Section 4:  Data Analysis

Section 4.1:  Summaries of Data for Dependent Variables

4.1A:  Analysis of ISAT Student Achievement for Trends (Data)

4.1B:  Analysis of EXPLORE (Data)

4.1E:  Analysis of Accelerated Reader Data (Data)

4.1E:  Analysis of GATES Data (Data)

• Performance data are extensively summarized and logically organized into gaps, comparisons, and trends. (Level 3 Implementation) (Top)

Section 4.2:  Diagnosis of Performance Targets

Target 1:  Improve student achievement in reading.

• Although CMS students exceeded both the state average and NCLB target, the aggregate ISAT 8^th grade reading scores have been below the state average four out of last six years.
• Although CMS boys increase from 55% M/E to 70.7% M/E in 2005, the number of M/E for males had steadily decreased from 1999 to 2006.
• There is a significant gap between the overall and subgroup reading ISAT scores for Hispanic students.
• 49% of our students agree that they enjoy reading for pleasure.  (Up from 26% the year prior.)
• All subgroups appear to be at-risk on the GATES reading assessment.
• Our Hispanic students did not meet the nationally normed group mean on the Explore test. 

Target 2:  Improve student achievement in math.

• Some student cohorts have been decreasing in math M/E for the past five years. 
• There is a significant gap between the overall and subgroup math ISAT scores for Hispanic students and Low SES students. 
• Our Hispanic students did not meet the nationally normed group mean on the Explore test. 

Target 3:  Improve academic climate.

• 30% of our students report competency in planning and decision-making on the Assets Survey.
• Multi-racial, black, low SES, and special education students are more likely to receive a disciplinary referral.
• Low SES and special education students have a lower attendance rate than the general student population.
• The KEYS survey indicated that not all teachers and administrators operate under the collective assumption that ALL students can learn. 
• At CMS, boys, Hispanic students, Low SES students, and special education students are more likely to receive at least one D or F and are not as likely to be on the Honor Roll.(Top)

Section 4.3:

Hypotheses to Explain Dependent Variables

• The plan identifies a variety of possible logical explanations as to why each performance target was not met. (Level 3 Implementation) (Top)

Target #1:   Reading

Data Analysis Summary Chart for Sections 4.3, 4.4, 4.5, and 4.6

Target #1:   Math

Data Analysis Summary Chart for Sections 4.3, 4.4, 4.5, and 4.6

Target #1:   Climate

Data Analysis Summary Chart for Sections 4.3, 4.4, 4.5, and 4.6

Section 4.4: 

Summaries of Data for Independent Variables

4.4:  Analysis of Family Survey (Data)

4.4:  Analysis of Attendance Data (Data)

4.4:  Analysis of Bullying Survey (Data)

4.4:  Analysis if KEYS Staff Survey (Data)

4.4:  Analysis of Student Survey (Data)

4.4:  Analysis of Assets Survey (Data)

4.4:  Analysis of Grade Data (Data)

• Data on independent variables are extensively summarized and logically organized into comparisons and trends. (Level 3 Implementation) (Top)

Section 4.5: 

Identification of Primary Causal Factors Based on Data Analysis

• The plan logically identifies and persuasively presents primary causal factors that contribute to low achievement based on extensive analysis of data. (Level 3 Implementation) (Top)

Section 4.6: 

Diagnosis of Performance Targets

• Each of the primary causal factors selected for change are within the school’s capacity to change or control. (Level 3 Implementation) (Top)