership and Frontier Charter Schools did not participate in the School Climate and Connectedness Survey for the 2014-15 survey administration.

Attachment A



Table 50: Students who recommend their school to others by each alternative school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Grade 3-4 results represent the percentage of students who turned in the Climate and Connectedness Survey and indicate “yes” on the question: “I think other students would like going to my school”. Grade 5-12 results represent the percentage of students who turned in the Climate and Connectedness Survey and indicate that they “strongly agree” or “agree” on the following question: “I would recommend my school to other students”.

School 2013-14 2014-15


All Alternative schools 79.1% 76.9% 75.5% 70.0%

Alaska State School for the Deaf & Hard of Hearing N/A N/A N/A N/A

AVAIL N/A NR N/A NR

Benson Secondary School/SEARCH N/A 64.3% N/A 82.6%

Crossroads School N/A NR N/A NR

McLaughlin School N/A NR N/A 25.0%

New Path High School N/A NR N/A NR

Polaris K-12 School 84.8% 79.3% 79.1% 82.2%

SAVE High School N/A NR N/A NR

Steller Secondary School N/A 87.1% N/A NR

Whaley School N/A NR NR NR

Attachment A



Goal 4: 90 percent of parents will recommend their child’s school to others Measure C. Customer Service; measured by the General Issues Telephone Survey

Percentage of Municipality of Anchorage residents (who were surveyed by telephone in April of 2015) and responded to the following questions: I am generally satisfied with the customer service at ASD schools. (Only asked to individuals who indicated they had visited an ASD school). I am generally satisfied with the customer service at the Anchorage School District Education Center. (Only asked to individuals who indicated they had visited the ASD Education Center).

.

Attachment A



Goal 4: 90 percent of parents will recommend their child’s school to others Measure C. Customer Satisfaction; as measured by the General Issues Telephone Survey

Percentage of Municipality of Anchorage residents (who were surveyed by telephone in April of 2015) and responded to the following questions: I am generally satisfied with the customer service at ASD schools. (Only asked to individuals who indicated they had visited an ASD school). I am generally satisfied with the customer service at the Anchorage School District Education Center. (Only asked to individuals who indicated they had visited the ASD Education Center).

Attachment A



Goal 5: 100 percent of students will feel safe at school Measure A. Student safety; measured by the School Climate and Connectedness Survey

The School Climate and Connectedness Survey provides ASD with information about perceptions and experiences related to school climate for use in setting goals and redirecting resources. The survey is administered in the spring of each year to students in grades 3-12, all school staff and parents/guardians of students in grades K-12. The survey was designed by the American Institutes for Research (AIR) in conjunction with the Alaska Association of School Boards (AASB).


Attachment A



Table 51: Students who feel safe at school Results represent the percentage of students who turned in the Climate and Connectedness Survey and indicated “yes” (grades 3-4) or “strongly agree/agree” (grades 5-12) on the following question: “I feel safe at my school”.

*Prior to 2012, the school safety question was not asked on the grade 3-4 survey.

2012-13 2013-14 2014-15 Response rate Grade 3-12

57% 54% 64%

70.3%

69.9%

71.0%

71.6%

71.7%

2010-11

2011-12*

2012-13

2013-14

2014-15

Attachment A



73.6%

66.4%

75.2%

79.5%

0.0%

71.6%

78.7%

79.0%

0.0%

75.4%

70.9%

63.8%

65.8%

0.0%

65.2%

80.3%

65.5%

68.7%

79.1%

71.2%

2013-14

70.7%

67.7%

75.0%

72.6%

75.5%

67.9%

75.6%

73.4%

0.0%

71.1%

63.6%

62.3%

66.7%

0.0%

70.8%

72.0%

70.1%

68.5%

73.9%

60.3%

2014-15

Table 52: Students who feel safe at school by elementary school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Results represent the percentage of students who turned in the Climate and Connectedness Survey and indicated “yes” (grades 3-4) or “strongly agree/agree” (grades 5-12) on the following question: “I feel safe at my school”.





















Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Attachment A



0.0%

87.9%

68.3%

82.3%

69.9%

77.4%

86.9%

0.0%

79.6%

80.5%

75.8%

80.7%

0.0%

81.5%

55.2%

69.0%

0.0%

68.5%

69.5%

67.3%

0.0%

2013-14

69.6%

74.1%

63.9%

83.1%

69.2%

69.4%

81.5%

86.6%

80.4%

79.7%

78.5%

76.3%

58.8%

69.9%

66.9%

59.2%

66.1%

78.1%

70.3%

60.0%

64.7%

0.0%

2014-15


Girdwood K-8 School





















Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Not reportable Not reportable

Attachment A



76.8%

76.5%

71.9%

77.8%

85.7%

83.0%

74.9%

74.9%

63.4%

58.1%

63.3%

82.5%

0.0%

71.3%

76.8%

65.7%

69.4%

72.1%

73.8%

77.0%

2013-14

68.3%

66.4%

71.8%

72.4%

75.7%

68.0%

0.0%

66.7%

66.9%

66.0%

61.8%

82.4%

73.6%

68.5%

72.9%

0.0%

67.2%

66.4%

71.8%

64.5%

2014-15





















Not reportable

Not reportable

Not reportable

Attachment A



76.3%

70.1%

70.6%

84.1%

80.7%

75.3%

72.1%

78.2%

75.6%

76.1%

73.9%

2014-15

Table 53: Students who feel safe at school by middle school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Results represent the percentage of students who turned in the Climate and Connectedness Survey and indicated “yes” (grades 3-4) or “strongly agree/agree” (grades 5-12) on the following question: “I feel safe at my school”.

76.3%

72.2%

78.1%

82.2%

73.6%

0.0%

72.6%

79.0%

77.8%

75.8%

74.9%

2013-14

All Middle Schools



of Science

Clark Middle School



Hanshew Middle

School

Mears Middle School


Romig Middle School


Not reportable

Attachment A



69.1%

59.1%

73.5%

68.4%

76.6%

66.0%

63.9%

77.6%

74.4%

2014-15

Table 54: Students who feel safe at school by high school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Results represent the percentage of students who turned in the Climate and Connectedness Survey and indicated “yes” (grades 3-4) or “strongly agree/agree” (grades 5-12) on the following question: “I feel safe at my school”.

65.3%

58.0%

73.2%

65.3%

70.8%

63.9%

68.7%

71.1%

58.5%

2013-14

All High Schools


Chugiak High School

Dimond High School


East High School

Service High School

South High School

West High School

Attachment A



78.0%

80.2%

0.0%

71.4%

0.0%

0.0%

79.8%

72.8%

84.8%

2014-15

Table 55: Students who feel safe at school by charter school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Results represent the percentage of students who turned in the Climate and Connectedness Survey and indicated “yes” (grades 3-4) or “strongly agree/agree” (grades 5-12) on the following question: “I feel safe at my school”.

**Family Partnership and Frontier Charter Schools did not participate in the School Climate and Connectedness Student Survey.

82.0%

82.4%

86.8%

81.8%

0.0%

0.0%

0.0%

75.5%

85.7%

2013-14

All Charter Schools

ANCCS

Aquarian Charter

School


Family Partnership

Charter School




School


Not reportable

Not reportable Not reportable

Not reportable

**

**

Attachment A



74.3%

0.0%

0.0%

70.3%

0.0%

66.1%

0.0%

83.5%

0.0%

0.0%

40.7%

2014-15

Table 56: Students who feel safe at school by alternative school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Results represent the percentage of students who turned in the Climate and Connectedness Survey and indicated “yes” (grades 3-4) or “strongly agree/agree” (grades 5-12) on the following question: “I feel safe at my school”.

Students at ASSDHH take the Climate and Connectedness survey at their home school.

76.9%

0.0%

0.0%

55.9%

0.0%

0.0%

0.0%

78.8%

0.0%

91.1%

0.0%


Schools

ASSDHH

AVAIL School


Crossroads School

McLaughlin School


Polaris K-12 School

SAVE High School


Whaley Center

N/A


Not reportable

N/A


Attachment A



Goal 5: 100 percent of students will feel safe at school Measure B. Staff safety; measured by the School Climate and Connectedness Survey

The School Climate and Connectedness Survey provides ASD with information about perceptions and experiences related to school climate for use in setting goals and redirecting resources. The survey is administered in the spring of each year to students in grades 3-12, all school staff and parents/guardians of students in grades K-12. The survey was designed by the American Institutes for Research (AIR) in conjunction with the Alaska Association of School Boards (AASB).

This report represents student and staff safety and parent and student recommendation data. Full results can be accessed at the Assessment and Evaluation website.

Attachment A



Table 57: Staff who feel safe at school Results represent the percentage of staff who turned in the Climate and Connectedness Survey and indicated “strongly agree/agree” on the following question: “I feel safe at my school”.

2010-11 2011-12 2012-13 2013-14 2014-15 Response rate 47% 49% 64% 63% 73%

91.6%

90.5%

86.5%

85.9%

86.1%

2010-11

2011-12

2012-13

2013-14

2014-15

Attachment A



86.9%

87.9%

0.0%

100.0%

0.0%

75.0%

91.3%

0.0%

0.0%

0.0%

81.1%

91.2%

90.6%

0.0%

0.0%

0.0%

100.0%

90.0%

86.7%

81.6%

2013-14

87.6%

62.1%

75.6%

85.4%

0.0%

79.5%

77.4%

96.4%

95.7%

93.8%

87.2%

100.0%

92.5%

93.8%

0.0%

86.5%

96.2%

88.6%

89.7%

64.4%

2014-15

Table 58: Staff who feel safe at school by elementary school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Results represent the percentage of staff who turned in the Climate and Connectedness Survey and indicated “strongly agree/agree” on the following question: “I feel safe at my school”.





















Not reportable

Not reportable

Not reportable

Not reportable

Not reportable Not reportable Not reportable


Attachment A



0.0%

0.0%

65.7%

93.6%

0.0%

87.1%

100.0%

0.0%

90.2%

89.3%

46.2%

86.2%

0.0%

0.0%

70.2%

80.7%

0.0%

65.9%

76.3%

100.0%

0.0%

2013-14

95.2%

0.0%

71.8%

95.5%

97.1%

97.2%

96.3%

90.0%

0.0%

94.4%

95.8%

87.9%

55.6%

71.9%

85.0%

81.8%

88.9%

100.0%

80.0%

90.3%

94.7%

0.0%

2014-15


Girdwood K-8 School





















Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Attachment A



0.0%

97.0%

87.5%

89.3%

72.2%

86.1%

83.8%

94.3%

97.1%

95.5%

84.6%

91.4%

0.0%

92.9%

0.0%

0.0%

88.0%

95.2%

83.7%

96.2%

2013-14

76.9%

95.0%

0.0%

95.6%

64.6%

90.2%

89.7%

100.0%

89.5%

95.5%

80.5%

89.3%

88.0%

92.3%

83.3%

79.5%

75.0%

93.6%

81.4%

88.2%

2014-15





















Not reportable

Not reportable

Not reportable

Not reportable

Not reportable

Attachment A



88.0%

67.6%

100.0%

76.1%

96.2%

97.4%

94.9%

81.5%

92.3%

91.5%

83.3%

2014-15

Table 59: Staff who feel safe at school by middle school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Results represent the percentage of staff who turned in the Climate and Connectedness Survey and indicated “strongly agree/agree” on the following question: “I feel safe at my school”.

85.5%

84.0%

96.7%

76.8%

94.4%

90.0%

93.9%

81.3%

87.9%

84.6%

78.7%

2013-14

All Middle Schools



of Science

Clark Middle School



Hanshew Middle

School

Mears Middle School


Romig Middle School


Attachment A



81.9%

77.6%

84.6%

83.1%

92.6%

88.6%

79.5%

88.9%

64.1%

2014-15

Table 60: Staff who feel safe at school by high school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Results represent the percentage of staff who turned in the Climate and Connectedness Survey and indicated “strongly agree/agree” on the following question: “I feel safe at my school”.

83.0%

85.3%

84.2%

84.8%

93.2%

90.6%

73.6%

0.0%

64.8%

2013-14

All High Schools


Chugiak High School

Dimond High School


East High School

Service High School

South High School

West High School

Not reportable

Attachment A



89.6%

76.2%

0.0%

81.3%

0.0%

0.0%

100.0%

88.9%

0.0%

2014-15

Table 61: Staff who feel safe at school by charter school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Results represent the percentage of staff who turned in the Climate and Connectedness Survey and indicated “strongly agree/agree” on the following question: “I feel safe at my school”.

**Family Partnership and Frontier Charter Schools did not participate in the School Climate and Connectedness Student Survey.

92.7%

90.9%

0.0%

0.0%

0.0%

0.0%

0.0%

90.9%

90.0%

2013-14

All Charter Schools

ANCCS

Aquarian Charter

School


Family Partnership

Charter School




School



Not reportable

Not reportable

Not reportable

Not reportable

**

**

Attachment A



72.4%

0.0%

0.0%

85.0%

100.0%

69.2%

100.0%

94.4%

83.3%

93.3%

50.0%

2014-15

Table 62: Staff who feel safe at school by alternative school Note: Schools that are not reportable did not have enough total responses to provide a strong sample. Results represent the percentage of staff who turned in the Climate and Connectedness Survey and indicated “strongly agree/agree” on the following question: “I feel safe at my school”.

Students at ASSDHH take the Climate and Connectedness survey at their home school.

81.3%

0.0%

0.0%

100.0%

0.0%

0.0%

90.9%

0.0%

81.0%

79.2%


Schools

ASSDHH

AVAIL School


Crossroads School

McLaughlin School


Polaris K-12 School

SAVE High School


Whaley School

N/A


N/A

Not reportable

Attachment A



Goal 6: Operational Efficiency Measure A. Facility condition; measured by the Facility Condition Index

The Facility Conditions Index data can be found at: www.asdk12.org/facilities/fcar/

Attachment A



Goal 6: Operational Efficiency Measure B. District Operations Performance; measured by the Council of Great City School’s (CGCS) Power Indicators/Key Performance Indicators

The Council of Great City Schools has identified specific power indicators under the four areas defined as operational efficiency measures by the CGCS: Food Services, Maintenance and Operations, Safety and Security, and Transportation. These power indicators were determined by an advisory committee referred to as the KPI technical team, composed of directors and chief officers from the various school districts in the Council. Almost all cost measures are adjusted by a Cost of Living Index in order to make the district's data more comparable to the benchmarks. Data based on KPI Indicator Report.

Attachment A



Table 63: Council of Great City Schools Power Indicators/Key performance indicators

Key Equal to mediumPositive No positive or negative directionNegative

Food ServicesBreakfast Participation Rate - Elementary 42.3% Breakfast Participation Rate - Secondary 20.3%

Cost Per Meal $3.31Food Cost Per Meal $1.56

Fund Balance as Percent of Revenue 14.6%Lunch Participation Rate - Elementary 72.0%Lunch Participation Rate - Secondary 45.9%

Supper Participation Rate 1.6%Total Costs as Percent of Revenue 98%

Maintenance and OperationsCustodial Work - Cost Per 1,000 Square Feet $1,701.00

Custodial Workload (Square Feet) 25,955Routine Maintenance - Cost Per 1,000 Square Foot $1,154.00

Work Order Completion Time (Days) 9.0Major Maintenance - Cost Per Student $83.00

Renovations - Cost Per Student $169.00

Safety and SecurityIncidents - Assault/Battery Incidents Per 1,000 Students 4.4

Incidents - People Incidents Per 1,000 Students 23.3Training Hours Per Safety/Security Personnel 25.9

S&S Expenditures Percent of District Budget 0.7%S&S Expenditures per 1,000 students $68

S&S Staff Per 1,000 Students 1.32

TransportationBus Fleet - Average Age of Fleet 9.0

Cost Per Mile Operated $5.31Cost Per Rider $1,057.00

On-Time Performance 99.7%

21.7%

110.0%

26.1%45.8%

9.5%$1.74

$508

$4.35

2.0%

7.0%

$60

$1,817.0030,331

$1,379.0023

1.6

11.9

2.4

6.31.00%$113

$5.76$705.00

99.9%

Attachment A



Membership The student population of the Anchorage School District reflects the changing demographics of the Anchorage community.

Table 64: Ten-year membership trend

Table 65: Ten-year comparison of non-minority and minority membership

49,714 49,230 48,858 48,837 49,592 49,206 48,816 48,863 48,213 48,154

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

54.9

%

53.7

%

49.9

%

49.2

%

48.1

%

47.3

%

46.2

%

45.2

%

44.3

%

43.4

%

45.1

%

46.3

%

50.1

%

50.8

%

51.9

%

52.8

%

53.8

%

54.8

%

55.8

%

56.6

%

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

Non-Minority Minority

Attachment A



Table 66: 2014-15 Anchorage School District membership by race/ethnicity

Table 67: Ten-year membership trend by subgroup

AF AM AKNA/AI Asian NH/OPI Caucasian Hispanic 2 or More EDS SWD LEP

2014-15* Number 2,795 4,224 5,210 2,525 20,886 5,440 7,074 19,011 6,779 5,892

Percent 5.8% 8.8% 10.8% 5.2% 43.4% 11.3% 14.7% 39.5% 14.1% 12.2%

2013-14 Number 2,948 4,127 5,178 2,392 21,333 5,443 6,792 21,708 6,838 5,794

Percent 6.11% 8.56% 10.74% 4.96% 44.25% 11.29% 14.09% 45.03% 14.18% 12.02%

2012-13 Number 3,080 4,202 5,251 2,307 22,069 5,315 6,639 23,463 6,934 5,654

Percent 6.30% 8.60% 10.75% 4.72% 45.17% 10.88% 13.59% 48.02% 14.19% 11.57%

2011-12 Number 3,068 4,264 5,185 2,138 22,573 5,144 6,444 22,254 6,888 5,203

Percent 6.28% 8.73% 10.62% 4.38% 46.24% 10.54% 13.20% 45.58% 14.11% 10.66%

2010-11 Number 3,183 4,332 5,128 2,052 23,250 5,030 6,231 21,778 6,975 5,351

Percent 6.47% 8.80% 10.42% 4.17% 47.25% 10.22% 12.66% 44.26% 14.18% 10.87%

2009-10 Number 3,101 4,480 5,065 1,957 23,846 4,886 6,257 20,794 6,948 5,400

Percent 6.25% 9.03% 10.21% 3.95% 48.08% 9.85% 12.62% 41.93% 14.01% 10.89%

2008-09 Number 2,952 4,247 4,513 1,782 24,041 4,959 6,343 17,377 6,833 5,087

Percent 6.04% 8.70% 9.24% 3.65% 49.23% 10.15% 12.99% 35.58% 13.99% 10.42%

2007-08 Number 3,020 4,338 4,277 1,634 24,362 5,002 6,225 17,717 6,684 5,241

Percent 6.18% 8.88% 8.75% 3.34% 49.86% 10.24% 12.74% 36.26% 13.68% 10.73%

2006-07* Number 3,703 6,627 5,484 N/A 26,428 3,099 3,889 18,352 N/A N/A

Percent 7.52% 13.46% 11.14% N/A 53.68% 6.29% 7.90% 37.28% N/A N/A

2005-06 Number 3,831 6,551 5,505 N/A 27,295 3,184 3,348 16,769 N/A N/A

Percent 7.71% 13.18% 11.07% N/A 54.90% 6.40% 6.73% 33.73% N/A N/A

Source: Fall OASIS *Prior to 2007 there was a pre-identification process for race/ethnicity. In 2015 the calculation in determining EDS was changed by the State of Alaska.

5.8%

8.8%

10.8%

5.2%

43.4%

11.3%

14.7%

African American

Alaska Native/American Indian

Asian

Native Hawaiian/Other PacificIslanderCaucasian

Hispanic

2 or more

Attachment A



Glossary Legend

AFAM African American/Black AKNA/AI Alaska Native/American Indian

Asian Asian NH/OPI Native Hawaiian/Other Pacific Islander

Caucasian Caucasian Hispanic Hispanic 2 or More 2 or more races

EDS Economically Disadvantaged Students Non-EDS Non-Economically Disadvantaged Students

SWD Students with Disabilities Not SWD Students without Disabilities

LEP Limited English Proficient Not LEP Not Limited English Proficient Migrant Migrant

Non-Migrant Non-Migrant Female Female

Male Male N/A No data available NR Not reportable

General Fall Online Alaska School Information System (Fall OASIS) – the foundation average daily membership based on the twenty day count period ending the fourth Friday in October. Fall OASIS is required by the Alaska Department of Education and Early Development and is a major component in state funding. Limited English Proficient (LEP) - any student whose primary language is not English and who has at some point scored below the overall proficiency level on the English Language Proficiency Assessment. Migrant – the migrant program is a federally funded program that serves students whose families travel outside the Anchorage School District boundaries to engage in seasonal fishing or agricultural activities. www.asdk12.org/depts/migrant_ed Subgroup - groups of students based on race and ethnicity, gender, economically disadvantaged, limited English proficiency and students with disabilities. Summer Online Alaska School Information System (Summer OASIS) – data based on student enrollment for the entire school year, July 1 to June 30. Summer OASIS is required by the Alaska Department of Education and Early Development and is a major component in the calculation of graduation and dropout rates.

Attachment A



Goal 1a - Proficiency Alaska Measures of Progress (AMP) – The Alaska Measures of Progress (AMP) assessment measures the extent to which students are meeting the Alaska English Language Arts and Mathematics standards. These standards were adopted in 2012. The AMP assessment is administered in the spring of each year to all students in grades 3-10. AMP was administered for the first time in 2015. The Alaska Department of Education and Early Development is in the process of determining cut scores for proficiency on the AMP assessment. More information will be provided in the fall of 2015. Proficient - the ability to perform at or above grade level expectation. A proficient score on the SBA is 300 or higher. Standards Based Assessment (SBA) – standardized tests used to determine the extent to which students are meeting statewide performance standards. Science SBAs are administered to students in grades 4, 8 and 10. Goal 1b – Achievement gap Achievement Gap - the difference between the academic achievements of two groups of students, for example: comparing the academic achievement of African American students to the academic achievement of Caucasian students. Economically Disadvantaged Students (EDS) –

Eligibility: All migrant students. All Child in Transition/Homeless (CIT/H) students. All students enrolled at McLaughlin and New Path. Students eligible for the National School Lunch Program (NSLP) through direct certification and/or free

and reduced application and their household siblings. Students who are identified as “below qualifying income” through the Income Declaration form (IDF)

and their household siblings. If multiple forms with conflicting income information are collected, EDS status for all household siblings is determined by the IDF collected for the oldest child in the household. IDF is recorded in Zangle as “Authorization/Prohibition” with status of “Above/Below/N/A.”

Goal 2a – Graduation rate Cohort - a group of students with something in common, for example: students with the same expected graduation year, same grade level, etc. A cohort can be a group of students tracked over time (sequential cohort) or a group of students identified by a specific point in time. Graduate – Prior to 2015 a high school graduate was considered any student who met the credit requirements and successfully passed all three sections of the Alaska High School Graduation Qualifying Exam (HSGQE). After the passage of HB 278 – Alaska’s Education Opportunity Act, which repealed the HSGQE requirement, high school graduates are considered any student who meets the credit requirements and takes one of three approved college and career readiness assessments. Graduation Rate - the percentage of students who graduate high school. Graduation rate is calculated two ways: four-year cohort and five-year cohort.

Attachment A



Four-year Cohort:

Five-year Cohort:

Goal 2b – Dropout Rate Dropout - students in grades 7-12 who were enrolled at some time during the school year but ended that enrollment due to various reasons. This does not include students who:

received a diploma from an approved state or district alternate education program transferred to another public school district transferred to a private school transferred to a state or district alternate education program temporarily absent due to suspension were absent due to illness or medical condition died

Dropout Rate – the percentage of students, grades 7-12, who drop out of school before completion. Annual dropout rate is calculated by taking the number of dropouts in the current school year and dividing by the number of students enrolled in grades 7-12 on October 1 of the current school year.

= Graduation rate (Four-year cohort)

= Graduation rate (Five-year cohort)

Attachment A



Goal 3a – Attendance Attendance by 90 percent or more – the percentage of students who attended school 90 percent or more of the time they were enrolled. Students considered present include only those who are physically present at the school or who are engaged in school related activities off campus (example: field trip).

Goal 4a – Parent recommendation Parent recommendation - results represent the percentage of parents who turned in the Climate and Connectedness Survey and indicated they “strongly agree” or “agree” on the following question: “I would recommend my child’s school to others.”

Goal 4b – Student recommendation Student recommendation - Grade 3-4 student results represent the percentage of students who turned in the Climate and Connectedness Survey and indicated “yes” on the following question: “I think other students would like going to my school.” Grade 5-12 student results represent the percentage of students who turned in the Climate and Connectedness Survey and indicated, “strongly agree” or “agree” on the following question: “I would recommend my school to other students”.

Goal 5a – Student Safety Student safety: Results represent the percentage of students who turned in the Climate and Connectedness Survey and indicated “yes” (grade 3-4) or “strongly agree/agree” (grade 5-12) on the following question: “I feel safe at my school”.

Goal 5b – Staff Safety Staff safety: results represent the percentage of staff who turned in the Climate and Connectedness Survey and indicated “strongly agree” or “agree” on the following question: “I feel safe at my school”.

Attachment A



Goal 6a – Facility Condition Facility Condition Index: A percentage index derived from dividing the cost to correct building component/system needs by the facilities replacement costs.

Goal 6b – District Operations Performance The Council of Great City Schools has identified specific power indicators under the four areas defined as operational efficiency measures by the CGCS : Food Services, Maintenance and Operations, Safety and Security, and Transportation. These power indicators were determined by an advisory committee referred to as the KPI technical team, composed of directors and chief officers from the various school districts in the Council. Almost all cost measures are adjusted by a Cost of Living Index in order to make the district's data more comparable to the benchmarks. Data based on KPI Indicator Report on 2014-07-10.

Attachment A

DESTINATION 2020: District ProfileFINDINGS REPORT

Anchorage School DistrictAssessment and Evaluation

December 2015

Attachment B

Destination 2020 District Profile: Findings Report 2014-15

Table of Contents

Summary of Findings 2

District Demographics 2Graduation 2Dropout 3Attendance 3Recommendation 3Safety 3

Introduction 4

Purpose 4

Goal 1: Measures A, B and C 5

Increase Proficiency 5Achievement gap with economically disadvantaged students 5Annual growth 5

Goal 2: Measure A; 90 percent of students will graduate high school 5

Four-year graduation rate 5Five-year graduation rate 8Graduation rate for comprehensive high schools 10

Goal 2: Measure B; Dropout rate as measured by state calculations 11

Dropout by race/ethnicity and other student groups 11Dropout by grade levels 12

Goal 3: Measure A; Every student will attend school at least 90 percent of the time 12

Attendance by race/ethnicity and other student groups 12Attendance by grade levels 13

Goal 4: 100 percent of parents will recommend their school to others 14

Parent and student recommendations 14

Goal 5: 100 percent of students will feel safe at school 14

Student and staff safety 14

Crosswalk multiple data points 15

Academic narrative 18

1

Attachment B

Summary of Findings

District Demographics

• The Anchorage School District’s 2014-15 student population was 48,154 compared to the 2005-06 student

population of 49,714. This represents a reduction in student population of 1,560 students or 3.1 percent.

• The ten-year trend membership has shifted from 54.9 percent Caucasian in 2005-06 to 43.4 percent in 2014-

15, a change of 11.5 percentage points. The greatest increase in membership was experienced by students

identifying as 2 or more races increased from 6.73 percent to 14.7 percent. The greatest decrease in

membership was Alaska Native and American Indian (AKNA/AI) which went from 13.2 percent in 2005-06 to 8.8

percent in 2014-15.

Graduation

• The four-year graduation rate was the highest in five years at 80.2 percent, 8.1 percentage points higher than in

2010-11 and 6.7 percentage points higher than 2013-14. When considering the one-year increase between

2013-14 and 2014-15, Native Hawaiian and Other Pacific Islanders (NH/OPI), Student with Disabilities (SWD)

and Limited English Proficient (LEP) student groups experienced the greatest gains.

• The five-year graduation rate was also the highest in five years at 81.7 percent showing a slow and steady

increase of 6.2 percentage points from 2010-11. When considering the one-year increase between 2013-14

and 2014-15, African American (AF/AM) and the Migrant and Limited English Proficient (LEP) student groups

experienced the greatest gains.

• All comprehensive high schools increased their four-year graduation rate from 2013-14 to 2014-15 with Bartlett

High School and West High School gaining 14.9 percentage points and 10.1 percentage points respectively.

2


Attachment B

Summary of Findings

Dropout

• The dropout rate was the lowest in the five-year trend at 3.1 percent.

• From 2013-14 to 2014-15, Economically Disadvantaged Students (EDS), Students with Disabilities (SWD)

and 2 or more races showed decreases in the dropout rate of 1.3 percentage points, 1.0 percentage points

and 1.0 percentage points respectively.

• From 2013-14 to 2014-15, African American (AFAM), Hispanic and Migrant students showed increases in the

dropout rate of 0.1 percentage points, 0.2 percentage points and 0.4 percentage points. Regardless of these

small increases, the five-year trend is positive.

• Even though Alaska Native/American Indian (AKNA/AI) students showed a decrease in dropout rate, they are

still 2.6 times more likely to drop out than non-Alaska Native/American Indian (AKNA/AI) students.

Attendance

• Four-year trend data indicates a district-wide increase in attendance of 6.2 percentage points; however, the

one-year change from 2013-14 to 2014-15 indicates a district-wide decrease in attendance of 1.9 percentage

points.

• All grade levels experienced a decline in attendance with grade 12 having the most sizable decrease in

attendance of 5.3 percentage points while at the same time experiencing a five-year high in the graduation

rate of 80.2 percent.

Recommendation

• A large percentage of Anchorage School District parents and students continue to recommend their child’s

school at 88.0 percent for parents, 76.9 percent for students in grades 3-4 and 73.0 percent for students in

grades 5-12.

Safety

• The percent of students and staff feeling safe in the school environment was maintained with 71.7 percent

and 86.1 percent respectively.

3


Attachment B


Introduction

Each year, Assessment and Evaluation develops the Destination 2020 Profile of Performance Report—a district report card—and a summary, Destination 2020 District Profile: Findings Report. The Profile of Performance mirrors the Destination 2020 Goals and Measures and dives deeper into trend, grade-level and subgroup data. The assessment data is used to gain insight and understanding into shifts in student demographics, academic proficiency and growth, graduation, dropout and attendance rates. Parent recommendations of their child’s school and safety are also reported.

The Findings Report is an analysis of the Profile of Performance data and consists of the significant findings. The first step is to consider district trend data. The next step in the analysis process is to “crosswalk” grade-level and subgroup data. Using this process, new findings begin to come into focus and are used to inform school-based decisions.

The 2014-15 Destination 2020 Profile of Performance Report and the Findings Report do not include data for Goal 1: Measure A; Increase proficiency, Measure B; Achievement gap with economically disadvantaged students, or Measure C; Annual growth. These data points are based on the Alaska Measures of Progress (AMP), the newly developed statewide assessment under the management of the Alaska Department of Education and Early Development (DEED).

The reports will be updated to include measures A and B. Annual growth cannot be determined for the 2013-14 academic year as it requires two consecutive years of assessment before growth can be measured.

When reporting the AMP data, we expect test scores to look different than in previous years. We have new standards and a new assessment, which leads us to a new baseline year. With continued collaboration and communications with all shareholders, ASD is committed to working with DEED to successfully disseminate scores and provide meaningful interpretation of data.

The Profile of Performance Report and complementary Findings Report are two tools used to help understand the overall district performance and student achievement within the Anchorage School District.

Purpose

The purpose of the Destination 2020 District Profile Findings report is to highlight significant changes in data that describe the student experience. The data is used to gain insight and understanding of findings, identify district strengths and weaknesses and guide data informed decisions to increase student achievement.

4

Attachment B

Goal 1: Increase Proficiency

Goal 1 Measure A; Increase proficiency The Alaska Measures of Progress (AMP) is a state assessment. It is administered in accordance with state guidelines and timelines. The preliminary state, district, school and grade-level score reports were posted on the Alaska Department of Education and Early Development (DEED) website on November 9, 2015, with additional data sources being provided in December.

After an analysis of AMP data, Anchorage School District will make our findings public. This work will happen over the next few months.

Goal 1 Measure B; Achievement gap with economically disadvantaged studentsFor the same reasons described in Goal 1, Measure A, data analysis of the achievement gap with economically disadvantaged students will be available at a later date.

Goal 1 Measure C; Annual GrowthGrowth data, based on the AMP data, will not be available until the second administration of the assessment in the spring of 2015-16.

Goal 2: 90 percent of students will graduate high school

High school graduation is calculated for the four-year cohort group of students who entered grade 9 in 2011 and for the five-year cohort group of students who entered grade 9 in 2010. This section of the Findings Report describes two-year trends in data and five-year trends in data as well as the graduation rates for the comprehensive high schools.

Four-year cohort graduation rates

In 2014-15, the Anchorage School District had its highest four-year graduation rate at 80.2 percent, 8.1 percentage points higher than in 2010-11 and 6.7 percentage points higher than 2013-14, as illustrated in Figure 1.


72.1% 72.8% 76.2% 73.5%80.2%

2010-11 2011-12 2012-13 2013-14 2014-15

Figure 1. Four-year cohort graduation rate.

5

Attachment B

Two-year trend data

When considering one-year increases in graduation rates, the Native Hawaiian and Other Pacific Islanders (NH/OPI) students experienced the largest growth at 25.5 percentage points followed by African American (AFAM) students who grew 9.4 percentage points. Hispanic students experienced the smallest increase in graduation rates at 3.4 percentage points.

Alaska Native/American Indian (AKNA/AI) students experienced the lowest graduation rates of all ethnicity groups as illustrated in Figure 2.

Other subgroups also experienced significant improvement in the one-year increase to graduation rates. Students with Disabilities (SWD) and Limited English Proficiency (LEP) grew by 17.2 percentage points and 26.6 percentage points respectively. Migrant students had the smallest increase in graduation rates at 5.6 percentage points as illustrated in Figure 3.


Figure 2. One-year increase in the four-year cohort graduation rate by race/ethnicity.

65.6%

47.3%

77.9%

55.5%

81.7%71.5% 68.1%

75.0%

53.0%

84.5% 81.0%86.5%

74.9% 74.9%

AF AM AKNA/AI Asian NH/OPI Caucasian Hispanic 2 or more

2013-14 2014-15

Figure 3. One-year increase in the four-year cohort graduation rate by other student groups.

59.9%

41.7%34.2%

64.2%

77.7%69.5%65.8%

58.9% 60.8%69.8%

83.9%76.6%

EDS SWD LEP Migrant Female Male

2013-14 2014-15

6

Attachment B

Five-year trend data

The largest five-year increase in graduation rates, from 2010-11 to 2014-15, for the four-year cohort group was experienced by the Native Hawaiian and Other Pacific Islanders (NH/OPI) at 24.3 percentage points, followed by Hispanic students, who also experienced considerable growth at 13.6 percentage points.

All ethnicity subgroups experienced a five-year high with the exception of Alaska Native /American Indian (AKNA/AI) students, whose 2014-15 graduation rate of 53.0 percent was slightly less than their five-year high of 53.8 percent in 2012-13, as illustrated in Figure 4.

Other four-year cohort subgroups also experienced a significant increase from 2010-11 to 2014-15. Students with Disabilities (SWD) and Limited English Proficiency (LEP) grew by 19.4 percentage points and 11.9 percentage points respectively, as illustrated in Figure 5.


Figure 4. Five-year trend in the four-year cohort graduation rate by race/ethnicity.

66.8

%

50.9

%

78.3

%

56.7

%

78.8

%

61.3

%

65.3

%

62.5

%

42.4

%

79.9

%

61.5

% 79.2

%

71.0

%

68.7

%

63.6

%

53.8

%

82.2

%

63.5

% 83.6

%

73.4

%

68.0

%

65.6

%

47.3

%

77.9

%

55.5

%

81.7

%

71.5

%

68.1

%

75.0

%

53.0

%

84.5

%

81.0

%

86.5

%

74.9

%

74.9

%


2010-11 2011-12 2012-13 2013-14 2014-15

Figure 5. Five-year trend in the four-year cohort graduation rate by other student groups.

61.6

%

39.5

%

48.9

% 65.6

% 78.3

%

66.6

%

57.4

%

42.4

%

51.4

% 61.5

% 77.6

%

68.4

%

62.1

%

44.0

%

45.3

% 56.5

%

79.6

%

73.2

%

59.9

%

41.7

%

34.2

%

64.2

% 77.7

%

69.5

%

65.8

%

58.9

%

60.8

%

69.8

% 83.9

%

76.6

%


2010-11 2011-12 2012-13 2013-14 2014-15

7

Attachment B

Five-year cohort graduation rates

This section highlights trends experienced in the five-year cohort group of students who entered grade 9 in 2010. This section considers the two-year trends in data as well as the five-year trends in data for this group of graduates. The five-year graduation rate increased from 75.5 percent to 81.7 percent.

Two-year trend data

Some ethnicity subgroups saw improved graduation rates from 2013-14 to 2014-15. This may be in part due to the repeal of the HSGQE on July 1, 2014. Most notably is the African American (AFAM) subgroup which rose 5.4 percentage points to 75.3 percent. The Native Hawaiian and Other Pacific Islanders (NH/OPI) and Caucasian subgroups saw a decrease of 3.0 percentage points and 0.8 percentage points respectively. All other ethnicity subgroups saw slight increases, as illustrated in Figure 6.

All other subgroups, except for male students, saw a one-year increase in the five-year cohort group. The male subgroup saw a decrease of 0.5 percentage points. This is in contrast to the 1.4 percentage point increase that the female subgroup experienced. Migrant students achieved the most growth with an increase of 10.7 percentage points.


Figure 6. One-year changes in the five-year cohort graduation rate by race/ethnicity.

by 9

0%

69.9%61.4%

86.0%

69.9%

87.3%77.8% 74.7%75.3%

64.5%

86.2%

66.9%

86.5% 82.4% 77.6%


2013-14 2014-15

Figure 7. One-year changes in the five-year cohort graduation rate by other student groups.

71.0%

52.0% 52.6%

68.4%

84.1%78.3%74.3%

55.2% 58.7%

79.1%85.5%

77.8%


2013-14 2014-15

8

Attachment B

Five-year trend data

In 2014-15, the Anchorage School District increased the five-year graduation rate to 81.7 percent, 6.2 percentage points higher than 2010-11 and 0.7 percentage points higher than 2013-14.

All ethnicities have seen an increase in five-year graduation rates except for Native Hawaiian and Other Pacific Islanders (NH/OPI), which remain static. African American (AF AM) and Alaska Native/American Indian (AKNA/AI) have seen significant increases in growth of 15.4 percentage points and 14.3 percentage points respectively.

African American (AF AM) students demonstrated the greatest increase in graduation at 15.4 percent followed by the Alaskan Native / American Indian (AKNA/AI) students at 14.3 percent increase, as illustrated in Figure 8.

Increases in graduation rates are seen across all other subgroups with the exception of Economically Disadvantaged Students (EDS). The greatest increase in the percentage of students graduating was with Limited English Proficient (LEP) students, who experienced an increase of 7.4 percentage points, as illustrated in Figure 9.


Figure 8. Five-year increases in the five-year cohort graduation rate by race/ethnicity.

59.9

%

50.2

%

81.3

%

66.9

% 81.6

%

70.1

%

72.7

%

73.3

%

61.0

%

82.3

%

65.0

% 82.8

%

68.1

%

72.5

%

69.7

%

55.1

%

85.1

%

68.2

% 85.6

%

76.5

%

75.8

%

69.9

%

61.4

%

86.0

%

69.9

% 87.3

%

77.8

%

74.7

%

75.3

%

64.5

%

86.2

%

66.9

% 86.5

%

82.4

%

77.6

%


2010-11 2011-12 2012-13 2013-14 2014-15

Figure 9. Five-year changes in the five-year cohort graduation rate by other student groups.

78.1

%

52.4

%

51.3

%

75.5

%

79.6

%

71.6

%

66.3

%

48.8

%

56.9

%

78.2

%

82.5

%

72.9

%

68.0

%

50.4

%

57.4

% 70.8

% 83.5

%

76.0

%

71.0

%

52.0

%

52.6

% 68.4

% 84.1

%

78.3

%

74.3

%

55.2

%

58.7

%

79.1

%

85.5

%

77.8

%


2010-11 2011-12 2012-13 2013-14 2014-15

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When considering the five-year cohort, five of the comprehensive high schools experienced an increase in their graduation rates. Only three schools, Dimond High School, Eagle River High School and Service High School decreased in their five-year graduation rate, as illustrated in Figure 11.

Figure 10. Increases in four-year graduation rate at each comprehensive high school.

Graduation rate for comprehensive high schools

Across the district, all comprehensive high schools increased their four-year graduation rate from 2013-14. Bartlett High School and West High School had the most growth at 14.9 percentage points and 10.1 percentage points respectively.

Three comprehensive high schools—Chugiak High School, Eagle River High School and South High School—have met the 90 percent graduation target. Four high schools—Bartlett High School, Dimond High School, Service High School and West High School—are within 5 percentage points of meeting the 90 percent target. East High School experienced 5 percentage points in growth and is within 8.6 percentage points of meeting the target as illustrated in Figure 10.

70.8%

90.8% 87.0% 88.3%76.4%

83.1%91.8%

76.0%85.7% 91.2% 89.7% 95.0%

81.4%88.4%

95.5%86.1%

Bartlett HighSchool

ChugiakHigh School

Dimond HighSchool

Eagle RiverHigh School

East HighSchool

Service HighSchool

South HighSchool

West HighSchool

2013-14 2014-15

Figure 11. Changes in five-year graduation rate at each comprehensive high school.

77.8%90.2% 93.1% 94.1%

79.7%91.5% 94.2%

84.1%80.7%

94.0% 93.0% 91.4%84.5% 89.7%

95.7%87.1%

Bartlett HighSchool

ChugiakHigh School

Dimond HighSchool

Eagle RiverHigh School

East HighSchool

Service HighSchool

South HighSchool

West HighSchool

2013-14 2014-15

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Goal 2: Measure B; Dropout rate

Dropout by race/ethnicity and other student groups

The 2014-15 academic year marked a five-year low of 3.1 percent for the district dropout rate. All ethnicities experienced overall improvement over the five-year period . African American (AFAM) and Hispanic students experienced a decrease from 2010-2011 but an increase from 2013-14 to 2014-15.

When considering the dropout rate from 2013-14 to 2014-15, the Alaska Native/American Indian (AKNA/AI) and student group of 2 or more races, showed the most improvement of the race/ethnicity subgroups with a 0.8 percentage point and a 1.0 percent percentage point improvement respectively.

Even though the Alaska Native/American Indian (AKNA/AI) subgroup showed a decrease in dropout rate, they are 1.9 times more likely to drop out than other students, as illustrated in Figure 12.

Of the other subgroups, Economically Disadvantaged Students (EDS), Students with Disabilities (SWD) and Limited English Proficient (LEP) also show considerable improvement of 1.3 percentage points, 1.0 percentage point and 0.8 percentage points respectively. Migrant students had an increase in the dropout rate of 0.4 percentage points, as illustrated in Figure 13.


Figure 12. One-year changes in dropout rate by race/ethnicity.

4.0%

7.6%

2.2%4.8%

2.3% 3.4% 4.6%4.1%6.8%

2.1%4.4%

2.0%3.6% 3.6%


2013-14 2014-15

Figure 13. One-year changes in dropout rate by other student groups.

4.5% 5.2% 5.5%4.0% 3.0% 3.7%3.2% 4.2% 4.7% 4.4%

2.4% 3.7%


2013-14 2014-15

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Attachment B

Dropout by grade level

When considering grade level dropout rates, grade 12 showed the greatest improvement of 0.8 percentage points while the dropout rate increased by 0.4 percentage points for grade 11. The highest percentages of dropouts occurred in grades 11 and 12.

Beginning in grade 9, with each increase in grade level, there is nearly twice the likelihood of dropping out of school as illustrated in Figure 14.

Goal 3: Every student will attend school at least 90 percent of the time

From 2011-12 to 2014-15, the percent of ASD students who attended at least 90 percent of the time increased from 74.1 percent to 80.3 percent; however, over the past two years there has been a decrease from 82.2 percent to 80.3 percent—a total one-year decrease of 1.9 percentage points.

Of the subgroups, from 2013-14 to 2014-15 Native Hawaiian and Other Pacific Islanders (NH/OPI), Alaska Native/American Indian (AKNA/AI) and Economically Disadvantaged Students (EDS) had the largest decrease at 2.7 percentage points, 2.6 percentage points and 3.4 percentage points respectively, as illustrated in Figure 15.


Figure 14. One-year changes in dropout rate by grade level.

0.6% 0.5%1.8%

3.3% 4.3%

9.7%

0.4% 0.3% 1.4%2.6%

4.7%

8.9%

Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

2013-14 2014-15

Figure 15. One-year decrease in students attending school 90 percent of the days enrolled by race/ethnicity.

82.2%71.7%

87.9%

69.2%

85.9% 81.0% 80.0%80.2%69.1%

86.5%

66.5%

84.3% 79.1% 78.0%


2013-14 2014-15

While the percent of students in these subgroups who attended at least 90 percent of the time decreased, they all increased in their four year graduation rate.

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Attendance by grade level

When considering attendance at the grade levels, grade 12 experienced the largest decrease in students attending 90 percent of the time from 2013-14 to 2014-15, a loss of 5.3 percentage points. Yet, for grade 12, the four-year graduation rate grew to a five-year high of 80.2 percentage points.

From 2013-14 to 2014-15, students in grade 12 had a decrease in attendance by 5.3 percentage points, yet experienced an increase in four-year cohort graduation rate of 6.7 percentage points. Native Hawaiian and Other Pacific Islanders (NH/OPI) had a decrease in attendance of 6.1 percentage points, yet had the most improved graduation rate of any other ethnicity subgroup at 25.5 percentage points as illustrated in Table 1.


Figure 16. One-year decrease in students attending school 90 percent of the days enrolled by other student groups.

77.0%75.7%

80.1%

75.7%

82.2% 82.2%

73.6% 73.9%

79.1%

73.7%

80.2% 80.4%


2013-14 2014-15

Table 1. Comparison of the one-year change in students attending school 90 percent of the days enrolled and one-year increase of students graduating within four years.

Grade Race/ethnicityAttendance by 90% Percentage point

change from 13-14 to 14-15

Four-year cohort graduation rate

Percentage point change from 13-14

to 14-152013-14 2014-15 2013-14 2014-15

Grade 12 All students 65.2% 59.9% -5.3 73.5% 80.2% 6.7Grade 12 NH/OPI 54.2% 48.1% -6.1 55.5% 81.0% 25.5

The two-year trend shows a decrease in attendance across all student groups with the greatest decrease of 3.4 percentage points experienced by Economically Disadvantaged Students (EDS), as illustrated in Figure 16.

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Goal 4: 100 percent of parents will recommend their school to others

Anchorage School District parents continue to strongly recommend their child’s school. This reflects parent confidence in the school, educational process and positive school culture for students.

Parent and student recommendations

In 2014-15, 88 percent of parents or guardians recommended their school to others which is a decrease of 0.1 percentage points. 76.9 percent of grade 3-4 students recommended their school, a decrease from the previous year while student recommendations in grades 5-12 increased, as illustrated in Figure 17.

Goal 5: 100 percent of students will feel safe at school

Student and staff safety

Overall, the percent of students and staff feeling safe in the school environment was maintained. In 2014-15, 71.7 percent of students felt safe at school and 86.1 percent of school staff felt safe at school, higher than 2013-14 as illustrated in Figure 18.


Figure 17. Parents and students who would recommend their school.

88.1%78.2% 71.6%

88.0%76.9% 73.0%

Parents recommend StudentsGrade 3-4

recommend

StudentsGrade 5-12recommend

2013-14 2014-15

Figure 18. Students and staff who feel safe at school.

71.6%

85.9%

71.7%

86.1%

Student safety Staff safety

2013-14 2014-15

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Attachment B

Crosswalk multiple data points

Informed decisions, require looking at multiple data points in different ways. In this section of the Findings report, four data points are examined for each selected subgroup of students: Alaska Native/American Indian (AKNA/AI), Native Hawaiian and Other Pacific Islanders (NH/OPI), Limited English Proficient (LEP) and Students with Disabilities (SWD).

Alaska Native/American Indian (AKNA/AI) were included as they were the overall lowest performing race/ethnicity group, Native Hawaiian and Other Pacific Islanders (NH/OPI) as they experienced the greatest increase in graduation rates of the race/ethnicity groups, Limited English Proficient (LEP) as they experienced the largest increase in graduation rates of the other student groups and Students with Disabilities (SWD) as they experienced increases in graduation rates and a decrease in dropout rate; however, they remain an overall focus for the district.

Alaska Native/American Indian (AKNA/AI)

Previously, the Alaska Native/American Indian (AKNA/AI) data was in context with other race/ethnicity groups. In this section, the four-year and five-year graduation rates, dropout rate and attendance are viewed as a whole. The data displays an increase in graduation rates. Yet, these graduation rates are the lowest across the district. This group also has the highest dropout rate in the district, as illustrated in Figure 19.


Figure 19. Alaska Native/American Indian (AKNA/AI) four-year and five-year graduation rates, dropout rate and attendance.

47.3%

61.4%

7.6%

71.7%

53.0%64.5%

6.8%

69.1%

AKNA/AIFour-year graduation rate

AKNA/AIFive-year graduation rate

AKNA/AIDropout rate

AKNA/AIAttending school 90% of

the time

2013-14 2014-15

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Attachment B


Figure 20. Native Hawaiian and Other Pacific Islanders (NH/OPI) four-year and five-year graduation rates, dropout rate and attendance.

55.5%

69.9%

4.8%

69.2%81.0%

66.9%

4.4%

66.5%

NH/OPIFour-year graduation rate

NH/OPIFive-year graduation rate

NH/OPIDropout rate

NH/OPIAttending school 90% of

the time

2013-14 2014-15

Native Hawaiian and Other Pacific Islander (NH/OPI)

Students in the group had the largest one-year increase in the four-year cohort graduation rate, 25.5 percentage points, yet they decreased in the five-year graduation rate. Of the five-year graduates, nine out of the 109 students in the cohort group were awarded diplomas due to the repeal of the HSGQE, indicating that the actual number of students attending the fifth year was slightly less. The grade 12 Native Hawaiian and Other Pacific Islander (NH/OPI) students decreased in attendance by 6.1 percentage points.

34.2%

52.6%

5.5%

80.1%

60.8% 58.7%

4.7%

79.1%

LEPFour-year graduation rate

LEPFive-year graduation rate

LEPDropout rate

LEPAttending school 90% of

the time

2013-14 2014-15

Limited English Proficient (LEP)

This group also experienced increases in four-year, as well as five-year graduation rates. In this group, students experienced the largest gains in four-year graduation at 26.6 percentage points from 2013-14 to 2014-15. The increase in the five-year graduation was 6.1 percentage points, which was the second highest increase in five-year graduation rates district-wide.

Targeted resources for Limited English Proficient (LEP) is discussed in Academic Narratives.

Figure 21. Limited English Proficient (LEP) four-year and five-year graduation rates, dropout rate and attendance.

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Attachment B


Figure 22. Students with Disabilities four-year and five-year graduation rates, dropout rate and attendance.

41.7%52.0%

5.2%

75.7%

58.9% 55.2%

4.2%

73.9%

SWDFour-year graduation rate

SWDFive-year graduation rate

SWDDropout rate

SWDAttending school 90% of

the time

2013-14 2014-15

Students with Disabilities (SWD)

Students with Disabilities (SWD) experienced similar patterns in the four-graduation rate, five-year graduation rate, dropout rate and attendance. These students experienced the third highest increase of the student subgroups in the four-year graduation rate with 17.2 percentage points. Even though the four-year graduation rate, at 58.9 percent, is significantly higher than the 39.5 percent in 2010-11, the percentage is still less than all student subgroups other than Alaska Native/American Indian (AKNA/AI). Students with Disabilities (SWD) also experienced an increase of 3.2 percentage points in the five-year graduation rate and a decrease of 0.8 percentage points in the dropout rate. These students have experienced both a one-year decrease and a four-year decrease in attendance.

Targeted resources for Students with Disabilities (SWD) is discussed in Academic Narratives.

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Attachment B


Academic Narrative

The ASD is committed to emphasizing Destination 2020 goals and to focus on students. Using Destination 2020, the district has been intentional in bringing awareness and renewed efforts to increase attendance rates, graduation rates and reduce dropout rates over recent years. These efforts are evident in the data analysis provided in the Destination 2020 Profile of Performance report. ASD continues to increase the graduation rates and decrease the dropout rate. The district experienced a slight decrease in attendance over the past year; however, the one-year decrease in attendance is not enough to indicate a trend as attendance has increased overall during the past five years.

Four-year and five-year graduation rates

The most noted strength in district outcomes is the increase in graduation rates. Over the past five years, the four-year cohort—students graduating in four years—increased from 72.1 percent to 80.2 percent. The one-year increase was 6.7 percentage points, with the Native Hawaiian and Other Pacific Islanders and African American students experiencing the greatest gains. When considering the student groups, Students with Disabilities and Limited English Proficient students also experienced significant increases in graduation.

District-wide, increased support was implemented through increased credit recovery opportunities, creative scheduling and flexibility, study and tutoring sessions, monitoring of credits and intervention when needed, summer school and extended year, as well as increased options for alternative schools. Awareness and intentional efforts by high school principals and teachers in increasing the positive school culture also supported an increase in graduation and decrease in dropouts.

An example of targeting resources to increase graduation rates was at Bartlett High School where an increase of nearly 15 percentage points from 2013-14 to 2014-15 was experienced. The administration adjusted schedules to offer afterschool APEX classes. Students behind in course credits were then able to take seven classes. The faculty continued to apply principles from Paul Tough’s book, How Children Succeed, which focuses on building character traits. Bartlett High School has focused on embedding ‘grit’ character lessons into the curriculum and into the fabric of everyday conversations with students. The data is demonstrating the benefits of this work.

Overall, the Bartlett High School staff is rallying around all of their students by using data to identify strengths and areas of need, collaborating with community and district departments to build supports, increasing AP course participation, focusing on their Freshman Academy and prioritizing intervention using best practices.

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Attachment B


Over the past five years, the five-year cohort—students graduating in five years—increased from 75.5 percent to 81.7 percent. However, from 2013-14 to 2014-15, the increase was only 0.7 percentage points with less consistency across groups of students.

The repeal of the High School Graduation Qualifying Exam (HSGQE) on July 1, 2014 had a positive impact of 2.2 percent district-wide on the five-year graduation rate. Students, who in 2013-14 earned a Certificate of Achievement (COA) by completing course requirements and did not pass the HSGQE, were retroactively awarded diplomas. These graduates were counted in the 2014-15 five-year cohort graduation rate. District-wide, 78 students were retroactively awarded diplomas. When considering race/ethnicity, Hispanic, Caucasian and Asian students were awarded 16, 14 and 14 diplomas respectively. Bartlett High School had the largest number of students awarded a diploma at 21 followed by East High School with 14. To avoid a decrease in the five-year graduation rate, concentrated efforts to encourage students who did not graduate in four years needs to continue.

Attendance

Over the past five years, there has been an upward trend in students attending 90 percent of the time enrolled, with the exception of a one-year decrease from 2013-14 to 2014-15. The overall five-year gain has gone from 74.1 percent to 80.3 percent. With the Destination Goal of obtaining 90 percent attendance, this remains a focus with much to accomplish moving forward.

Efforts by community groups and school business partners have engaged the community to ensure that students are supported and successful. Anchorage businesses, nonprofit organizations, service providers, community members and families are working together to increase attendance and graduation rates.

At the elementary level, the importance of attendance has led several schools to create bulletin boards that illustrate the number of days a school has been in session and the number of students present during that time. Updated weekly, these bulletin boards are the first thing parents and visitors see upon entering these schools.

Other schools have created incentive programs to recognize successful student attendance. One such school is Willow Crest Elementary School. Principal Kristina Peterson shares, “As part of our focus on attendance we’re taking daily data, learning about percentages, recording the 100 percent days, announcing top weekly classes and culminating with the quarterly winners.” As a school, their year-to-date attendance is more than 96 percent. While pleased with individual school success, there is a recognized need for ongoing discussion and data analysis amongst all school administrators at the elementary level. Using data to inform decisions on key indicators of success such as attendance, is an ongoing focus at administrative meetings.

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Attachment B


At the high school level, one strategy to improve attendance during the 2015-16 school year is through the reduction of out-of-school suspensions. With fewer out-of-school suspensions, more students remain in school. The belief is that students will be more successful in course completions as their attendance improves, less likely to drop out and more likely to graduate. Secondary principals monitor out-of-school suspensions and student attendance through a weekly update provided to them via email each Monday morning.

Targeting Resources

Even with the increases in graduation rates, attendance over time and the decrease in dropout rate, there is more work to be done. The Alaska Native/American Indian (AKNA/AI) students experienced the smallest increase in graduation rates and even though they experienced a decrease in dropout rate, it was the highest dropout rate in the district. Targeted resources have had a positive impact on these students, however, more is needed.

Title VII services focus on assisting Alaska Native/American Indian (AKNA/AI) students enrolled in the Anchorage School District in achieving academic success through culturally relevant and academic supports, such as the Evening Program. One resource was Project Puqigtut. Over the six-year term of the Project, Alaska Native students have taken courses online in a blended learning environment in a variety of content areas. There are group study sessions and the availability of instructors and counselors to support completion of classes, credit recovery and other positive outcomes.

Anchorage Realizing Indigenous Student Excellence (ARISE), is helping ASD and community organizations collaborate in new ways to improve outcomes for Alaska Native/American Indian (AKNA/AI) students. More than a dozen organizations are working together to ensure that every Alaska Native /American Indian (AKNA/AI) student in Anchorage leads a healthy, empowered life with access to unlimited opportunity. The partnership, managed by Cook Inlet Tribal Council (CITC), is engaging families, schools and the community to progress toward reaching its goals and is sparking new conversations and the creation of new programs to increase graduation rates and decrease dropout rates. By doing so, new strategies will evolve that will benefit all ASD students. This support network has been a key driver of student success; however, more needs to be done to support these students.

The Limited English Proficient (LEP) and Students with Disabilities (SWD) have experienced significant increases in graduation rates and decreases in dropout rates due to targeted resources. These resources include academic language development supports, such as intensive English language courses and tutorial sessions, content-specific language development, and other programs for limited English students and their families. Other factors contributing to this positive trend include a continuum of specially designed instruction, focus on behavior supports and training, transition planning and services, access to assistive technology and response to intervention. Data indicates that these supports are benefiting students.

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Attachment B

ANCHORAGE SCHOOL DISTRICT ASD MEMORANDUM #104 …...FINDINGS REPORT 2014-2015 ASD Core Value: The...

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