Report to the Community on Public School Progress in Pittsburgh 2019

ourschoolspittsburgh.org A+ Schools Board of Directors Inside this report Sarah Silverman, Ph.D., Chair Keely Baronak, Ed.D. Jason Boll Section I Diana Bucco Executive Director’s letter to the community ...... 1 Mariam Faiz-Nassar, MD Rising up: Stories from our schools ...... 6. Ryan Gassaway Rev. Brenda Gregg Section II Kirk Holbrook What’s in the report? ...... 22 Tiffany Jimenez Choosing the right school for your child ...... 23 Valerie Kinloch, Ph.D. Gifted education in Pittsburgh: What you need to know . . 24 Temple Lovelace, Ph.D. How to read this report ...... 27 Dan Mahon Braveen Ragunanthan, MD K-5 schools overview ...... 30 Cate Reed K-5 by school ...... 31 Kudzai Sihlangu K-8 schools overview ...... 54 Sarah Siplak K-8 by school ...... 56 Tom VanKirk, Esq. 6-8 schools overview ...... 78 Richard Victoria, Esq. 6-8 by school ...... 79 6-12 schools overview ...... 86 Staff 6-12 by school ...... 88 James Fogarty Executive Director Special schools and centers ...... 98 Christa Drew 9-12 schools overview ...... 99 TeenBloc Creative Lead & Youth Developer 9-12 by school ...... 100 Graham Mulqueen Associate Director of Policy Charter by school ...... 108 Mollie Pollack Definitions and sources ...... 122 Operations Manager Index/For more information ...... 124 Nichole Sims Parent Leader Our stories: Why we are committed to A+ Schools . . . . 125 Amie White Director of Family and Youth Engagement

The artwork on the front cover, “Women,” was created by Henry S., a senior at Pittsburgh Oliver Citywide Academy last year. The artwork on page 21, “August Wilson,” was created by Yvonne W., an 8th grader at Pittsburgh Arsenal 6-8 last year. The artwork on the back cover, Progress report th “Rainbow Fall,” was created by Jaylynn W., a 4 grader at Pittsburgh Grandview PreK-5 last A to Z Communications year. Photography by Greg Blackman. Design and charting Sean Caulfield A+ Schools Data analyst 1901 Centre Avenue, Suite 302 [email protected] Gita Michulka Pittsburgh, PA 15219 aplusschools .org Marketing & Communications Consultant 412-697-1298 ourschoolspittsburgh .org Faith Schantz © 2019 A+ Schools Writing and editing A+ Schools is funded by grants from The Grable Foundation, The Heinz Endowments, and the Pittsburgh Foundation, and generous donations from individuals like you. Specific A+ Schools Jhaunea Sherer projects have been funded by grants from The American Eagle Outfitters Foundation, the Research and Communications Intern Birmingham Foundation, the Buhl Foundation, Carlow University, Duquesne University, The Chris Sweeney Forbes Funds, McAuley Ministries, New Venture Fund, the United Way of Southwestern Pennsylvania, and the Urban Affairs Foundation (Vibrant Pittsburgh and the Jewish Federation Research and Partnerships Consultant of Greater Pittsburgh). A+ Schools is solely responsible for the contents of this report. Letter to the community 2019

“W‌hen the core technology of schools is buried the problem—that school systems are designed in in the individual decisions of classroom teachers and ways that lead predictably to failure for too many buffered from external scrutiny, outcomes are the children? What if instead of assigning blame for the consequence of mysterious processes that outcomes we see, we started looking to examples no one understands at the collective, of how schools can organize institutional level. Therefore, school themselves to succeed by all people and the public at large children? What if we believed that are free to assign causality to all children learning at high levels whatever their favorite theory in every school was possible? suggests: weak family structures, Because in Pittsburgh, we have poverty, discrimination, lack of examples that show it is. aptitude, peer pressure, diet, SUCCESSFUL television, etc.”* This 14th edition of the SCHOOLS A+ Schools Report to the I read that quote from Richard Community on Public School Elmore in Karin Chenoweth’s Progress in Pittsburgh is our book, Schools that Succeed, and response to these questions. it rang profoundly true. Last year, In the pages that follow, not we brought Ms. Chenoweth to only will you get the data Pittsburgh. Her insights and the and independent analysis you stories she told about successful have come to expect from us, you will schools from across the country have read about school communities organized by influenced our thinking about how schools thoughtful leaders who are doing amazing things. We can serve all children well and give adults have crafted these pages as stories that go beyond the the tools they need to succeed. data to the actual people who are working to solve problems. I hope you’ll be inspired to ask questions of your own school community, press for changes in how What if we believed that all schools are organized so they can serve all children well, children learning at high levels and get in touch to tell us your own school stories. in every school was possible? We called this section “Rising up,” and I’m excited to share it with you. I hope you’ll share your feedback The book and her talk helped me understand that at ourschoolspittsburgh.org/feedback. I believe we schools as I have experienced them were not have everything we need to succeed by all children. organized to unlock and maximize the potential Let’s get to work. of their leaders and educators. Too often the best teachers and principals were seen as “renegades.” Their care, teaching methods, and deep knowledge of students were seen as outside the norm. But what if

we recognized that the organizational structure was James Fogarty Executive Director

* Richard Elmore, “Building a New Structure for School Leadership,” The Albert Shanker Institute, 2000, shankerinstitute.org/sites/shanker/files/building.pdf

For more stories and video clips of interviews, visit ourschoolspittsburgh .org . 1

THERE FOR THE STUDENTS THEY ARE, AND THE ADULTS THEY’LL BECOME. United Way of Southwestern Pennsylvania is committed to improving the lives of school-age children through our United for Children programs. Every day, thousands of children in our community receive support from four key initiatives:

ALLEGHENY PARTNERS FOR OUT-OF-SCHOOL TIME (APOST) Ensuring quality programs for children outside of school hours. BE A MIDDLE SCHOOL MENTOR Connecting students with successful role models during this critical period of development. BE THERE Encouraging consistent school attendance to improve grades and graduation rates. COACHING BOYS INTO MEN Leveraging influential coaching relationships to foster respectful behaviors among student athletes to prevent relationship abuse.

To find out more about the work of United Way, or be part of these programs, visit uwswpa.org, or call 2-1-1.

unitedforchildren Pennsylvania | Southwest

PB We envision a future where all our urban youth are equipped to reach post-secondary success, our public schools serve all children excellently, our city is flourishing in all its neighborhoods, and our workforce is widely diverse and highly skilled to advance a region that is good and just for all.

Learn more at www.pittsburghpromise.org

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Our mission is to improve the lives of Homewood’s children and simultaneously Sunday School for all ages: 10:00AM reweave the fabric of the community in which they live. Sunday Worship: 11:00 AM (nursery is available for infants through Kindergarten) Join us! www.hcvpgh.org 412.727.7605 801 N. Homewood Avenue Pittsburgh, PA 15208 Follow us on Facebook! @WaverlyChurch waverlychurch.org YOU ARE HERE.

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his is A+ Schools’ 15th year of existence, and the 14th edition of A+ Schools’ annual Report to the TCommunity on Public School Progress in Pittsburgh. This year, the report goes beyond the numbers to tell the stories of six schools across the city that are getting better than average results for all students, and a student leader who made his voice heard to create change. Entwined within these stories, written by report editor Faith Schantz, you will find data that gives a perspective on trends at the district level, and find out how the school being discussed is achieving great results.

Before diving into the stories and more detailed data, here are some key indicators from the 2018-19 school year that give an overall picture of how Pittsburgh Public Schools is doing and how it compares to districts in comparable cities across the country.

High school 3rd grade 4th grade 6-8th grade literature High school reading science math college math college Graduation proficiency proficiency proficiency readiness* readiness* rate (2018)

2 y Y +X x

51% 63% 21% 52% 37% 79% *As measured by SAT data

Comparable city performance on key indicators District demographics at a glance 100%

% 82% % 3 79% 78% 78% 4 75% 72% % Black 66% 67% 8 63% White 51% 50% 43% % Multi-ethnic 36% % 52 31% 32 27% Asian 25% 20% 19% 17% 16% 16% 13% 15% Hispanic 5% 0% Pi)sburgh Philadelphia Cincinna8 Cleveland Milwaukee Indianapolis Bal8more Of the total 71% economically disadvantaged 3rd grade reading % 8th grade math % Graduation student Proficient/Advanced Proficient/Advanced rate 2018 population 21% students with exceptionalities

Pittsburgh outperforms many comparable cities, • Beechwood PreK-5 supports teachers but there is still much work to be done to ensure • City Charter High School teaches all students to that all Pittsburgh students do well. Luckily, there high levels without “tracking” Fundraiser Results by Salesperson are exemplars in Pittsburgh that are showing the • A Brashear High School student became a leader PARTICIPANTway. In the following pages,3RD GRADE you READING will findPA % out 8THhow: GRADE MATH PA % GRADUATION RATE Pittsburgh 51% 20% On the report Web79% site, ourschoolspittsburgh.org: Philadelphia* • Schiller 6-8 has reduced student36% absenteeism 17% • How Allegheny 63%K-5 teaches reading Cincinnati 66% 27% 78% • Dilworth PreK-5 supports all students with • How Dilworth keeps student suspensions low Cleveland 43% 31% 78% “culturally responsive” education • Longer versions of the print stories, video clips !1 • Arsenal 6-8 grows students’ math achievement of interviews, and links to relevant research

Sources: Pittsburgh Public Schools (PPS), PA State Department of Education (PDE), other state departments of education. Philadelphia data are from 2018.

6 Schiller 6-8 It’s no surprise that students who miss a lot of school don’t do as well as the students who are there. But it is Student attendance at Schiller: surprising that missing only a couple of days a month The “relentless” task of getting can negatively affect outcomes. Missing 10% or more students to school of the school year is known as “chronic absence,” a measure that takes all absences into account— excused, unexcused, and suspensions. Regardless of he morning had begun with thunderstorms. the reasons, chronic absence can lead to 3rd graders Well after the start of the school day at being unable to read at grade level, 6th graders failing T classes, 9th graders who eventually drop out of school. Pittsburgh Schiller 6-8, School Counselor Lana Shaftic was walking through the front hall when a student entered the building. She touched his arm and asked how he was doing. After he moved on she considered Percentage of students missing why he might have been late. “He’s a walker,” she said. 10+% of 2018-19 school year (chronically absent)

“It was probably because of the storm.” 50%50% Schiller 42% Shaftic had made it her business to know that the 38% 3% student, one of 220 at Schiller last year, walked to 29% 25% school. If he hadn’t shown up, one of his parents 25%25% 21% 21% would have received a call. 13% Schiller sits just across the river from Downtown in East Allegheny, near the Northside’s cultural attractions. 0%0% K-5 K-8 Middle6-8 6-12 High9-12 Along with children from the neighborhood, it draws schools schools schools schools schools others through the STEAM (Science, Technology, Chronic absenteeism rate Engineering, Arts, and Mathematics) magnet. Shaftic says the school provides “a calm, structured Percentage of teachers missing environment” and teachers who “bring instruction 10+% of 2018-19 school year to life.” 20%20% 19% Chronic absenteeismSchiller rate 16% !1 5% The STEAM program, which started in 2015, likely is 15% 14% 14% partly responsible for boosting student attendance. 11% According to Principal Paula Heinzman, the rise in 10%10% attendance over the past five years is also due to Shaftic’s relentless focus on getting students to come 5% to school. Shaftic says the teachers at Schiller are wonderful, but “everything is for nothing if the student 0%0% K-5K-5 K-8 Middle6-8 6-12 High9-12 isn’t there.” schools schools schools schools schools

Source: PPS Chronic absenteeism rate

Once, when a student missed the Heinzman hired Shaftic in the spring of 2013, a year bus, with a parent’s permission in which 36% of Schiller students were chronically school staff sent an Uber to fetch absent. In 2018-19,Chronic absenteeismthe rate ratewas 3%. A program called him. Principal Paula Heinzman “Strive for 95” (referring!1 to 95% attendance) has made says, “The next time something the difference, along with support from the United comes up, they’re willing to Way of Southwestern PA’s “Be There” program and One Northside, an initiative of the Buhl Foundation. bridge that gap with us.” “Strive for 95” has three main strategies: 1) an adult “Be There Buddy” for each student with problem attendance, 2) outreach to parents, and 3) schoolwide incentives.

For more stories and video clips of interviews, visit ourschoolspittsburgh .org . 7 Rising up: Stories from our schools

Be There Buddies show students someone is counting judgment. We don’t know what that parent’s going on them to come to school. At Schiller, the Buddy through.” Instead, Shaftic tries to uncover needs she checks in with the student each day and carries out can address. She’ll look for resources for a parent who a jointly created plan. It might include a morning kept a student home to babysit. She reminds parents greeting and an afternoon send-off, extra recess time, that the school nurse dispenses medicine for minor or weekly rewards. It’s an additional task for busy illnesses. The lack of a clean uniform isn’t a problem— teachers, but Heinzman says data showing how much the school has a roomful. Once, when a student Be There Buddies had decreased absenteeism at other missed the bus, with a parent’s permission school staff schools persuaded her staff to take it on. sent an Uber to fetch him. In such cases, Heinzman says, “The next time something comes up, they’re Along with supportive staff, outreach to parents is willing to bridge that gap with us…It’s just a critical. Shaftic tries to call a parent for every absent different conversation.” student. For those who are chronically absent, she says a phone call is “a way for me to remind the The school has also had “some naysayers and some parent, ‘They’ve missed x amount of days…What can parents that have pushed back,” she says. “I think it’s we do to make it better?’” because not all schools in the district are holding our parents accountable.” Some resistant parents have In their contacts with parents, both Shaftic and turned around when they recognized that school staff Heinzman avoid “the blame game.” Heinzman notes genuinely wanted to see their children every day. “We that Shaftic “reminds me all the time not to pass love your child,” Heinzman tells parents. “We want them here.”

The third strategy, attendance incentives, includes prizes for homeroom competitions, “cash” for the Attendance school store, and field trips to locations such as Kennywood Park. Heinzman says students who Main strategies of Schiller’s “Strive for 95” program: weren’t eligible for a field trip occasionally have asked • An adult “Be There Buddy” for each student her to intervene with Shaftic, saying, “I was sick—I just with problem attendance didn’t get a doctor’s excuse.” “If they haven’t had an • Outreach to parents that avoids absence all year… that’s reasonable,” she says. “But if “the blame game” they have 17 other absences, that’s not reasonable.” • Incentives for students In her view, it’s part of preparing students for the future. In high school, attendance will factor Absence into eligibility for the Pittsburgh Promise college Missing an average of two school days a month scholarship, a much bigger deal than a day at can lead to: Kennywood. Research also underscores the importance of showing up during the middle-grade • Not reading on grade level by 3rd grade years. Good attendance in middle school—or even • Failing classes in middle school improving one’s attendance—are key predictors of high • Not graduating from high school school success, mattering more than test scores or family poverty.

Teacher attendance at Schiller is also high. Heinzman doesn’t miss school either. “Our kids get disappointed For more information so much in their lives…. When they walk through our United Way of Southwestern PA’s Be There doors every day they need to see us,” she says. initiative: uwswpa.org/be-there/ Attendanceworks.org While she can’t make a causal connection, Heinzman See Schiller’s data on page 82 of the report. says achievement is up at Schiller and disciplinary incidents are down. She’s also noticed the beginnings of a cultural shift at the school. In the past, she says, staff used to focus on the “constant struggle” to get

8 3rd grade PSSA Reading Dilworth’s black absent students to school. Now that daily attendance by race/ethnicity, 2017-19 students is high, teachers can focus on achievement. However, Percentage at Proficient/Advanced levels 58% 100% (2019) students notice individual absences more. She describes what happened in a class that had been 77 75% 72 69 72 celebrating a perfect attendance streak until one boy 65 65 61 63 61 58 58 60 55 55 didn’t appear on the 13th day. When he returned, the 52 53 51 reaction was not, “What the heck—where were you?” 50% 44 46 46 38 but rather “Oh my gosh! What happened? Are you okay?” For the teacher, “it was so wonderful to watch 25% her classroom help the little boy because he had been struggling.” 0% 2017 2018 2019

No one at Schiller is relaxing, however. Shaftic, who Dilworth black students PPS all students PPS Multi-ethnic credits all groups for the school’s success, says her job PPS Hispanic PPS Asian PPS White PPS Black involves being “relentless and diligent” with students, families, and staff. They, too, must be relentless and Sources: PPS and PDE diligent to make the program work. After morning meeting one day last spring, Principal Monica Lamar clasped the hand of a frustrated child “We’re never going to stop until we get to all of our and took him into her office. Dr. Lamar had two kids being here every day,” Heinzman says. “I know jobs—Dilworth’s longtime principal and assistant that some people say, ‘Oh, you’ll never get there.’ superintendent for the district—but the student had Why not?” spoken disrespectfully to his teacher, and her focus was on him. “‘Excuse me, sir!’” she later reports Dilworth PreK-5 saying. “‘That’s not what we do. That’s not how you Culturally Responsive Education talk to your teacher.’ And he had to apologize, and do it sincerely so that we can start our day,” she says, at Dilworth: “You can’t be afraid” “because everyone wants to have forgiveness when we make a mistake, and oftentimes, kids don’t know how to fix it.” t Pittsburgh Dilworth PreK-5, a “traditional Aacademy” magnet school in Highland Park, The whole-school celebration of morning meeting the day begins with the joyous and powerful sound and a disciplinary incident with one boy may seem like of drumming. Lined up on the stage in the 105-year- opposite events, but both reflect a view of children old school’s auditorium, students play African and Lamar has upheld at the school. She notes that she Brazilian drums and other percussive instruments. uses morning meeting not only to affirm students, but It’s “morning meeting,” a time for music, other also to model behavior. During the meeting, students performances, and celebrations of accomplishments. sometimes show surprise when she calls them by Parents and guardians linger at the back to be part name. “Yeah, you can’t hide,” she says. “I know who of a ritual that unites the school community. you guys are.” When it comes to discipline, “They would much rather do anything than come down here and get fussed at by me.” But the boy left her office with the forgiveness she felt he needed to start his Lowering expectations for day. black students, says Assistant Superintendent Monica Lamar, Knowing your students—their names and their needs— is the foundation of Culturally Responsive Education “endangers their lives.” (CRE), a set of principles and strategies practiced at Dilworth and other city schools. CRE involves creating conditions for learning that include all students, such as offering multiple entry points into a lesson, recognizing and validating different communication styles, and ensuring that classroom and curriculum

For more stories and video clips of interviews, visit ourschoolspittsburgh .org . 9 Rising up: Stories from our schools

materials represent a range of racial and ethnic groups When it comes to the education of black students, without stereotyping them. On the national level, CRE Lamar and her staff have examined some of the was developed to address inequities for students of underlying reasons for the racial achievement gap color and students whose first language isn’t English. that go beyond the more technical skills of teaching. However, its principles and strategies reflect effective Lamar knows the research; her dissertation focused teaching in general. on a school that closed the gap. In Pittsburgh, where the gap is persistent and familiar, she has also needed Dilworth is an example. Regardless of their race or the courage it takes to confront the status quo. She background, most students do better at Dilworth says she’s had to be brave enough to hold difficult compared to district averages for their peer groups. conversations, to “interrupt the pattern” of adults’ White students, students who receive special inappropriate behavior, to advocate for students’ education services, students whose families are needs, and to admit what she doesn’t know. economically disadvantaged—all score higher on average on state tests of reading and math than their For example, she provides time and a place for counterparts districtwide. Black students at Dilworth teachers to look at the beliefs and assumptions do much better, scoring many points higher, on they (like all teachers) bring to school. One of the average, than black students in other district schools. principles of CRE is that educators should be aware In 2019, 70% of Dilworth’s black students scored in that their thoughts and behavior are influenced by the Proficient or Advanced ranges on the PSSA in race. Research shows that teachers communicate Reading. In 3rd grade, where the district saw a dip in expectations for students through their attention, eye Reading scores, Dilworth’s black students scored 20 contact, and forms of praise, among other behaviors, and many unconsciously favor students who look like points higher than the average for black 3rd graders, them. For students, teachers’ low expectations can and seven points higher than the district average for become self-fulfilling prophecies. The cycle of low 3rd graders overall. expectations leading to low achievement is not only devastating for individuals, but it also perpetuates In her 13 years there, Lamar has focused on deepening inequities that exist in society as a whole. teachers’ content knowledge and on “reflective practice”—the habit of thinking through what worked or didn’t work in the classroom and continuously refining lessons. At a summer retreat, teachers study Teaching all students at Dilworth: data from the previous school year in order to create • Culturally responsive teaching strategies have a plan that will “set the path and the direction” of benefited all students, with black children the school. For example, a teacher may realize he benefiting the most. or she needs to know more about teaching reading. • Teachers continually deepen their knowledge of “What are you going to do?” Lamar says. “The district content and reflect on their practice. offers things. You can go to your team leaders to get • The principal creates a safe space for colleagues information and knowledge. You can read books… I’m to work together on issues of racial bias and going to offer workshops and use my meeting time to student achievement. help you.” • All groups are encouraged to admit what they To promote reflective practice, she gives each teacher don’t know. a journal, and she herself writes every day, because “It shows up when you write what’s happening.” Looking For more information back at her notes might reveal, for example, that parents needed support around a particular issue. A PPS Equity Office: 412-529-3726 shelf of journals in her office testifies to the power Culturally Responsive Education: of recording and reflecting on experience rather than educationnorthwest.org/sites/default/files/ letting the potential learning wash away at the end of resources/culturally-responsive-teaching.pdf the day. Courageous Conversations: courageousconversation.com

See Dilworth’s data on page 36 of the report. Visit ourschoolspittsburgh.org/rise-up 10 to find out how Dilworth keeps student suspension rates low. In Pittsburgh, teachers don’t have to go through an “I find that that’s a challenge for a lot of educators. uncomfortable process of awareness and change We’d rather say it’s [students] than to say it’s us. But alone. To support teachers, the district’s Equity Office there’s a power in knowing that it’s you, so you can fix facilitates Courageous ConversationTM, part of a it,” she says, in an echo of how she counseled the little program called Beyond DiversityTM developed by the boy in her office. “I think we have to get to that space.” Pacific Educational Group. The goal of the program is for participants to understand how racism operates Arsenal 6-8 within a system such as the district, and to help them learn to speak up when they see harmful practices. Math achievement at Arsenal 6-8: During “courageous conversations,” participants use Getting to all protocols for sharing their perspectives and hearing each other’s stories, creating a safe venue for speaking from the heart. ne day this past June, 6th graders at Pittsburgh Arsenal 6-8 joined 8th graders Lamar embraced this form of professional O development for her teachers. It “began the ability for a special kind of lesson. A teacher announced that to have conversations around race,” she says, adding, the 6th graders would rotate through stations the “We have to have these conversations.” Her teachers older students had set up to introduce math concepts also explore issues of race and achievement in book they would learn the following year. The 8th graders study groups, for example, through discussions of The showed materials they had prepared, such as visuals Dreamkeepers: Successful Teachers of African American on graph paper and dry-erase boards, and handed Children, by Gloria Ladson-Billings. out worksheets with problems for the 6th graders to solve. Lamar says she’ll meet anyone halfway, but teachers and administrators who won’t change should “go do The 8th graders encouraged their younger something else.” Throughout her career, she says, she counterparts, most of whom seemed bewildered by hasn’t had a problem ushering out teachers who can’t the tasks. One boy gently chided the 6th graders at or won’t see students’ potential—from her school and, she hopes, from the profession. Holding lower his table. “Why don’t you work together? I never said expectations for black students amounts to a refusal you had to work alone.” His classmate offered another to teach them, she says, and that, in turn, “endangers way to understand a concept involving square roots: their lives.” “You can see it on a number line.” At the next table, an 8th grade boy reviewed his drawings of forms of Eventually, Lamar will leave the principalship and fully symmetry in figures, and this time, a girl wearing a take on the role of assistant superintendent. She says colorful head wrap nodded and smiled. the principals she oversees need someone who will “champion for them, know what’s needed, know how to coach and talk them through what’s occurring, and to find the answer if [they] don’t have the answer.” It dawned on Principal Patti One of her strengths is helping others believe in a Camper and her staff, “Hey, if you vision for a school. Courage comes into play again— being strong enough to stand up for children even really work hard and intensively from a vulnerable place. “I’m not afraid to lead and to with 10 or 12 or 15 kids, they share. I also will advocate if there’s something that I grow. So if you really work hard, need or something that kids need or [a need] that my intensively, and purposefully colleagues are sharing… You can’t be afraid,” she says, with all of the students we have adding that you can’t educate effectively without the in the room, they also will grow.” courage to advocate.

To improve all of the district’s schools, she believes educators must become more comfortable with stating what they don’t know and asking for help.

For more stories and video clips of interviews, visit ourschoolspittsburgh .org . 11 Rising up: Stories from our schools

The lesson was a living illustration of the path was, “You have no chance to be proficient, and so we that math achievement takes at the Lawrenceville can’t spend any time supporting you.” It dawned on school. Patti Camper, now in her 9th year as principal Camper and her staff, “Hey, if you really work hard there, notes that few students come to the school and intensively with 10 or 12 or 15 kids, they grow. So proficient in math. Of the 40% of the student body if you really work hard, intensively, and purposefully that speaks English as a second language, many have with all of the students we have in the room, they also had interruptions in their schooling or little formal will grow.” education at all. The school adjoins Butler Street How many PPS schools “grew” with its upscale restaurants and shops, but most math achievement in 2019? students come from families who are economically disadvantaged. And yet, by the time they leave, Camper says they are “absolutely capable” of meeting the 8th grade math standards, even if they didn’t score 14 in the “Proficient” or “Advanced” ranges on the PSSA Arsenal 6-8: Exceeded the on testing day that year. Standard 22 At Arsenal, the focus is on growth. Pennsylvania 6 14 11 provides schools with two kinds of information about 2 5 6 growth, through the Pennsylvania Value-Added 5 4 1 2 3 2 3 Assessment System (PVAAS). One is a projection All schools K-5 K-8 6-8 6-12 9-12 of students’ future scores based on their own past Total=50 Total=23 Total=11 Total=7 Total=5 Total=4 performance. The other is schoolwide information 4 Did not meet the standard 4 Met the standard 4 Exceeded the standard based on actual scores. Students’ scores provide Source: PA Value-Added Assessment System, PA Department of Education evidence that the school met, failed to meet, or exceeded the state’s standard of a year’s worth of Working “hard, intensively, and purposefully” in math growth. For example, Camper says PVAAS predicted classes at Arsenal begins with “a ton of planning” that on the 2019 math test, half of Arsenal’s 6th grade to structure daily lessons. Like other Pittsburgh class would remain “Below Basic.” Instead, many fewer 6-8 schools, math is taught in a 90-minute block. A students were Below Basic. “As a staff, at Arsenal,” she typical lesson involves some whole-group instruction, says, “we’ve become determined to just destroy their rotations into small-group activities, and skill-building projections.” And year after year, they do. activities on computers.

She recalls a time when she and her teachers realized In 6th grade, the teacher helps students become they could change what they were doing and increase comfortable with participating and with the possibility students’ success. Like other administrators, she of being wrong. Camper notes that “no one wants to had focused on the students with a chance to reach stand out” in middle school. “Over the course of 6th proficiency on the PSSA. “You would round up the grade in all classes, we’re building that culture that 10-12-15 kids who were this close, and you would you have to be a risk taker, you have to be willing to pour all your extra effort” into them, she says. But make a mistake, in order to learn,” she says. In math, the “unfortunate message” sent to other students everyone is encouraged to think about a problem and

Key lessons for growing student achievement: • Believe all students can grow their knowledge • Know the lesson “intimately,” including significantly no matter where they start where it might go wrong • Focus daily planning on what students need to know • Know each student’s data • Encourage students to participate and take risks • Adapt the lesson to students’ needs

12 See Arsenal’s data on page 80 of the report. try to explain what they see. Confidence builds with of all the aspects of schooling that affect students, regular feedback from their teacher. By the end of 8th the quality of the teacher is the most significant. On grade, Camper says, students are asking questions, the other hand, most teachers have little to no say in explaining their paths to solutions, trying to stump what they teach, who their principal is, or how their their classmates, and occasionally teaching the students’ achievement is measured. And yet, when whole class. things go wrong, from disappointing test scores to the “failure” of a school, teachers are usually the first to In all grades, Camper says teachers must “intimately be blamed. know the lesson that [they’re] teaching, including all of the ways that it can go wrong.” They also must know Often, the principal makes the difference in how enough about their students to anticipate problems: teachers feel when they check in each morning, and “You have to know your students’ data like the back of also in how well they perform. A principal’s actions your own hand.” But knowing students’ data doesn’t establish the level of professionalism in a building, mean focusing on what they can’t do. “That’s the and his or her beliefs and attitudes set the tone. How trap when you work with kids who are single-digit does a principal create a supportive work environment proficiency,” she says. “We have a wall of things that where teachers can excel? they can’t do. What do they need to do, and how can we get them to do it? That’s how you move forward.” She adds, “Sometimes we’re not on pace with the curriculum, but we haven’t left 50% of the kids “Teachers like to know they behind, either.” have a place to go where things are going to be predictable and The school’s results have allowed her some flexibility that they’re going to be able to to keep the focus on learning. “Teachers have to know succeed—that the environment is the most important thing in this building is student such that it’s built for success.” achievement,” she says. Therefore, “The window- dressing doesn’t matter.” She has heard comments like, “‘Oh, they have charts they post on the wall.’” In her view, “Those charts are great, but do your teachers have the time to plan and look at what students are One school where teachers consistently post high doing, and have the ability to leave the curriculum if levels of job satisfaction and high levels of job necessary, make adjustments, so that they can actually meet their needs?” performance is Pittsburgh Beechwood PreK-5. In 2018-19, on the district’s annual “Teaching and At Arsenal, she says, “I want authentic learning. I want Learning Conditions” survey, 97% of Beechwood’s our kids to be challenged. Most importantly, I want teachers reported that their school was “a good place [teachers] to be able to say to me, they are growing, to work and learn,” 8 points higher than the district’s and this is how I know.” K-5 average. Over the past five years, the percentage of Beechwood teachers who performed at the Beechwood PreK-5 “Distinguished” level was much higher than the district overall, with Beechwood ranging from 71-100% at Building a school on trust: Creating the the top level, compared to an average of 51-65% for conditions for success at Beechwood Pittsburgh teachers overall.

Principal Sally Rushford calls Beechwood “family- oriented.” Perched on a hill in Beechview, the school he job of “teacher” seems to get harder every serves both the neighborhood, which includes a Latino Tyear. On the one hand, teachers are critically community, and students who enroll in its regional important to students’ success. Research shows that English as a Second Language program.

For more stories and video clips of interviews, visit ourschoolspittsburgh .org . 13 Rising up: Stories from our schools

Teachers who agree Teachers who performed at “My school is a good place to work and learn” “Distinguished” level in 2018-19

Beechwood Beechwood 97% 100%100% 80%80% 71% 89% 89% 69% 80% 66% 64% 73% 59% 75%75% 69% 60%60% 52%

50%50% 40%40%

25%25% 20%20%

0%0% 0%0% K-5 K-8 6-8 6-12 9-12 K-5 K-8 6-8 6-12 9-12

Source: PPS 2018-19 Teaching and Learning Conditions Survey Source: PPS Chronic absenteeism rate When Rushford describes working with teachers, she arise in the school, “we’re really facing them first of all talks about trust. “I’m a teacher, and I trust teachers,” as a team.” she says, “and I try to build the school on that trust.” Trust can be justChronic a word, absenteeism of course. rate But Rushford’s As sensible as it Chronicmay sound absenteeism to ratematch professional !1 !1 actions—making decisions collaboratively, providing development to classroom needs and to leverage teachers with what they need, and approaching the skills of a team, it’s not the norm. Research from evaluation from a positive stance—demonstrate the districts across the country shows that professional trust she has in her staff. Speaking of teachers, she development offerings for teachers often miss the says, “I’m assuming you’re a professional first, and mark, and Pittsburgh is no exception. According to that you can make professional decisions about your the district’s 2017-2022 Strategic Plan, teachers students…We are here for the good of the students are unhappy with the content and delivery of the and I trust you’re going to do your very best for that to instructional support they receive. For their part, happen. And then,” she adds, “people do.” principals don’t always know what professional development their teachers have participated in, or At Beechwood, the work of teaching is supported how it connects to their work. Teachers reported by the conversations that take place in and around wanting “job-embedded” opportunities that respond to the classroom; the thinking, planning, and problem the challenges they’re actually facing. solving that fill up the interstices of the school day. For example, in weekly meetings of the instructional To address this, Superintendent Anthony Hamlet leadership team, teachers’ learning needs emerge. The instituted “Professional Learning Communities” group “is looking at the overall needs, we’re designing (PLCs), which allow teachers at the same grade level, the school improvement plan, and then we’re looking or within the same content area, to collaborate. at what kind of professional development we’re going Rushford says, “It has been a real strength.” But to need to make that a reality,” Rushford says. Rather even before PLCs were mandated, Beechwood than making solitary decisions from the principal’s teachers looked to one another as their first line of office, she says that when new instructional challenges support. “The teachers here provide each other with

Supporting teachers at Beechwood: • Culture of support, encouragement, • Data meetings three times a year to know and collaboration—not blame where students are and what teachers need to work on • Professional development opportunities aligned with teachers’ learning needs • A leader who still teaches and provides plenty of informal coaching • Teachers helping teachers with support, observation, and coaching

14 See Beechwood’s data on page 34 of the report. professional development,” she says. Her teachers Rogers said that, too. “It has to be at least a 3:1 ratio hold themselves to a high standard, and they hold one of three things you’re saying that they’re doing well another accountable for results, she says, noting that to the one thing that you want to drop in that needs accountability is built into the team approach. “When improvement—or people won’t hear you.” She also you work in a team and you have people who are tries to align her comments with the school’s focus, pulling, you’re going to pull, too.” which can feel less like personal criticism.

Three times a year, the staff has “data meetings” that One form of validation for her overall approach is the Rushford calls “probably the core of our organization.” stability of her teaching staff. Rushford hired some of Along with measures the district requires, teachers her current teachers in her first year “and we’ve had study data from assessments Rushford and her staff this long road together,” she says. Her 13 years there have chosen because of the kinds of information they are also important to the stability of the culture— can provide. One-on-one assessments, computer- so much so that she won’t compare what she has based tests, quarterly tests, and grades help accomplished at Beechwood to schools with principals determine, for example, what kinds of interventions whose tenure has been shorter. students need and whether or not they’re working. From within a profession that arguably has yet to To support teachers, Rushford prefers more casual figure out how to support and reward teachers opportunities for coaching. “I find that the most adequately for their work, Rushford reflects on what effective kinds of movement are in the most informal motivates them to excel. “Teachers like to know kinds of conversations,” she says. “You keep a they have a place to go where things are going to conversation going with the person by asking, ‘How’s it be predictable and that they’re going to be able to going?’ or ‘How can I help?’ Asking about a particular succeed—that the environment is such that it’s built child with a challenge—that’s definitely a great for success…. People want the spirit of ‘we’re doing opening to talk about the practice in general.” She also something important and it’s hard but we’re getting teaches students in a small intervention group each success.’ And that’s what motivates them—the love day, which helps her understand, for example, how of doing something that you feel like you really can much planning goes into a single lesson. She hopes do well.” teachers feel, “I can give you some support because I’m also a teacher.” City Charter High School Getting all students ready When it comes to evaluating teachers, the “we” must become “me.” Rushford acknowledges, “It’s hard to be for college and careers both the evaluator and the coach.” Tenured teachers are evaluated once a year, untenured teachers twice a year, and the principal is solely responsible for the ne aspect of the American high school required classroom observations. Rushford meets Othat has remained largely unchanged with the teacher to talk through the practice she is “tracking”—dividing students into tracks such will observe, and then visits the classroom and takes as “mainstream” or “college prep.” The argument notes. To keep it relevant, she shares her feedback often given for tracking is that teachers can target the same day. The final part of the process is instruction to one level rather than to a range. Those developing next steps for the teacher, which might be who need “remediation” will get help. And high recommended readings or viewing a model lesson. achievers won’t be held back by classmates who haven’t mastered the basics. In both formal and informal situations, she believes in operating from a person’s strengths. “People do Despite its longevity, tracking hasn’t been shown to not grow by being blamed,” she says, adding that Fred be effective. In fact, a large body of evidence shows

For more stories and video clips of interviews, visit ourschoolspittsburgh .org . 15 Rising up: Stories from our schools

Post-secondary readiness, PPS and City High the harm tracking inflicts on students in “lower” 96% 98% 100% 91% tracks, without showing significant benefits for higher 84% 79% 76% achievers. Rather than receiving support, students 75% in lower tracks get less of everything that makes a 50% difference—less experienced teachers, less engaging 41% PPS PPS PPS

26% High City City High City City High City content, less post-secondary information, larger class 25% 15% sizes. How students are assigned to tracks has also 0% been questioned, with some studies showing that— PPS Percentage Graduation rates regardless of previous achievement—students of color taking AP Courses and those who are economically disadvantaged are Overall Black White more likely to be in the lower ones. The result is wide disparities in outcomes, including graduation rates, % % college attendance, and completion of degrees. 27 41 Low-income One school that rejects tracking is City Charter High public schools in U S. . City High School, located Downtown. The school’s founders, 6-year college completion rate

former PPS teachers Richard Wertheimer and Mario Sources: PPS, PDE, City Charter High School, National Student Clearinghouse. Zinga, envisioned from the beginning that students Note: City High doesn’t offer AP courses. would learn together. Instead of trying to fit their ideas into the structure of a traditional high school, repeatedly put their heads on desks would be sent to where separating students by perceived ability the office, “not in a disciplinary way, but sometimes for is foundational, they designed a structure to fit a a pep talk or to see what’s going on.” different vision of what a school could be. She also calls City High a place “where students Many aspects of City High are innovative. But grow.” Teachers have tools and structures for meeting when the school’s CEO and Principal, Dr. Dara individual learning needs. Compared to traditional Ware Allen, describes it, she talks about values long schools, the differences are in how instruction is set up held by educators concerned about equity. Those and in what teachers teach. values include: 1) knowing students, 2) teaching and supporting them as individuals, and 3) preparing all In terms of setting up instruction, the school’s students for the future. staffing model puts more teachers in the classroom. Many classes have two lead teachers, and some also Allen calls City High “a place where students have teaching associates and teachers certified in are known.” The school accepts students from learning support. The building has break-out rooms to many districts in the region, the majority from accommodate “flexible grouping”—grouping students Pittsburgh. Once they enroll, students stay with for specific purposes or individual needs. the same teachers until they graduate. The long- term relationships teachers and students form are A different approach to content also helps teachers considered so important that the school doesn’t address a wide range. In math, topics are integrated use substitutes—teaching assistants, co-teachers, or into one course. Others combine content, such as teachers from the same cohort cover classes. The English and History, giving teachers more ways to relationship-building process isn’t left to chance. For change up instruction and students more entry points. example, students work independently on laptops And teachers can go into depth—the school has both a at the “technology-infused” school, but they aren’t longer day and year. allowed to remain disengaged. Teachers contribute to an email chain, the “Daily News Report,” that City High doesn’t offer Advanced Placement classes, alerts colleagues to issues. Allen says students who and Allen says the school has gotten some “critical

See City High’s data on page 120 of the report.

16 feedback” on that. However, students can take can provide post-secondary information and guidance courses at some colleges and universities, and opt counseling for all. Staff can model professional in to an Honors program involving higher level work behavior and talk about expectations in higher within the same class. education and the workplace. And when students have their heads on their desks, someone can ask what’s wrong. On a recent survey, 88% of City High students agreed that Student leader Leon Blair “Teachers here have the same “Leadership is lonely” high expectations for students regardless of race, gender, or identity.” f there’s one thing Pittsburgh Brashear High ISchool graduate Leon Blair would like the staff there to know, it’s this: “Your students are affected by you more than you believe.”

Planning for the future is also built into the Now a freshman at Robert Morris University and an school’s design. With a strong “post high school active member of the Army National Guard, Blair planning” department, students don’t have to fight hopes to be a nurse practitioner. While at Brashear, for a counselor’s attention. All are expected to he served on the “restorative practices” student complete internships in a career field. Mimicking committee, held a historic two-term student council the professional workplace, the school has a dress presidency, and was elected to the Superintendent’s code. Lunches are prepared by a chef and served on Student Advisory Council. He describes Brashear, china dishware. It’s part of “the dignity and the value located in Beechview, as “extremely diverse” and that we want students to feel as part of their school “welcoming” to students. In his time there, the experience,” Allen says, as well as preparing them for opportunities he was given helped him develop as a their professional lives. leader, even if that process wasn’t always smooth.

PPS has made changes to promote more equitable Blair ventured into a leadership role after the school outcomes—opening CAS (Centers for Advanced Study) adopted restorative practices as an alternative to courses to students without the “gifted” label, offering suspensions. Restorative practices, which have been the SAT and PSAT college entrance exams during promoted by A+ Schools and are currently in use in the school day, and providing high-level academic all district schools, involve shifting the focus from programming to all admitted students at Sci-Tech punishment to addressing the harm and repairing and Obama. Despite these improvements, at its relationships. Blair says students know that most comprehensive high schools, racial disparities in AP of the time, peer-to-peer is the best way to resolve and CAS course-taking persist. conflicts, but he was surprised to learn students would be trained to facilitate sessions. City High publishes its best practices, and Allen has shared them with PPS staff. At the same time, she Watching its slow implementation, however, was stresses that the elements of the school’s design frustrating. As he saw it, the lack of staff buy-in, lack work together. Still, based on its example and other of trust and follow-through, and some “pessimistic research from the field, other high schools may be able mindsets” were responsible. From his perspective, to change within their existing structures. Teachers the adults he worked with didn’t always realize that can raise their standards for students and seek out “staff morale rains down on students.” Getting a few content capable of engaging more learners. Schools teachers on board made the difference, he says.

For more stories and video clips of interviews, visit ourschoolspittsburgh .org . 17 Rising up: Stories from our schools

As Blair sees it, whatever’s criticism was because he is black. “People would happening at home “means say, ‘I don’t like your delivery,’” he recalls. He noticed nothing” when it comes to that white student leaders didn’t get “the pushback” students’ ability to learn. “A lot he faced. Even if the differential treatment was of students can shut that down unconscious, he concluded, it was there. Now, “You when they get to school and do say no, I say why?” is his philosophy. what has to be done.” On the Student Advisory Council, Blair had a district- wide view. What he saw was adults using students’ backgrounds as an excuse for not educating them. As he sees it, whatever’s happening at home “means nothing” when it comes to students’ ability to learn. “A As a junior, Blair ran for student council after an older lot of students can shut that down when they get to student said, “You have a voice, and a lot of students school and do what has to be done.” follow you.” He remembers thinking, “Whoa…You have to check yourself and freshen up more things” He also believes students have more to offer than as a sense of responsibility sank in. In his first term he the adults in the system recognize. Many students he was elected president, the first time in the school’s knew would have stepped up as leaders if there were history an 11th grader had held that position. But more genuine opportunities, and if they had been even after the election was over, his right to be there asked. With more student leaders sharing their views, was questioned. “Students were mad” about an 11th and more adults listening, leadership might be less grader overseeing the senior class, and the challenges lonely in the future for students like Leon Blair. continued throughout the year. Principal Kimberly Safran strongly supported him, however, giving him responsibility and “a lot of leeway.” In his second term, he started to push boundaries. Brashear students and staff wrote a groundbreaking transgender policy and the school has a large “Gender Sexuality Alliance” (formerly the Gay Straight Alliance), but some gendered traditions lingered. A transgender student proposed that graduation caps and gowns no longer be color-coded by sex, and Blair took that on. He spoke on behalf of all student groups when Safran invited him to present on how students felt about the school at a professional development session.

The chance to be a leader at Brashear showed him who he was and what leadership means for a young person finding his way. One lesson he’s taken with Photo credit: Leon Blair Leon credit: Photo him is “Leadership is lonely.” Serving on the council, he saw himself in a new light. He’d been brought up to Brashear High School graduate Leon Blair “get things done.” At school, however, he sometimes looked back on a successful effort to see that he’d offended people. Leadership required empathy, he realized. It wasn’t about making people like him.

At the same time, Blair says he preferred to think he needed to change rather than admit some of the

18 COMMUNITY COLLEGE OF ALLEGHENY COUNTY

CCAC STUDENTS LIVING IN ALLEGHENY COUNTY SAVE ANNUALLY, MORE THAN 25,000 $ STUDENTS ENROLL IN NEARLY OVER 25,000 PUBLIC & CERTIFICATE, DIPLOMA $ & TRANSFER PROGRAMS OVER Agreements with 48 colleges & PRIVATE universities that enable CCAC graduates to transfer as juniors 61,000 1 COLLEGES & UNIVERSITIES BY SPENDING THEIR FIRST TWO YEARS AT CCAC into more than 170 programs

CCAC STUDENTS STUDENT PROFILE OF STUDENTS COULD NOT HAVE  55% women; 45% men RECEIVED CONTINUED THEIR EDUCATION WITHOUT CCAC 2  61% day; 15% evening; $ 3% weekend; 21% online %  64% part-time; 36% full-time 44  Average student age: 27 52.5  43% enrolled in career programs 57% enrolled in transfer programs MILLION CCAC STUDENTS HAVE SEAMLESSLY in financial aid TRANSFERRED CREDITS TO MORE THAN  27% ethnic minorities INCLUDING SCHOLARSHIPS, FIVE HUNDRED  International students: 140 GRANTS, LOANS &  International students: WORK-STUDY EMPLOYMENT COLLEGES & UNIVERSITIES 39 countries represented

OF STUDENTS WOULD CCAC STUDENTS RECOMMEND CCAC HAVE ACCESS TO TO A FRIEND OR FAMILY MEMBER 3

AVERAGE CLASS SIZE % FULL-TIME235 TEACHING FACULTY All statistics reference academic year 2017–2018, 1 Student savings are calculated by comparing CCAC’s in-county tuition and fees for a full-time student attending 2 Graduate Survey, Class of 2017 91with select data updated as of February 2019. college for two years versus other regional colleges and universities for the 2017–2018 academic year. 3 Noel-Levitz Student Satisfaction Inventory, 2017

Join us at an upcoming Open House! ccac.edu/openhouse Learn more about CCAC: [email protected] or 412.237.3100 For more information, visit ourschoolspittsburgh.org. PB space to be.

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TALK SING READ carnegielibrary.org WRITE PLAY Section II Inside this report

Section II Middle schools ...... 79 What’s in the report? ...... 22 6-12 schools overview ...... 86 Choosing the right school for your child ...... 23 6-12 schools ...... 88 Gifted education in Pittsburgh ...... 24 Special schools and centers ...... 98 How to read this report ...... 27 High schools overview ...... 99 K-5 schools overview ...... 30 High schools ...... 100 K-5 schools ...... 31 Charter schools ...... 108 K-8 schools overview ...... 54 Definitions and sources of information ...... 122 K-8 schools ...... 56 Index ...... 124 Middle schools overview ...... 78 Our stories: Why we are committed to A+ Schools . . 125

ourschoolspittsburgh.org 21 What’s in the report? This report contains data for each Pittsburgh public school and all of the charter schools within the city for the 2018-19 school year.

On the school pages: The indicators of school progress were originally selected by an A+ Schools committee headed by Alan ● Information about teaching, school climate, Lesgold, Ph.D., dean emeritus of the School of Education, and readiness for college and careers University of Pittsburgh. The indicators in our revised ● Key outcomes: 3rd grade reading, 8th grade algebra report (starting in 2014) were developed with the help of Dr. Shula Nedley, Dr. Daniel Morrow, and the A+ Schools taking, proficiency on PSSA tests and Keystone exams Board and staff. We thank the Pittsburgh Public Schools ● Academic growth as measured by the Pennsylvania and each charter school for providing information. Value-Added Assessment System (PVAAS) This report isn’t a substitute for visiting schools and ● Comparisons of key indicators to district averages observing in classrooms. We hope readers will consider it ● Information that reflects the current year as as a tool for framing further questions as they continue a service to readers: to evaluate the quality of our schools. • School names, names of principals/administrators, and contact information What are the PSSA tests • “English as a Second Language” program sites, and Keystone exams? magnet programs, and Career and Technical The Pennsylvania System of School Assessment, or Education (CTE) program sites PSSA, is the state test for 3rd through 8th graders. • Building accessibility Testing takes place in the spring. PSSA content area Grades tested And more: English Language Arts (ELA) ● Overviews of each level (K-5, K-8, 6-8, 6-12, & Math...... 3-8 and 9-12) on the section cover pages Science...... 4, 8 ● Contact and demographic information for the district’s The Keystones are state end-of-course exams, special education centers, Pittsburgh Online Academy, given at various times throughout the school year. Passport Academy Charter School, and Provident In 2018-19, students took Algebra I, Literature, and Charter School on page 98 Biology Keystone exams. Students may take the exams more than once. ● Help with choosing a school for your child on page 23 Scores for both PSSA tests and Keystone exams are ● What you need to know about the district’s Gifted and rated “Advanced” (above grade level), “Proficient” Talented program on page 24 (at grade level), “Basic” (not consistently at grade ● A+ Schools stories on page 125 level), or “Below Basic” (below grade level). A small number of students who receive special At the report Web site, education services take an alternate test. ourschoolspittsburgh.org: ● An expanded version of the “Rising up” section in this report: more stories of successful schools, video clips What is the Pittsburgh Promise? of principal interviews, and links to relevant research The Pittsburgh Promise is a college scholarship ● A virtual school choice fair program for students who attend and graduate ● Data describing the district at a glance from the city’s public schools, including charter schools. Eligibility requirements include residency, ● A map of schools in each region of the city enrollment, attendance, and grades. Visit pitts- ● Charts comparing each school to district averages burghpromise.org or call 412-281-7605.

See pages 122-123 for more information about any indicator.

22 Choosing the right school for your child Pittsburgh has many public school options. Here are the four main types of options for Visit ourschoolspittsburgh .org for a full school publicly funded schools in Pittsburgh: choice guide, including enrollment links and an interactive map .

Neighborhood school. Also known as your feeder school, this is a school How to apply to a magnet or Career and Technical assigned to you based on your address. Education (CTE) program You can find your child’s assigned school Your child can apply to a magnet program beginning by going to discoverpps.org and entering your home with kindergarten, or a CTE program beginning in 9th address. You can use this report to better understand or 10th grade. Applications for the 2020-21 school what’s happening at the school. year are due on December 6, 2019 . To apply, visit pghschools.org/magnet or pghschools.org/domain/1352. Charter school. These public schools are run by nonprofit organizations, are Entrance to the programs isn’t guaranteed. Some authorized by the state of Pennsylvania, magnet programs have requirements, such as grades, and are required to provide a free foreign language ability (for certain grades after education to ALL accepted students. All charter kindergarten), or scores on the state test (PSSA). Except schools (other than online schools) that serve for CAPA 6-12, which has an audition process, students students in the City of Pittsburgh are included in this are selected through a lottery. report, beginning on page 108. Your child’s application may be given “preference” for: Magnet school. These schools have • Sibling preference: Kindergarten applications are special programs (like a foreign language given preference if you already have an older child in or STEAM focus) and you MUST apply the school. to them to get in to the special program, • Program continuation: Your child is applying to the even if the school is your neighborhood school. See next level of the same program, for example, from the right column for details about the magnet and the Spanish language magnet at Liberty K-5 to the Career and Technical Education application process. International Baccalaureate program at Obama 6-12.

Your child’s application may also be “weighted”—given Having trouble navigating the system or finding answers extra chances to be chosen—based on the following: to your questions? Call Amie White at 412-697-1298 Grades K-5 “weights:” ext.113 to schedule a review of your options. • You live in the same region as the school’s location. (Visit ourschoolspittsburgh.org to find your region.) Other neighborhood school or • Your family is economically disadvantaged. private school. You may be able to P • Your child attended preschool at the school where enroll your child in a school of your choice you are applying. through the following options: • Your child attended another PPS preschool. • The Opportunity Scholarship Tax Credit Program, for students living in the attendance area of a low- Grades 6-12 “weights” (except for CAPA and Sci-Tech): achieving school (pghschools.org/Page/1408); • You live in the same region as the school’s location. • PS-6 Request to Transfer, for safety, family • Your family is economically disadvantaged. hardship, or other reasons (requests must be made in • Your child attended school at least 95% of the writing using Form 101); and previous school year. • Open Enrollment, in schools that still have • Your child didn’t receive any 4-10 day suspensions openings at the start of the school year. Check in late in the previous school year. March/early April 2020 for schools with openings • Your child attended a PPS elementary (for grades (pghschools.org/domain/1274). 6-8) or middle (for grades 9-12) school.

23 Gifted education in Pittsburgh: What you need to know

Pittsburgh Public Schools’ Gifted and Talented For PPS parents/guardians: Education program supports unique educational The basics of gifted education opportunities for students who are identified as “gifted.” The program aims to provide opportunities Students can be “gifted” in many ways, not just by and experiences to help students extend their being high achievers on tests. The Pittsburgh district learning, develop individual potential, and become is moving toward better methods for identifying life-long, independent learners. giftedness in students—for example, by using some tests that allow students to demonstrate reasoning Many students have benefited from Pittsburgh’s skills regardless of how well they speak and write gifted programs. However, parents who work standard English. with A+ Schools and others have raised concerns about inequities in who is screened, identified, and As a parent/guardian, you can request that your supported to be part of these programs. child be evaluated for the gifted program as early as kindergarten. The evaluation may include a collection The numbers tell the story. At the Pittsburgh Gifted of your child’s work (school work and/or creative Center in 2018-19, only 18% of students were black, work), a teacher’s recommendation, one-on-one while black students represented 53% of our district. testing, grades and scores from other tests your child Though white students made up 31% of our district, has taken, and information you provide. You will be 66% of the students who attended the Gifted Center asked to sign a form giving permission for your child were white. These percentages have remained almost to be evaluated. The district is required to keep you the same compared to the 2017-18 school year. involved and informed throughout the process. Last fall, PPS started a pilot program that expanded and changed the gifted screening process at Gifted programming Arlington, Arsenal PreK-5, Banksville, Brookline, Most kindergarten through 8th graders who are Langley and Mifflin. While we remain hopeful that identified as gifted are bussed from their home schools data from the pilot will provide critical information to the Pittsburgh Gifted Center in Crafton Heights about how to eliminate bias from the process, results one day a week for classes. Students at Dilworth and were not available in time for this publication. Grandview receive gifted education at their schools.

A+ Schools staff, alongside parent advocates, will In grades 9-12, students can take two types of continue working to ensure that: advanced classes: Centers for Advanced Study (CAS), • The gifted screening process becomes more and Advanced Placement (AP). Students who haven’t accessible for all families, specifically for students been identified as gifted can also apply to take CAS of color, English Learners, and students with and AP classes. exceptionalities; For CAS students who are black, the African American • The quality of programming students receive in Centers for Advanced Studies Council provides gifted classes meets the highest standard; and advocacy and support. • All students receive enrichment opportunities to expand their knowledge regardless of gifted For more information, go to pghschools.org/ identification. domain/1306, or call the district’s Gifted and Talented Office at 412-529-3021. To get involved with our campaign to make gifted education more equitable, contact Amie White at [email protected] or 412-697-1298. ext.113.

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26 How to read this report

The top of the page shows Pages are color- important data at a glance. coded by level: What percentage of teachers reached the highest performance level? K-5 6-12 Did students grow academically? PVAAS—the PA Value-Added K-8 9-12 Assessment System—shows whether students met (3), exceeded 6-8 Charter (33) or didn’t meet (2) the state’s standard of a year’s worth of growth for a year’s worth of schooling. PVAAS is different from a test score because it shows whether students made progress, regardless of where they started. Do students come to school regularly?

Pittsburgh Arlington PreK-8 Neighborhood school K-8 800 Rectenwald St., 15210 • Mt. Oliver • 412-529-4700 Accessible • Principal: Holly Ballard Pittsburgh Arlington PreK-8 ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE % 2 2 % Key outcomes (6-8) Neighborhood school 63 49 8th grade algebra Students who took algebra by the end of 8th grade: 19 out of 57 Distinguished Did not meet standard Did not meet standard Students chronically absent K-8 800 Rectenwald St., 15210 • Mt. Oliver • 412-529-4700 Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 Teaching 36 teachers Enrollment 448 students School climate (Middle number: percent Proficient/Advanced)

Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: n/a 9% Accessible • Principal: Holly Ballard 67% 19% 22% place to work and learn*: 27% Black: , White: , Student stability rate: 75% Multi-ethnic: 10%, Asian: 2%, % % Teachers new to the school: 11% Students suspended at least once: n/a n/a n/a n/a n/a Hispanic: 2%, IEP**: 37% 0 0 Teachers absent 18+ days: 14% Overall: 13% Economically disadvantaged: 95% 78% Black: 16%, White: 10%, 91% Principal stability: 1 principal in the (District K-8 average: 70%) last 4 years Multi-ethnic: 7%, ACADEMIC Capture rate 24% Black White Multi-ethnic Asian Hispanic TEACHING Low-income IEP** Low-income: 14% Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students (District K-8 average: 27%) CLIMATE IEP**: 19% 4 Advanced 4 Proficient 4 Basic 4 Below Basic * Based on survey responses ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted” % % Key outcomes (6-8)

Key outcomes (3-5) 2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels 2 2 3rd grade Reading 2019: Percentage of students at each PSSA achievement level Students who took algebra by the end of 8th grade: 19 out of 57 (Middle number: percent Proficient/Advanced) 63 49 8th grade algebra 13% 8% ELA Math 29% 100100% 100%100 Distinguished Did not meet standard Did not meet standard Students chronically absent 23% 90% 90% % % % 43% 80% 80% 27% 13 n/a n/a n/a n/a 29 8 75 75 60% 70% 70% 69% 60% 60% Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 29% 5050% 50%50 40% 40% 67% 30% 62% 30% Teaching Enrollment School climate (Middle number: percent Proficient/Advanced) 52% 36 teachers 448 students 48% Black White Multi-ethnic Asian Hispanic Low-income IEP** 25 25 42% 47% 37% 20% 31% 20% 25% 29% 27% 27% 6% 6% 10% 17% 10% 19% 2% 0%n/a 0%n/a 0%n/a 8% 8% 0% 6% 0%n/a 0%n/a 0%n/a 13% 3% 6% 0%0% 4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted” 00% 0%0 (District K-8 average: 494) Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White TeachersMulI-ethnic Hispanic Asian Low-income feelIEP** the school is a good Parents recommend school*: n/a 9% PPS district School PPS district School 22% (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 67% 19% (3rd through 5th grades) 27% Black: , White: , 2019 PSSA achievement compared to district 2015 School Proficient (District) 2015 School placeProficient to (District) work and learn*: Student stability rate: 75% Percentage at Proficient/Advanced levels Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson 10% 2% 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) 11% Multi-ethnic: , Asian: , % % Black 0% 31% Black 25% Teachers0% new to8% the school:0% ELA Math Learning support | Speech & language support | Autism support | Emotional support Students suspended at least once: 0 n/a n/a n/a n/a 0 n/a 100100% 100%100 White 0% 67% White 29% 0% 42% 6% Hispanic: 2%, IEP**: 37% 90% 90% PhysicalMulti-ethnic & occupational therapy0% | Regional emotional,52% autismMulti-ethnic & life skills0% support classrooms0% 27% 0% 80% 80% 75 75 Hispanic 0% 48% Hispanic 0% Teachers0% absent19% 18+ days:0% 14% Overall: 13% 70% 70% Asian 0% 62% Asian 0% 0% 47% 0% 95% 60% 60% Economically disadvantaged: 78% Low-income 0% 37% Low-income 27% 0% 13% 3% 5050% 50%50 Black: 16%, White: 10%, 91% !1 Principal!1 stability: 1 principal in the 40% 72% 40% 65% (District K-8 average: 70%) 30% 56% 30% 56% 57% 25 50% 49% 25 20% 37% 41% 20% 38% 37% Multi-ethnic: 7%, 27% 28% 27% 27% 23% 23% 22% 26% last 4 years 10% 10% 5% 16% 5% 0%n/a 0%n/a 13% 5% 0%n/a 0%n/a 12% 5% 00% 0%0 Capture rate 24% Black White Multi-ethnic Asian Hispanic Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP** Low-income: 14% PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (District K-8 average: 27%) 4 Advanced 4 Proficient 4 Basic 4 Below Basic 2015 School Proficient (District) 2015 School Proficient (District) IEP**: 19% Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) * Based on survey responses ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted” Black 0% 37% Black 23% 0% 22% 5%

White 0% 72% White 27% 0% 56% 27% 56 Multi-ethnic 0% 56% Multi-ethnic 50% 0% 38% For more27% information, visit ourschoolspittsburgh.org. 57 Hispanic 0% 49% Hispanic 0% 0% 37% 0%

Asian 0% 65% Asian 0% 0% 57% 0%

Low-income 0% 41% Low-income 28% 0% 26% 12% !1 !1 Key outcomes (3-5) 2019 PSSA achievement compared to district (6th through 8th grades) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level Percentage at Proficient/Advanced levels (Middle number: percent Proficient/Advanced)

13% 8% ELA Math 29% 100100% 100%100 23% 90% 90% % % % 43% 80% 80% 27% 13 n/a n/a n/a n/a 29 8 75 75 This section gives you information60% about the school’s environment. 70% 70% 69% 60% 60% 29% 5050% 50%50 40% 40% Teaching: School climate: 67% 30% 62% 30% 52% 48% Black White Multi-ethnic Asian Hispanic Low-income IEP** 25 25 42% 47% 37% 20% 31% 20% 25% 29% 27% 27% 6% 6% 10% 17% 10% 19% 2% • How do teachers feel about their school? 0%n/a 0%n/a 0%n/a 8% 8% 0% 6% 0%n/a 0%n/a 0%n/a 13% 3% 6% 0%0% 4 Advanced 4 Proficient• H 4ow Basic do4 Below parentsBasic feel** Students about with an Individual Educationtheir Plan (IEP) school? for special education, excluding students identified as “gifted” 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School • Are there a lot of new teachers, or do (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2019 PSSA achievement• Do comparedstudents to district stay (3rd through at 5th the grades) school? (If the 2015 School Proficient (District) 2015 School Proficient (District) teachers stay at the school? Percentage at Proficient/Advanced levels Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson percentage for “Student stability rate” is 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) ELA Math LearningBlack support | Speech & language0% support | Autism31% supportBlack | Emotional25% support 0% 8% 0% • Do they come to school regularly? 100100% 100%100 White 0% 67% White 29% 0% 42% 6% high, the answer is yes.) Physical & occupational therapy | Regional emotional, autism & life skills support classrooms 90% 90% Multi-ethnic 0% 52% Multi-ethnic 0% 0% 27% 0% 80% 80% 75 75 Hispanic 0% 48% Hispanic 0% 0% 19% 0% • Does the principal stay? 70% 70% Asian 0% 62% Asian 0% 0% 47% 0% 60% 60% • What percentage of students were Low-income 0% 37% Low-income 27% 0% 13% 3% 5050% 50%50 !1 !1 40% 72% 40% Enrollment: 65% 30% 56% 30% 56% 57% 25 suspended?50% 49% Were some groups25 20% 37% 41% 20% 38% 37% 27% 28% 27% 27% 23% 23% 22% 26% 10% 10% 5% 16% 5% 0%n/a 0%n/a 13% 5% 0%n/a 0%n/a 12% 5% 00% suspended more often than0%0 others? • Who goes to the school? Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced)(“Black: 2%”(Proficient/Advanced) means 2% of all black(Proficient/Advanced) (Proficient/Advanced) • Does the school draw students from the 2015 School Proficient (District) 2015 School Proficient (District) Proficientstudents (School) Fundraiser were Results suspended by Salesperson at leastProficient once.) (School) Fundraiser Results by Salesperson neighborhood (“Capture rate”), or are they PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) Black 0% 37% Black 23% 0% 22% 5% going elsewhere? White 0% 72% White 27% 0% 56% 27% 56 Multi-ethnic 0% 56% Multi-ethnic 50% 0% 38% For more27% information, visit ourschoolspittsburgh.org. 57 Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 28% 0% 26% 12%

!1 !1 Call A+ Schools at 412-697-1298 to schedule a presentation on this report for your school, community group, or agency . We’ll review the report, explain how to use it, and answer your questions . Visit the report Web site at ourschoolspittsburgh org. to support the publication of this report and our other programs and publications through a donation . Visit aplusschools org. for much more .

continued on p. 28

For more information, visit ourschoolspittsburgh .org . 27 Pittsburgh Arlington PreK-8 Neighborhood school K-8 800 Rectenwald St., 15210 • Mt. Oliver • 412-529-4700 How toAccessible read • Principal: Holly Ballard this report ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students The middle of the page shows keyCLIMATE information about % 2 2 % Key outcomes (6-8) 63 49 8th grade algebra Students who took algebra by the end of 8th grade: 19 out of 57 student achievement.Distinguished Did not meet standard Did not meet standard Students chronically absent Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 • ATeachingre students 36 teachers reading wellEnrollment by 4483rd students grade—an importantSchool climate indicator of future(Middle success? number: percent Proficient/Advanced) Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: n/a 9% 67% 19% 22% place to work and learn*: 27% Black: , White: , Student stability rate: 75% Multi-ethnic: 10%, Asian: 2%, % % • HTeachersow did new to different the school: 11% groups of students score Studentson the suspended state at least test, once: in English Language n/aArts (ELA)n/a and Math?n/a n/a n/a Hispanic: 2%, IEP**: 37% 0 0 Teachers absent 18+ days: 14% Overall: 13% Economically disadvantaged: 95% 78% Black: 16%, White: 10%, 91% HowPrincipal does stability: 1that principal compare in the (District to how K-8 average: the 70%) same groups scored across the district overall? last 4 years Multi-ethnic: 7%, Capture rate 24% Black White Multi-ethnic Asian Hispanic Low-income IEP** Low-income: 14% (District K-8 average: 27%) IEP**: 19% 4 Advanced 4 Proficient 4 Basic 4 Below Basic * Based on survey responses ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

Key outcomes (3-5) 2019 PSSA achievement compared to district (6th through 8th grades) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level Percentage at Proficient/Advanced levels (Middle number: percent Proficient/Advanced)

13% 8% ELA Math 29% Pittsburgh Arlington100100% PreK-8 100%100 23% Neighborhood school K-8 800 Rectenwald St., 15210 • Mt. Oliver • 412-529-470090% 90% % % % 43% Accessible • Principal: Holly Ballard 80% 80% 27% 13 n/a n/a n/a n/a 29 8 75 75 ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students 60% 70% CLIMATE 70% % 2 2 % Key outcomes (6-8) 69% 63 49 8th grade algebra Students who took algebra by the end of 8th grade: 19 out of 57 Distinguished Did not meet standard Did not60% meet standard Students chronically absent 60% 29% 5050% Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 50%50 Teaching 36 teachers Enrollment 448 students School climate (Middle number: percent Proficient/Advanced)

Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: n/a 9% 67% 19% 22% place to work and learn*: 27% Black: , White: ,40% Student stability rate: 75% 40% Multi-ethnic: 10%, Asian: 2%, 67% % % Teachers new to the school: 11% Students suspended at least once: n/a 62% n/a n/a n/a n/a Hispanic: 2%, IEP**: 37% 0 0 Teachers absent 18+ days: 14% 30% Overall: 13% 52% 30% Economically disadvantaged: 95% 78% Black White Multi-ethnic Asian Hispanic Low-income IEP** 25 Black: 16%, White: 10%, 48%91% 25 47% Principal stability: 1 principal in the (District K-8 average: 70%) 42% last 4 years Multi-ethnic: 7%, 37% Capture rate 24% 20% Black White Multi-ethnic Asian Hispanic Low-income IEP** 20% Low-income:31% 14% 29% 27% 27% (District K-8 average: 27%) 25% 4 Advanced 4 Proficient 4 Basic 4 Below Basic 6% 6% 10% IEP**: 19% 17% 10% 19% 2% * Based on survey responses 0%n/a 0%n/a 0%n/a ** Students with an Individual Education8% Plan (IEP) for special education, excluding students identified as “gifted” 8% 0% 6% 0%n/a 0%n/a 0%n/a 13% 3% 6% 0%0% 4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted” 00% 0%0 Key outcomes (3-5) Black White MulI-ethnic2019 PSSAHispanic achievement comparedAsian to districtLow-income (6th through 8th grades) IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP** 3rd grade Reading 2019: Percentage of students at each PSSA achievement level Percentage at Proficient/Advanced levels (Middle number: percent Proficient/Advanced)

13% 8% ELA Math 29% PPSPittsburgh district 100100% Arlington PreK-8School 100%100 PPS district School 23% 90% 90% % % % Neighborhood school 43% 80% 80% 27% 13 n/a n/a n/a n/a 29 (Proficient/Advanced)8 75 (Proficient/Advanced)75 (Proficient/Advanced) (Proficient/Advanced) 60% K-8 800 Rectenwald St., 15210 •70% Mt. Oliver • 412-529-4700 70% Accessible69% • Principal: Holly60% Ballard 60% 2019 PSSA achievement compared to district (3rd through 5th grades) 29% 2015 School 5050% Proficient (District) 50%50 2015 School Proficient (District) 40% 40% 67% 62% 30% 52% 30% ACADEMIC

TEACHING 48% Black White Multi-ethnic Asian Hispanic Low-income Teaching effectivenessIEP** 25 25 42% 47%

GROWTH PVAAS ELA PVAAS Math All students Percentage at Proficient/Advanced levels Proficient (School)20% 37%CLIMATE 20% Proficient (School) 31% 29% 27% 27% 25% Fundraiser Results by Salesperson6% Fundraiser Results by Salesperson 6% 10% 17% 10% 19% 2% % 0%n/a 0%n/a 0%n/a 8% % 8% 0% 6% 0%n/a Key0%n/a outcomes0%n/a 13% 3% (6-8)6% 0%0% 4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted” 00% 0%0 2 Black White MulI-ethnic2Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP** 63 49 8th grade algebra Students who took algebra by the end of 8th grade: 19 out of 57 Distinguished Did not meet standard PPS Did district not meet standard School Students chronically absent PPS district School PARTICIPANT (Proficient/Advanced)2015 SCHOOL (Proficient/Advanced) PROFICIENT(Proficient/Advanced) (DISTRICT)(Proficient/Advanced) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) (3rd through2019-20 5th grades) Special education services 2019 PSSA achievement compared to district 2015 School Proficient (District) 2015 School PercentageProficient of (District) students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 Percentage at Proficient/Advanced levels Proficient (School) Proficient (School) Teaching 36 teachers Enrollment 448 students FundraiserSchool Results climate by Salesperson (Middle number:Fundraiser percent Results Proficient/Advanced) by Salesperson Black 2019-20PARTICIPANT Special education0% services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 31%2015 SCHOOL PROFICIENT (DISTRICT)BlackPROFICIENT (SCHOOL) 25% 0% 8% 0% Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: n/a 9% ELA Math Black67% 19% 0% 31% Black 25% 0% 8% 0% 22% ELA Learning supportMathplace to work and learn*:| Speech 27% LearningBlack: & support, White: language | Speech, & languageStudent support stabilitysupport | Autism rate: 75% support | Emotional | Autism support support | Emotional support 100100% 100%100 White 0% 67% White 29% 0% 42% 6% PhysicalMulti-ethnic: & occupational 10%, Asian: 2% therapy, | Regional emotional, autism & life skills support classrooms% % 100 100 90% 90% Teachers new to the school: 11% Multi-ethnic 0% 52% Multi-ethnic 0% 0% n/a 27% n/a 0% n/a n/a n/a 100% 100% White 2% 37% 0% Students suspended at least once: 67% 0 White 29% 0 0% 42% 6% 80% 80% Hispanic: , IEP**: 75 75 Teachers absent 18+ days: 14% Hispanic 0% Overall: 13% 48% Hispanic 0% 0% 19% 0% 70% 70% Economically disadvantaged: 95% 78% Physical & occupational therapyAsian | Regional0% Black: 16%, White:62% 10%, emotional,Asian 0% 0%91% autism47% & life0% skills support classrooms 60% 60% Principal stability: 1 principal in the (District K-8 average: 70%) 90% 90% Multi-ethnic Low-income 0% 0% 37% Low-income 27% 52% 0% 13% Multi-ethnic3% 0% 0% 27% 0% 5050% 50%50 last 4 years Multi-ethnic: 7%, Capture rate Black White Multi-ethnic Asian Hispanic Low-income IEP** 24% !1 !1 40% 72% 40% Low-income: 14% 65% 30% 56% 30% 56% 57% (District K-8 average: 27%) 4 Advanced 4 Proficient 4 Basic 4 Below Basic 80% 80% 25 50% 49% 25 IEP**: 19% 20% 37% 41% 20% Hispanic38% 37% 0% 48% Hispanic 0% 0% 19% 0% 75 75 27% 28% 27% 27% 26% * Based on survey responses ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted” 23% 23% 22% 10% 10% 5% 16% 5% 0%n/a 0%n/a 13% 5% 0%n/a 0%n/a 12% 5% 00% 0%0 70% 70% Black White MulI-ethnic Hispanic Asian Low-income IEP** AsianBlack White MulI-ethnic Hispanic Asian Low-income IEP** 0% 62% Asian 0% 0% 47% 0% PPS district School PPS district Key outcomes School (3-5) 2019 PSSA achievement compared to district (6th through 8th grades) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) Percentage at Proficient/Advanced levels 60% 60% 2015 School Proficient (District) 2015 School 3rd gradeProficient Reading (District) 2019: Percentage of students at each PSSA achievement level Proficient (School) Fundraiser Results by Salesperson Low-incomeProficient (School) (Middle number:Fundraiser percent Results Proficient/Advanced) by Salesperson 0% 37% Low-income 27% 0% 13% 3% 8% ELA Math 50 50 PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 13%2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) 50% 50% 29% 100100% 100%100 Black 0% 37% Black 23% 0% 22% 5% 23% 90% 90% % % % White 0% 72% White 27% 0% 56% 27% 43% 80% 80% 27% 13 n/a n/a n/a n/a 29 8 75 75 40% 40% ourschoolspittsburgh.org.!1 !1 72% 56 Multi-ethnic 0% 56% Multi-ethnic 50% 0% 60% 38% For more27% information, visit 70% 57 70% 65% Hispanic 0% 49% Hispanic 0% 0% 37% 0% 69% 60% 60% 29% 30% 56% 30% 56% 57% Asian 0% 65% Asian 0% 0% 57% 0% 5050% 50%50 Low-income 0% 41% Low-income 28% 0% 26% 12% 40% 40% 50% 67% 25 49% 25 30% 62% 30% 52% 48% Black White Multi-ethnic Asian Hispanic Low-income IEP** 25 25 42% 47% 41% !1 !1 37% 20% 31% 20% 38% 25% 29% 27% 27% 20% 37% 20% 37% 6% 19% 6% 10% 17% 10% 2% 0%n/a 0%n/a 0%n/a 8% 8% 0% 6% 0%n/a 0%n/a 0%n/a 13% 3% 6% 0%0% 27% 28% 27% 27% 26% 4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted” 00% 0%0 23% 23% 22% Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP** 10% 10% 5% 16% 5% n/a n/a 13% n/a n/a 12% PPS district School PPS district School 0% 0% 5% 0% 0% 5% (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2019 PSSA achievement compared to district (3rd through 5th grades) 2015 School Proficient (District) 2015 School Proficient (District) 00% 0%0 Percentage at Proficient/Advanced levels Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP** 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) ELA Math LearningBlack support | Speech & language0% support | Autism31% supportBlack | Emotional25% support 0% 8% 0% 100100% 100%100 White 0% 67% White 29% 0% 42% 6% 90% 90% PhysicalMulti-ethnic & occupational therapy0% | Regional emotional,52% autismMulti-ethnic & life skills0% support classrooms0% 27% 0% PPS district School PPS district School 80% 80% 75 75 Hispanic 0% 48% Hispanic 0% 0% 19% 0% 70% 70% Asian 0% 62% Asian 0% 0% 47% 0% 60% 60% (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) Low-income 0% 37% Low-income 27% 0% 13% 3% 5050% 50%50 !1 !1 40% 72% 40% 65% 2015 School Proficient (District) 2015 School Proficient (District) 30% 56% 30% 56% 57% 25 50% 49% 25 20% 37% 41% 20% 38% 37% 27% 28% 27% 27% 23% 23% 22% 26% 10% 10% 5% 16% 5% 0%n/a 0%n/a 13% 5% 0%n/a 0%n/a 12% 5% Proficient (School) Proficient (School) 00% 0%0 Fundraiser Results by Salesperson Fundraiser Results by Salesperson Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP** PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 23% 0% 22% 5% Black 0% 37% Black 23% 0% 22% 5% White 0% 72% White 27% 0% 56% 27% 56 Multi-ethnic 0% 56% Multi-ethnic 50% 0% 38% For more27% information, visit ourschoolspittsburgh.org. 57 Hispanic 0% 49% Hispanic 0% 0% 37% 0% White 0% 72% White 27% 0% 56% 27% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 28% 0% 26% 12% 56 Multi-ethnic 0% 56% Multi-ethnic 50% 0% 38% For more27% information, visit ourschoolspittsburgh.org.!1 !1 57 Hispanic 0% 49% Hispanic 0% 0% 37% 0% Pittsburgh ArlingtonAsian PreK-80% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 28% 0% 26% 12%

Neighborhood school !1 !1 K-8 800 RectenwaldAdditional St., 15210 • Mt. Oliver • 412-529-4700 achievement Accessible • information.Principal: Holly Ballard ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE % • H2ow many students2 took algebra% by Key outcomes (6-8) 63 49 8th grade algebra Students who took algebra by the end of 8th grade: 19 out of 57 Distinguished Didthe not meet standardend of Did not8th meet standard grade? (AlgebraStudents chronically is a absent Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 Teaching 36 teachers Enrollment“gatekeeper” 448 students courseSchool for climate higher level (Middle number: percent Proficient/Advanced) Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: n/a 9% 67% 19% 22% place to work and learn*: 27% Black:math , White: achievement , Studentand stabilitycollege.) rate: 75% Multi-ethnic: 10%, Asian: 2%, % % Teachers new to the school: 11% Students suspended at least once: n/a n/a n/a n/a n/a Hispanic: 2%, IEP**: 37% 0 0 Teachers absent 18+ days: 14% Overall: 13% Economically disadvantaged: 95% 78% Black: 16%, White: 10%, 91% Principal stability: 1 principal in the  • (DistrictHow K-8 average: did 70%)different groups of last 4 years Multi-ethnic: 7%, Capture rate 24% Black White Multi-ethnic Asian Hispanic Low-income IEP** Low-income: 14% (Districtstudents K-8 average: 27%)score on the Algebra I IEP**: 19% 4 Advanced 4 Proficient 4 Basic 4 Below Basic Keystone Exam? * Based on survey responses ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

Key outcomes (3-5) 2019 PSSA achievement compared to district (6th through 8th grades) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level Percentage at Proficient/Advanced levels (Middle number: percent Proficient/Advanced)

13% 8% ELA Math 29% 100100% 100%100 23% 90% 90% % % % 43% 80% 80% 27% 13 n/a n/a n/a n/a 29 8 75 75 60% 70% 70% 69% 60% 60% How we report “subgroup”29% achievement5050% 50%50 40% 40% 67% 30% 62% 30% 52% 48% Black White Multi-ethnic Asian Hispanic Low-income IEP** 25 25 42% 47% 37% 20% 31% 20% “Subgroup” means a group within a larger group. For 25% Percentages29% for27% subgroups refer to the27% subgroup rather than 6% 6% 10% 17% 10% 19% 2% 0%n/a 0%n/a 0%n/a 8% 8% 0% 6% 0%n/a 0%n/a 0%n/a 13% 3% 6% 0%0% 4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted” 00% 0%0 example, “white 5th graders” is a subgroup of all 5th graders. Black theWhite MulI-ethnic wholeHispanic group.Asian Low-income ForIEP** example, ifBlack theWhite percentageMulI-ethnic Hispanic Asian Low-incomeof blackIEP** PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2019 PSSA achievement comparedWe to district report (3rd through subgroups 5th grades) with more than 10 students. 2015 School Proficient (District) 2015 School Proficient (District) Percentage at Proficient/Advanced levels Proficientstudents (School) takingFundraiser Results AP by Salesperson courses is 11%,Proficient that (School) meansFundraiser 11% Results byof Salesperson black

For example: 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) ELA Math LearningBlack supportstudents | Speech & languagetook0% APsupport courses, | Autism31% support notBlack that| Emotional25% 11% support of all0% students who8% 0% 100100% “Asian: n/a” means100%100 there were 0-10 students— White 0% 67% White 29% 0% 42% 6% 90% 90% PhysicalMulti-ethnic & occupational therapy0% | Regional emotional,52% autismMulti-ethnic & life skills0% support classrooms0% 27% 0% 80% 80% took AP courses were black. 75 not enough to report.75 Hispanic 0% 48% Hispanic 0% 0% 19% 0% 70% 70% Asian 0% 62% Asian 0% 0% 47% 0% 60% 60% Low-income 0% 37% Low-income 27% 0% 13% 3% 5050% 50%50 40% “Asian: 0” means none40% out of a reportable subgroup of more !1 !1 72% 65% 30% 56% 30% 56% 57% 25 50% 49% 25 20% 37% than41% 10 Asian students.20% 38% 37% 27% 28% 27% 27% 23% 23% 22% 26% 10% 10% 5% 16% 5% 0%n/a 0%n/a 13% 5% 0%n/a 0%n/a 12% 5% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 23% 0% 22% 5% White 28 0% 72% White 27% 0% 56% 27% 56 Multi-ethnic 0% 56% Multi-ethnic 50% 0% 38% For more27% information, visit ourschoolspittsburgh.org. 57 Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 28% 0% 26% 12%

!1 !1 29

%

86 low economic disadvantage economic low achievement, Low disadvantage economic low achievement, High disadvantage high economic achievement, Low disadvantage high economic High achievement, High

966) Met SAT Reading Standard Reading SAT Met %

%

On this graph, “School A” is successful is successful A” “School this graph, On of high levels who have with students disadvantage. economic

2018 79 67

Overall: 779 Overall: Black: 779 Black: n/a White: n/a Multi-ethnic: n/a Hispanic: Asian: n/a 772 Low-income: IEP**: 716 average: (District %  Average combined SAT scores: SAT combined Average

100% 64 Met SAT Math Standard Math SAT Met 90%

School B School

%

%

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2017 81 80% 66 % School F School Hispanic: n/a Hispanic: Asian: n/a 13% Low-income: IEP**: 0% 25%) average: (District Overall: 13% Overall: 13% Black: n/a White: n/a Multi-ethnic:

Percentage of students taking CAS students of Percentage courses: Study) Advanced for (Centers 70% 83

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School E School %

% % 50%

School C School

2016 80 . 77 org . Overall: 0% 0% Overall: 0% Black: n/a White: n/a Multi-ethnic: n/a Hispanic: Asian: n/a 0% Low-income: IEP**: n/a 52%) average: (District Graduation rates over time over rates Graduation 55 40%

Percentage of students scoring 3 or 3 or scoring students of Percentage 1-5): (scaled exam AP on any higher 6-year college completion rate completion college 6-year

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20% State State average average PSSA performance Percentage of economically disadvantaged students in the school %

ourschoolspittsburgh %

2015 70 63 80 10% Overall: 12% Overall: 13% Black: n/a White: n/a Multi-ethnic: n/a Hispanic: Asian: n/a 11% Low-income: IEP**: 1% 26%) average: (District (Advanced Placement) courses: Placement) (Advanced Percentage of students taking AP AP taking students of Percentage  Attending college/trade school college/trade Attending College/trade school readiness / 75% 50% 25% H W H H 100%

READINESS • • • • 0% 90% 80% 70% 60% 50% 40% 30% 20% 10%

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Student achievement and economic disadvantage Student achievement and andCAS? AP such as courses, advanced take hich students exams? AP on fare didthey ow ontheSAT? fare didthey ow time? over isthetrend What graduate? students many ow These sections on 6-12 and high school pages show different show school pages 6-12 and high sections on These On the cover pages for each level, we report student achievement on key tests along with students’ with students’ along tests on key achievement student report we each level, for pages the cover On with succeeding are schools that highlight us to allow graphs These each school. for disadvantage, economic way: this these graphs can read you general, In disadvantage. economic of high levels who have students Are students being prepared for college, going to college, and graduating? and college, to going college, for prepared being students Are ways to look at whether students are ready for college and careers. for college are ready students look at whether ways to Percent Proficient/Advanced Percent

3-5 PSSA performance performance PSSA 3-5

For more information, visit information, more For Pittsburgh’s elementary schools

In the 2018-19 school year: PPS had 23 elementary schools. The average elementary school had 315 students and 26 teachers. 78% of elementary students were economically disadvantaged (receiving public assistance). 30% of elementary students attended their school of assignment (“capture rate”). The average site-based cost per elementary student was $9,690.

Teaching/Counseling School stability School climate 89% of elementary teachers feel Student stability rate: 88% 84% of parents would recommend their school is a good place to Teachers new to the school: 11% their child’s elementary school.* work and learn.* On average, 21% of elementary 66% of elementary teachers Principal stability 2016-19 students were chronically absent. performed at the Distinguished level. 11 elementary schools had one 4% of elementary students were Average counselor/student ratio: principal. suspended at least once. 1/315 11 schools had two principals. Black: 5%, White: 1%, Multi-ethnic: 4% 1 school had three principals. Low-income: 4% IEP**: 7%

** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted” * Based on survey responses

2019 Reading levels and students’ economic disadvantage

100%

90%

80% 6

70% 15 20 1 21

60% 8 5 16 4 3 22 23 10 50% State 17 9 12 average 11 40% PSSA performance

3-5 PSSA performance 14 18 19 30% 2 Percent Proficient/Advanced

7 20%

13 10%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Percentage of economically disadvantaged students in the school

1 Allegheny K-5 5 Concord PreK-5 9 Grandview PreK-5 13 Miller PreK-5 17 Roosevelt PreK-5 21 Westwood PreK-5 2 Arsenal PreK-5 6 Dilworth PreK-5 10 Liberty K-5 14 Minadeo PreK-5 18 Spring Hill K-5 22 Whittier K-5 3 Banksville PreK-5 7 Faison K-5 11 Lincoln PreK-5 15 Montessori PreK-5 19 Weil PreK-5 23 Woolslair PreK-5 4 Beechwood PreK-5 8 Fulton PreK-5 12 Linden PreK-5 16 Phillips K-5 20 West Liberty PreK-5

30 Pittsburgh’s elementary schools Pittsburgh Allegheny K-5 Traditional Academy magnet school In the 2018-19 school year: PPS had 23 elementary schools. K-5 810 Arch St., 15212 • Allegheny Center • 412-529-4100 The average elementary school had 315 students and 26 teachers. Accessible • Principal: Molly O’Malley-Argueta 78% of elementary students were economically disadvantaged (receiving public assistance). 30% of elementary students attended their school of assignment (“capture rate”). ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students The average site-based cost per elementary student was $9,690. CLIMATE 67% 2 2 13% Distinguished Did not meet standard Did not meet standard Students chronically absent

Teaching 41 teachers Enrollment 547 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 99% place to work and learn*: 98% Black: 59%, White: 24%, Student stability rate: 97% Multi-ethnic: 10%, Asian: 4%, Teachers new to the school: 10% Students suspended at least once: Hispanic: 2%, IEP**: 20% Teachers absent 18+ days: 27% Overall: 4% Economically disadvantaged: 76% Principal stability: Black: 6%, White: 0%, 1 principal in the (District K-5 average: 78%) last 4 years Asian: 0%, Hispanic: 0%, Capture rate n/a Multi-ethnic: 5%, Low-income: 5% (District K-5 average: 30%) IEP**: 9% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

6% 15% 16% 9% 24% 25%

15% 75% 85% n/a n/a n/a 74% 52% 48% 70% 43% 69% 58%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 100 P 100 P 90% P 90% P 13 80% 19 15 80% P P 75 24 75 75 70% 75 70% 27 18 60% 60% 50 5050% 50 50%50 87% 85% 40% 72% 40% 65% 25 30% 59% 56% 57% 60% 25 30% 56% 57% 25 49% 25 48% 20% 37% 41% 41% 20% 38% 38% 37% 41% 41% 23% 22% 26% 0 10% 0 10% 16% 0%n/a 0%n/a 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) x Proficient (School) Fundraiser Results by Salesperson 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% supportBlack | Emotional59% support 0% 22% 38% White 0% 72% White 87% 0% 56% 85% Physical & occupational therapy | Regional emotional support classroom Multi-ethnic 0% 56% Multi-ethnic 57% 0% 38% 48% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% For moreLow-income information, visit ourschoolspittsburgh0% .org . 41% Low-income 60% 0% 26%31 41% !1 !1 Pittsburgh Arsenal PreK-5 Neighborhood school with an “English as a Second Language” program K-5 215 39th St., 15201 • Lawrenceville • 412-529-7307 Accessible, with exceptions • Principal: Ruthie Rea ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 42% 3 33 13% Distinguished Met the standard Exceeded the standard Students chronically absent

Teaching 27 teachers Enrollment 286 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: n/a place to work and learn*: 85% Black: 70%, White: 7%, Student stability rate: 83% Multi-ethnic: 2%, Asian: 5%, Teachers new to the school: 7% Students suspended at least once: Hispanic: 17%, IEP**: 18% Teachers absent 18+ days: 37% Overall: 4% Economically disadvantaged: 91% Principal stability: Black: 6%, White: 0%, 1 principal in the (District K-5 average: 78%) last 4 years Asian: 0%, Hispanic: 0%, Capture rate 17% Low-income: 4% (District K-5 average: 30%) IEP**: 9% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

29% 48% 28%

% % 29 n/a n/a n/a n/a 28 53% n/a

20% 23%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 25 49% 25 20% 37% 41% 20% 38% 37% 28% 27% 30% 23% 22% 23% 26% 25% 10% 20% 10% 16% 0%n/a 0%n/a 0%n/a 10% 0%n/a 0%n/a 0%n/a 0%0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% support | EmotionalBlack 28% support | Physical &0% occupational therapy22% 23% White 0% 72% White 0% 0% 56% 0% Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 20% 0% 37% 30% Asian 0% 65% Asian 0% 0% 57% 0% 32 Low-income 0% 41% Low-income 27% 0% 26% 25% !1 !1 Pittsburgh Arsenal PreK-5 Pittsburgh Banksville PreK-5 Neighborhood school with an “English as a Second Language” program K-5 1001 Carnahan Rd., 15216 • Banksville • 412-529-7400 Accessible • Principal: Alexis Fadick ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 96% 3 2 19% Distinguished Met the standard Did not meet standard Students chronically absent

Teaching 25 teachers Enrollment 327 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 93% place to work and learn*: 100% Black: 18%, White: 44%, Student stability rate: 80% Multi-ethnic: 5%, Asian: 22%, Teachers new to the school: 24% Students suspended at least once: Hispanic: 10%, IEP**: 11% Teachers absent 18+ days: 20% Overall: 1% Economically disadvantaged: 68% Principal stability: Black: 1%, White: 1%, 2 principals in the (District K-5 average: 78%) last 4 years Multi-ethnic: 0%, Asian: 0%, Capture rate 39% Hispanic: 0%, Low-income: 1% (District K-5 average: 30%) IEP**: 2% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

6% 9% 22% 17% 31% n/a 72% 11% n/a n/a n/a 38% 44% 27% 36% 45%

50% 25% 18%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 65% 30% 56% 30% 56% 54% 57% 25 49% 25 41% 41% 44% 20% 37% 38% 35% 20% 38% 37% 29% 30% 23% 22% 26% 10% 10% 15% 19% 16% 0%n/a 0%n/a 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% support | EmotionalBlack 38% support | Physical &0% occupational therapy22% 15% White 0% 72% White 65% 0% 56% 54% Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 41% 0% 57% 19% For moreLow-income information, visit ourschoolspittsburgh0% .org . 41% Low-income 44% 0% 26%33 29% !1 !1 Read Beechwood’s Pittsburgh Beechwood PreK-5 story on page 13. Neighborhood school with an “English as a Second Language” program K-5 810 Rockland Ave., 15216 • Beechview • 412-529-7390 Accessible, with exceptions • Principal: Sally Rushford ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 71% 3 2 8% Distinguished Met the standard Did not meet standard Students chronically absent

Teaching 29 teachers Enrollment 353 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: n/a place to work and learn*: 97% Black: 18%, White: 43%, Student stability rate: 93% Multi-ethnic: 8%, Asian: 7%, Teachers new to the school: 14% Students suspended at least once: Hispanic: 24%, IEP**: 22% Teachers absent 18+ days: 14% Overall: 2% Economically disadvantaged: 75% Principal stability: Black: 4%, White: 2%, 1 principal in the (District K-5 average: 78%) last 4 years Multi-ethnic: 0%, Asian: 0%, Capture rate 49% Hispanic: 0%, Low-income: 2% (District K-5 average: 30%) IEP**: 4% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

8% 8% 6% 3% 6% 31% 25% % % % n/a 66 n/a n/a 31 45% 48 n/a 45%

58% 63%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 81% 40% 72% 70% 65% 30% 57% 56% 30% 56% 57% 50% 25 49% 48% 25 44% 20% 37% 41% 41% 20% 38% 37% 33% 29% 23% 22% 26% 26% 26% 10% 10% 16% 18% 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% supportBlack | Emotional57% support 0% 22% 29% White 0% 72% White 70% 0% 56% 44% Physical & occupational therapy | Regional emotional & life skills support classrooms Multi-ethnic 0% 56% Multi-ethnic 81% 0% 38% 50% Hispanic 0% 49% Hispanic 33% 0% 37% 26% Asian 0% 65% Asian 0% 0% 57% 0% 34 Low-income 0% 41% Low-income 48% 0% 26% 26% !1 !1 Pittsburgh Concord PreK-5 Neighborhood school with an “English as a Second Language” program K-5 2350 Brownsville Rd., 15210 • Carrick • 412-529-7755 Accessible • Principal: Jamie Kinzel-Nath ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 67% 33 33 22% Distinguished Exceeded the standard Exceeded the standard Students chronically absent

Teaching 37 teachers Enrollment 473 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: n/a place to work and learn*: 88% Black: 21%, White: 40%, Student stability rate: 88% Multi-ethnic: 10%, Asian: 20%, Teachers new to the school: 22% Students suspended at least once: Hispanic: 10%, IEP**: 20% Teachers absent 18+ days: 8% Overall: 1% Economically disadvantaged: 83% Principal stability: Black: 2%, White: 0%, 2 principals in the (District K-5 average: 78%) last 4 years Multi-ethnic: 2%, Asian: 0%, Capture rate 46% Hispanic: 0%, Low-income: 1% (District K-5 average: 30%) IEP**: 2% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

8% 3% 9% 6% 10% 14% 24% 25% 27% 36% % % 39% n/a % n/a % % 75 57 54 47% 53 37% 36 45% 18% 50% 67% 33%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 67% 65% 30% 56% 53% 52% 30% 56% 57% 25 48% 50% 49% 50% 25 46% 50% 20% 37% 41% 20% 38% 37% 29% 29% 30% 23% 24% 22% 26% 10% 10% 14% 16% 16% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% supportBlack | Emotional48% support 0% 22% 14% White 0% 72% White 67% 0% 56% 46% Physical & occupational therapy | Regional autism support classroom Multi-ethnic 0% 56% Multi-ethnic 50% 0% 38% 29% Hispanic 0% 49% Hispanic 50% 0% 37% 29% Asian 0% 65% Asian 53% 0% 57% 50% For moreLow-income information, visit ourschoolspittsburgh0% .org . 41% Low-income 52% 0% 26%35 30% !1 !1 Read Dilworth’s Pittsburgh Dilworth PreK-5 story on page 9. Traditional Academy for the Arts & Humanities magnet school K-5 6200 Stanton Ave., 15206 • East Liberty • 412-529-5000 • Accessible Principal/Assistant Superintendent: Monica Lamar ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 90% 33 2 9% Distinguished Exceeded the standard Did not meet standard Students chronically absent

Teaching 32 teachers Enrollment 465 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 100% place to work and learn*: 94% Black: 61%, White: 28%, Student stability rate: 96% Multi-ethnic: 7%, Asian: 1%, Teachers new to the school: 6% Students suspended at least once: Hispanic: 3%, IEP**: 11% Teachers absent 18+ days: 13% Overall: 1% Economically disadvantaged: 56% Principal stability: Black: 1%, White: 0%, 1 principal in the (District K-5 average: 78%) last 4 years Multi-ethnic: 3%, Hispanic: 0%, Capture rate n/a Low-income: 2% (District K-5 average: 30%) IEP**: 4% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

15% 9% 7% 12% 12%

21% % % % 58 34% 92 n/a n/a n/a 61 28% n/a 71% 43% 49%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60%

5050% 94% 50%50 87% 40% 40% 70% 72% 65% 68% 30% 56% 30% 56% 57% 25 49% 50% 25 41% 41% 38% 39% 20% 37% 20% 37% 32% 23% 22% 26% 10% 10% 16% 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% support | EmotionalBlack 70% support | Physical &0% occupational therapy22% 41% White 0% 72% White 94% 0% 56% 87% Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% 36 Low-income 0% 41% Low-income 68% 0% 26% 39% !1 !1 Pittsburgh Faison K-5 Neighborhood school K-5 7430 Tioga St., 15208 • Homewood • 412-529-2305 Accessible • Principal: Russell Patterson ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 44% 2 2 35% Distinguished Did not meet standard Did not meet standard Students chronically absent

Teaching 43 teachers Enrollment 550 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 75% place to work and learn*: 74% Black: 93%, White: 1%, Student stability rate: 84% Multi-ethnic: 5%, IEP**: 22% Teachers new to the school: 14% Students suspended at least once: Economically disadvantaged: 97% Teachers absent 18+ days: 21% Overall: 6% (District K-5 average: 78%) Principal stability: 1 principal in the Black: 6% Capture rate 34% last 4 years Multi-ethnic: 9% (District K-5 average: 30%) Low-income: 7% IEP**: 11% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

6% 24% 26% 23% 26%

% % % 50% 24 n/a n/a n/a n/a 23 44% 6

50% 51%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 25 49% 25 20% 37% 41% 20% 38% 37% 23% 23% 23% 22% 26% 10% 10% 16% 5% 0%n/a 0%n/a 0%n/a 0%n/a 7% 12% 0%n/a 0%n/a 0%n/a 0%n/a 12% 5% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% supportBlack | Emotional23% support 0% 22% 12% White 0% 72% White 0% 0% 56% 0% Physical & occupational therapy | Regional emotional support classroom Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% For moreLow-income information, visit ourschoolspittsburgh0% .org . 41% Low-income 23% 0% 26%37 12% !1 !1 Pittsburgh Fulton PreK-5 Neighborhood school with a French language magnet program K-5 5799 Hampton St., 15206 • Highland Park • 412-529-4600 Accessible • Principal: Karen Arnold ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 76% 3 2 17% Distinguished Met the standard Did not meet standard Students chronically absent

Teaching 27 teachers Enrollment 378 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: n/a place to work and learn*: 100% Black: 79%, White: 11%, Student stability rate: 93% Multi-ethnic: 6%, Teachers new to the school: 4% Students suspended at least once: Asian: 2%, Hispanic: 2%, Teachers absent 18+ days: 15% Overall: 3% Pacific Islander: 1%, IEP**: 26% Principal stability: Black: 4%, White: 0%, 1 principal in the Economically disadvantaged: 79% Multi-ethnic: 0%, last 4 years (District K-5 average: 78%) Low-income: 4% Capture rate 20% IEP**: 5% (District K-5 average: 30%) * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

18% 10% 16% 9% 12% 29%

22% 23% % % % 67 n/a n/a n/a n/a 68 24% 36

52% 49% 35%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 100% 50%50

40% 72% 40% 65% 63% 30% 55% 56% 56% 30% 56% 57% 49% 25 25 43% 20% 37% 41% 20% 41% 38% 37% 23% 25% 22% 26% 10% 10% 16% 15% 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a n/a0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

2019-20Black Special education services0% 37% Black 55% 0% 22% 41% LearningWhite support | Speech & language0% support | Autism72% supportWhite | Emotional100% support 0% 56% 63% PhysicalMulti-ethnic & occupational therapy0% | Regional autism56% support classroomMulti-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% 38 Low-income 0% 41% Low-income 56% 0% 26% 43% !1 !1 Pittsburgh Fulton PreK-5 Pittsburgh Grandview PreK-5 Neighborhood school K-5 845 McLain St., 15210 • Allentown • 412-529-6605 Accessible • Principal: Sharon Fisher ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS ELA PVAAS Math All students CLIMATE 64% 33 33 32% Distinguished Exceeded the standard Exceeded the standard Students chronically absent

Teaching 23 teachers Enrollment 281 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: n/a place to work and learn*: 89% Black: 68%, White: 15%, Student stability rate: 79% Teachers new to the school: 4% Multi-ethnic: 16%, Students suspended at least once: Hispanic: 1%, IEP**: 26% Teachers absent 18+ days: 35% Overall: 3% Economically disadvantaged: 94% Principal stability: Black: 5%, White: 0%, 1 principal in the (District K-5 average: 78%) last 4 years Multi-ethnic: 0%, Capture rate 32% Low-income: 4% (District K-5 average: 30%) IEP**: 5% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

4% 22% 21% 33% 33% 43% 33% n/a n/a n/a n/a 37% 41% 21%

37% 36% 33%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 25 44% 44% 49% 25 20% 37% 41% 41% 40% 20% 38% 37% 29% 32% 33% 23% 22% 26% 23% 10% 10% 21% 16% 0%n/a 0%n/a 0%n/a 0%n/a 12% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

2019-20Black Special education services0% 37% Black 44% 0% 22% 21% LearningWhite support | Speech & language0% support | Autism72% supportWhite | Emotional41% support 0% 56% 32% PhysicalMulti-ethnic & occupational therapy | Regional0% autism support56% classroomMulti-ethnic 44% 0% 38% 33% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% For moreLow-income information, visit ourschoolspittsburgh0% .org . 41% Low-income 40% 0% 26%39 23% !1 !1 Pittsburgh Liberty K-5 Spanish language magnet school K-5 601 Filbert St., 15232 • Shadyside • 412-529-8450 Accessible • Principal: LouAnn Zwieryznski ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 67% 33 3 10% Distinguished Exceeded the standard Met the standard Students chronically absent

Teaching 30 teachers Enrollment 399 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 73% place to work and learn*: 67% Black: 77%, White: 12%, Student stability rate: 96% Multi-ethnic: 7%, Asian: 2%, Teachers new to the school: 13% Students suspended at least once: Hispanic: 3%, IEP**: 17% Teachers absent 18+ days: 17% Overall: 7% Economically disadvantaged: 72% Principal stability: Black: 7%, White: 8%, 2 principals in the (District K-5 average: 78%) last 4 years Multi-ethnic: 7%, Capture rate n/a Low-income: 8% (District K-5 average: 30%) IEP**: 14% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

3% 2% 23% 23%

38% 41% n/a n/a n/a n/a 41% 43% n/a

36% 34%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 77% 77% 40% 72% 40% 65% 30% 56% 30% 56% 57% 49% 25 43% 25 20% 37% 41% 41% 20% 38% 37% 23% 22% 22% 26% 23% 10% 10% 16% n/a0% 0%n/a 0%n/a 0%0% 0%n/a 0%n/a 0%n/a 0%0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% supportBlack | Emotional41% support 0% 22% 22% White 0% 72% White 77% 0% 56% 77% Physical & occupational therapy | Regional autism support classroom Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% 40 Low-income 0% 41% Low-income 43% 0% 26% 23% !1 !1 Pittsburgh Liberty K-5 Pittsburgh Lincoln PreK-5 Neighborhood school with a Science, Technology, K-5 Engineering, Arts, and Math focus 328 Lincoln Ave., 15206 • Larimer • 412-529-3980 Accessible • Principal: Pamela Parks ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS ELA PVAAS Math All students CLIMATE 50% 3 3 22% Distinguished Met the standard Met the standard Students chronically absent

Teaching 19 teachers Enrollment 243 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 94% place to work and learn*: 92% Black: 90%, White: 3%, Student stability rate: 78% Multi-ethnic: 5%, Teachers new to the school: 16% Students suspended at least once: Hispanic: 1%, IEP**: 17% Teachers absent 18+ days: 16% Overall: 5% Economically disadvantaged: 93% Principal stability: Black: 6%, White: 9%, 2 principals in the (District K-5 average: 78%) last 4 years Multi-ethnic: 0%, Low-income: 5% Capture rate 28% IEP**: 13% (District K-5 average: 30%) * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

22% 22% 25% 38% 42% 38% n/a n/a n/a n/a 39% 39% 25%

41% 39% 33%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 49% 25 43% 25 20% 37% 38% 41% 20% 38% 37% 29% 27% 23% 22% 26% 10% 19% 10% 16% 15% 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% support | EmotionalBlack 38% support | Physical &0% occupational therapy22% 29% White 0% 72% White 0% 0% 56% 0% Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% For moreLow-income information, visit ourschoolspittsburgh0% .org . 41% Low-income 43% 0% 26%41 27% !1 !1 Pittsburgh Linden PreK-5 Mandarin language magnet school K-5 725 S. Linden Ave., 15208 • Point Breeze • 412-529-3996 Accessible • Principal: Anita Walker ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 60% 3 3 15% Distinguished Met the standard Met the standard Students chronically absent

Teaching 22 teachers Enrollment 277 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 74% place to work and learn*: 88% Black: 74%, White: 16%, Student stability rate: 96% Multi-ethnic: 8%, Asian: 1%, Teachers new to the school: 5% Students suspended at least once: Hispanic: 1%, IEP**: 19% Teachers absent 18+ days: 18% Overall: 1% Economically disadvantaged: 73% Principal stability: Black: 1%, White: 0%, 2 principals in the (District K-5 average: 78%) last 4 years Multi-ethnic: 0%, Capture rate n/a Low-income: 1% (District K-5 average: 30%) IEP**: 2% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

4% 6% 19% 18% 23%

% % 27 n/a n/a n/a n/a 32% 38 n/a

44% 54%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 91%

40% 72% 40% 73% 65% 30% 56% 30% 56% 57% 25 49% 25 20% 37% 41% 20% 38% 37% 28% 31% 23% 22% 26% 10% 4% 10% 17% 16% 0%n/a 0%n/a 0%n/a 4% 13% 0%n/a 0%n/a 0%n/a 0%0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% supportBlack | Emotional28% support 0% 22% 13% White 0% 72% White 91% 0% 56% 73% Physical & occupational therapy | Regional autism support classroom Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% 42 Low-income 0% 41% Low-income 31% 0% 26% 17% !1 !1 Pittsburgh Linden PreK-5 Pittsburgh Miller PreK-5 Neighborhood school with an African focus K-5 2055 Bedford Ave., 15219 • Hill District • 412-529-3830 Accessible • Principal: Margaret Starkes ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS ELA PVAAS Math All students CLIMATE 59% 2 2 31% Distinguished Did not meet standard Did not meet standard Students chronically absent

Teaching 21 teachers Enrollment 235 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: n/a place to work and learn*: 68% Black: 94%, Multi-ethnic: 5%, Student stability rate: 86% IEP**: 20% Teachers new to the school: 10% Students suspended at least once: Economically disadvantaged: 97% Teachers absent 18+ days: 14% Overall: 2% (District K-5 average: 78%) Principal stability: 2 principals in the Black: 2% Capture rate 34% last 4 years Multi-ethnic: 0% (District K-5 average: 30%) Low-income: 2% IEP**: 5% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

3% 3% 13% 25% 15% 27% 16% n/a n/a n/a n/a 18% n/a

59% 55%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 25 49% 25 20% 37% 41% 20% 38% 37% 23% 22% 26% 10% 15% 5% 10% 16% 13% 0%n/a 0%n/a 0%n/a 0%n/a 5% 8% 0%n/a 0%n/a 0%n/a n/a0% 9% 0%0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% supportBlack | Emotional13% support 0% 22% 8% White 0% 72% White 0% 0% 56% 0% Physical & occupational therapy | Regional emotional support classroom Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% For moreLow-income information, visit ourschoolspittsburgh0% .org . 41% Low-income 15% 0% 26%43 9% !1 !1 Pittsburgh Minadeo PreK-5 Neighborhood school K-5 6502 Lilac St., 15217 • Squirrel Hill • 412-529-4035 Accessible • Principal: Michilene Pegher ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 81% 2 33 33% Distinguished Did not meet standard Exceeded the standard Students chronically absent

Teaching 27 teachers Enrollment 294 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 86% place to work and learn*: 93% Black: 66%, White: 21%, Student stability rate: 86% Multi-ethnic: 9%, Asian: 2%, Teachers new to the school: 15% Students suspended at least once: Hispanic: 1%, IEP**: 33% Teachers absent 18+ days: 11% Overall: 4% Economically disadvantaged: 84% Principal stability: Black: 5%, White: 0%, 2 principals in the (District K-5 average: 78%) last 4 years Multi-ethnic: 3%, Capture rate 16% Low-income: 4% (District K-5 average: 30%) IEP**: 4% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

6% 19% 22% 22% 25% 19% n/a n/a n/a n/a 22% 6% 47% 47%

59% 53%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 64% 65% 61% 30% 56% 30% 56% 57% 25 49% 25 20% 37% 41% 20% 38% 37% 27% 25% 26% 23% 22% 26% 24% 10% 18% 5% 10% 20% 16% 5% 0%n/a 0%n/a 5% 0%n/a 0%n/a 5% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% supportBlack | Emotional25% support 0% 22% 20% White 0% 72% White 64% 0% 56% 61% Physical & occupational therapy | Regional emotional, autism & life skills support classrooms Multi-ethnic 0% 56% Multi-ethnic 18% 0% 38% 27% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% 44 Low-income 0% 41% Low-income 26% 0% 26% 24% !1 !1 Pittsburgh Minadeo PreK-5 Pittsburgh Montessori PreK-5 Montessori magnet school K-5 201 S. Graham St., 15206 • Friendship • 412-529-2010 Accessible entrance, no elevator • Principal: Kellie Meyer ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS ELA PVAAS Math All students CLIMATE 82% 2 2 6% Distinguished Did not meet standard Did not meet standard Students chronically absent

Teaching 23 teachers Enrollment 248 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 85% place to work and learn*: 83% Black: 18%, White: 69%, Student stability rate: 98% Multi-ethnic: 7%, Asian: 2%, Teachers new to the school: 13% Students suspended at least once: Hispanic: 2%, Teachers absent 18+ days: 17% Overall: <1% Pacific Islander: 1%, IEP**: 17% Principal stability: Black: 2%, White: 0%, 1 principal in the Economically disadvantaged: 28% Multi-ethnic: 0%, last 4 years (District K-5 average: 78%) Low-income: 1% Capture rate n/a IEP**: 0% (District K-5 average: 30%) * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

11%

32% n/a 89% n/a n/a n/a n/a n/a

57%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 88% 40% 72% 40% 71% 65% 61% 30% 56% 30% 56% 57% 25 49% 25 45% 20% 37% 41% 20% 38% 37% 30% 33% 23% 22% 26% 25% 10% 10% 19% 16% 0%n/a 0%n/a n/a0% 0%n/a 0%n/a n/a0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% support | EmotionalBlack 30% support | Physical &0% occupational therapy22% 19% White 0% 72% White 88% 0% 56% 71% Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% For moreLow-income information, visit ourschoolspittsburgh0% .org . 41% Low-income 61% 0% 26%45 45% !1 !1 Pittsburgh Phillips K-5 Neighborhood school with a Spanish language magnet program K-5 1901 Sarah St., 15203 • Southside • 412-529-5190 Accessible • Principal: Dana Boesenberg ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 68% 3 2 15% Distinguished Met the standard Did not meet standard Students chronically absent

Teaching 18 teachers Enrollment 283 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 89% place to work and learn*: 100% Black: 39%, White: 43%, Student stability rate: 94% Multi-ethnic: 13%, Asian: 1%, Teachers new to the school: 17% Students suspended at least once: Hispanic: 5%, IEP**: 26% Teachers absent 18+ days: 33% Overall: 4% Economically disadvantaged: 66% Principal stability: Black: 4%, White: 3%, 2 principals in the (District K-5 average: 78%) last 4 years Multi-ethnic: 8%, Hispanic: 0%, Capture rate 41% Low-income: 5% (District K-5 average: 30%) IEP**: 11% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

14% 12% 9% 23% 29% 6%

% % % 50% 50 82 n/a n/a n/a 59 n/a 36% 50% 18%

53%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 75% 40% 65% 30% 56% 30% 56% 57% 25 49% 45% 25 49% 20% 37% 40% 38% 41% 20% 38% 37% 31% 26% 23% 22% 23% 21% 10% 10% 14% 16% 0%n/a 0%n/a 0%n/a 0%n/a 12% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% support | EmotionalBlack 40% support | Physical &0% occupational therapy22% 14% White 0% 72% White 75% 0% 56% 49% Multi-ethnic 0% 56% Multi-ethnic 38% 0% 38% 23% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% 46 Low-income 0% 41% Low-income 45% 0% 26% 21% !1 !1 Pittsburgh Phillips K-5 Pittsburgh Roosevelt PreK-5 PreK-1 campus Neighborhood school housed in two buildings K-5 PreK-1: 200 The Boulevard, 15210 • Carrick • 412-529-7788 • Accessible Grades 2-5: 17 W. Cherryhill St., 15210 • Carrick • 412-529-7780 Accessible • Principal: Leah McCord ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS ELA PVAAS Math All students CLIMATE 85% 2 2 35% Distinguished Did not meet standard Did not meet standard Students chronically absent

Teaching 25 teachers Enrollment 311 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: n/a place to work and learn*: 79% Black: 40%, White: 41%, Student stability rate: 88% Multi-ethnic: 13%, Asian: 4%, Teachers new to the school: 12% Students suspended at least once: Hispanic: 2%, IEP**: 25% Teachers absent 18+ days: 24% Overall: 8% Economically disadvantaged: 83% Principal stability: Black: 12%, White: 2%, 3 principals in the (District K-5 average: 78%) last 4 years Multi-ethnic: 12%, Asian: 0%, Capture rate 42% Low-income: 9% (District K-5 average: 30%) IEP**: 17% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

6% 11% 16% 8% 14% 26% 31% 31%

33% % % % % 39 63 21% n/a n/a n/a 50 31 42% 36% 50% 37% 38%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 67% 65% 30% 60% 56% 30% 56% 57% 25 49% 44% 25 20% 37% 41% 20% 38% 37% 30% 29% 23% 25% 22% 26% 10% 10% 16% 19% 0%n/a 0%n/a 8% 8% 0%n/a 0%n/a 13% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% supportBlack | Emotional30% support 0% 22% 8% White 0% 72% White 60% 0% 56% 29% Physical & occupational therapy | Regional emotional support classroom Multi-ethnic 0% 56% Multi-ethnic 67% 0% 38% 8% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% For moreLow-income information, visit ourschoolspittsburgh0% .org . 41% Low-income 44% 0% 26%47 13% !1 !1 Pittsburgh Spring Hill K-5 Neighborhood school K-5 1351 Damas St., 15212 • Spring Hill • 412-529-3000 Accessible • Principal: Erin McClay ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 50% 3 33 30% Distinguished Met the standard Exceeded the standard Students chronically absent

Teaching 19 teachers Enrollment 180 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 60% place to work and learn*: 73% Black: 50%, White: 38%, Student stability rate: 81% Multi-ethnic: 11%, Teachers new to the school: 5% Students suspended at least once: Hispanic: 1%, IEP**: 16% Teachers absent 18+ days: 16% Overall: 15% Economically disadvantaged: 89% Principal stability: Black: 22%, White: 7%, 1 principal in the (District K-5 average: 78%) last 4 years Multi-ethnic: 14%, Capture rate 29% Low-income: 17% (District K-5 average: 30%) IEP**: 22% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

19% 25% n/a n/a n/a n/a n/a 19% n/a

56%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 49% 25 43% 25 20% 37% 41% 20% 38% 37% 26% 23% 22% 23% 26% 10% 10% 16% 8% 0%n/a 0%n/a 0%n/a 9% 12% 0%n/a 0%n/a n/a0% 13% 0%0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% support | EmotionalBlack 8% support | Physical &0% occupational therapy22% 12% White 0% 72% White 43% 0% 56% 23% Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% 48 Low-income 0% 41% Low-income 26% 0% 26% 13% !1 !1 Pittsburgh Spring Hill K-5 Pittsburgh Weil PreK-5 Neighborhood school K-5 2250 Centre Ave., 15219 • Hill District • 412-529-3840 Accessible • Principal: Kira Henderson ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS ELA PVAAS Math All students CLIMATE 58% 2 3 35% Distinguished Did not meet standard Met the standard Students chronically absent

Teaching 21 teachers Enrollment 202 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 82% place to work and learn*: 89% Black: 89%, White: 3%, Student stability rate: 81% Multi-ethnic: 5%, Teachers new to the school: 19% Students suspended at least once: Pacific Islander: 2%, IEP**: 22% Teachers absent 18+ days: 24% Overall: 7% Economically disadvantaged: 93% Principal stability: Black: 7% 2 principals in the (District K-5 average: 78%) last 4 years Multi-ethnic: 0% Capture rate 21% Low-income: 6% (District K-5 average: 30%) IEP**: 13% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

4% 25% 33% 22% 30% 25% n/a n/a n/a n/a 26% n/a

42% 44%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 25 49% 25 41% 38% 20% 37% 32% 20% 37% 31% 26% 23% 22% 21% 10% 19% 10% 19% 16% 14% 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% supportBlack | Emotional31% support 0% 22% 19% White 0% 72% White 0% 0% 56% 0% Physical & occupational therapy | Regional emotional support classroom Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% For moreLow-income information, visit ourschoolspittsburgh0% .org . 41% Low-income 32% 0% 26%49 21% !1 !1 Pittsburgh West Liberty PreK-5 Neighborhood school K-5 785 Dunster St., 15226 • Brookline • 412-529-7420 Accessible, with exceptions • Principal: Leslie Perkins ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 44% 33 33 13% Distinguished Exceeded the standard Exceeded the standard Students chronically absent

Teaching 20 teachers Enrollment 231 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 97% place to work and learn*: 100% Black: 11%, White: 65%, Student stability rate: 94% Multi-ethnic: 17%, Asian: 2%, Teachers new to the school: 5% Students suspended at least once: Hispanic: 4%, IEP**: 26% Teachers absent 18+ days: 10% Overall: 2% Economically disadvantaged: 70% Principal stability: Black: 4%, White: 1%, 2 principals in the (District K-5 average: 78%) last 4 years Multi-ethnic: 2%, Capture rate 42% Low-income: 2% (District K-5 average: 30%) IEP**: 2% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

6% 12% 6% 19% 12% n/a % n/a n/a n/a % n/a 77 44% 50 31% 71%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 40% 72% 69% 67% 65% 62% 30% 56% 30% 56% 53% 57% 25 49% 48% 25 44% 49% 20% 37% 41% 20% 38% 37% 23% 22% 26% 24% 10% 10% 16% 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% supportBlack | Emotional0% support 0% 22% 0% White 0% 72% White 69% 0% 56% 53% Physical & occupational therapy | Regional autism support classroom Multi-ethnic 0% 56% Multi-ethnic 67% 0% 38% 44% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% 50 Low-income 0% 41% Low-income 62% 0% 26% 49% !1 !1 Pittsburgh West Liberty PreK-5 Pittsburgh Westwood PreK-5 Neighborhood school K-5 508 Shadyhill Rd., 15205 • Westwood • 412-529-6570 Accessible • Principal: Nina Sacco ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS ELA PVAAS Math All students CLIMATE 71% 33 3 21% Distinguished Exceeded the standard Met the standard Students chronically absent

Teaching 23 teachers Enrollment 257 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 90% place to work and learn*: 96% Black: 39%, White: 33%, Student stability rate: 86% Multi-ethnic: 14%, Asian: 10%, Teachers new to the school: 9% Students suspended at least once: Hispanic: 4%, IEP**: 25% Teachers absent 18+ days: 13% Overall: 2% Economically disadvantaged: 77% Principal stability: Black: 2%, White: 1%, 1 principal in the (District K-5 average: 78%) last 4 years Multi-ethnic: 4%, Asian: 0%, Capture rate 25% Hispanic: 0%, Low-income: 2% (District K-5 average: 30%) IEP**: 3% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

9% 12% 4% 18%

18% 32% n/a 73% n/a n/a n/a 64% n/a

52% 55%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 91%

40% 72% 40% 67% 65% 67% 30% 58% 56% 30% 56% 57% 25 49% 25 41% 46% 20% 37% 33% 20% 38% 37% 34% 27% 23% 22% 25% 26% 10% 10% 16% 17% 0%n/a 0%n/a 0%n/a n/a0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% supportBlack | Emotional58% support 0% 22% 25% White 0% 72% White 67% 0% 56% 46% Physical & occupational therapy | Regional emotional support classroom Multi-ethnic 0% 56% Multi-ethnic 91% 0% 38% 27% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% For moreLow-income information, visit ourschoolspittsburgh0% .org . 41% Low-income 67% 0% 26%51 34% !1 !1 Pittsburgh Whittier K-5 Neighborhood school K-5 150 Meridan St., 15211 • Mt. Washington • 412-529-8211 Accessible • Principal: David May ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 72% 3 2 28% Distinguished Met the standard Did not meet standard Students chronically absent

Teaching 20 teachers Enrollment 230 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: 84% place to work and learn*: 100% Black: 30%, White: 49%, Student stability rate: 86% Multi-ethnic: 20%, Teachers new to the school: 5% Students suspended at least once: Hispanic: 1%, IEP**: 31% Teachers absent 18+ days: 10% Overall: 2% Economically disadvantaged: 77% Principal stability: Black: 4%, White: 0%, 2 principals in the (District K-5 average: 78%) last 4 years Multi-ethnic: 2%, Capture rate 45% Low-income: 2% (District K-5 average: 30%) IEP**: 3% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

9% 19% 25% 27% 18% n/a n/a n/a n/a n/a 25% 27%

56% 45%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 40% 72% 70% 66% 65% 65% 30% 56% 30% 56% 57% 25 49% 47% 25 49% 20% 37% 41% 20% 38% 37% 39% 30% 23% 23% 22% 26% 10% 20% 10% 16% 15% 0%n/a 0%n/a 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% supportBlack | Emotional20% support 0% 22% 30% White 0% 72% White 66% 0% 56% 49% Physical & occupational therapy | Regional autism support classroom Multi-ethnic 0% 56% Multi-ethnic 70% 0% 38% 65% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% 52 Low-income 0% 41% Low-income 47% 0% 26% 39% !1 !1 Pittsburgh Whittier K-5 Pittsburgh Woolslair PreK-5 Neighborhood school with a Science, Technology, Engineering, Arts, K-5 and Math magnet program 501 40th St., 15224 • Bloomfield • 412-529-8800 Accessible • Principal: Lisa Gallagher ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS ELA PVAAS Math All students CLIMATE 39% 33 3 32% Distinguished Exceeded the standard Met the standard Students chronically absent

Teaching 19 teachers Enrollment 206 students School climate Teachers feel the school is a good (District K-5 average: 315) Parents recommend school*: n/a place to work and learn*: 100% Black: 57%, White: 25%, Student stability rate: 88% Multi-ethnic: 13%, Asian: 3%, Teachers new to the school: 5% Students suspended at least once: Hispanic: 1%, Teachers absent 18+ days: 16% Overall: 3% Pacific Islander: 1%, IEP**: 22% Principal stability: Black: 5%, White: 1%, 1 principal in the Economically disadvantaged: 79% Multi-ethnic: 0%, last 4 years (District K-5 average: 78%) Low-income: 4% Capture rate 13% IEP**: 4% (District K-5 average: 30%) * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level

13% 7% 14% 14%

% % 53 40% n/a n/a n/a n/a 55 n/a 32% 40% 41%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 87% 40% 72% 40% 65% 30% 56% 53% 30% 56% 57% 25 45% 49% 25 47% 20% 37% 41% 20% 38% 37% 27% 23% 23% 22% 26% 10% 10% 18% 16% 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 8% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism37% support | EmotionalBlack 45% support | Physical &0% occupational therapy22% 18% White 0% 72% White 87% 0% 56% 47% Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% For moreLow-income information, visit ourschoolspittsburgh0% .org . 41% Low-income 53% 0% 26%53 27% !1 !1 Pittsburgh’s K-8 schools

In the 2018-19 school year: PPS had 11 K-8 schools. The average K-8 school had 494 students and 38 teachers. 70% of K-8 students were economically disadvantaged (receiving public assistance). 27% of K-8 students attended their school of assignment (“capture rate”). The average site-based cost per K-8 student was $8,980.

Teaching/Counseling School stability School climate 73% of K-8 teachers feel their school Student stability rate: 87% 81% of parents would recommend is a good place to work and learn.* Teachers new to the school: 11% their child’s K-8 school.* 59% of K-8 teachers performed On average, 25% of K-8 students at the Distinguished level. Principal stability 2016-19 were chronically absent. Average counselor/student ratio: 6 K-8 schools had one principal. 9% of K-8 students were suspended 1/370 at least once. 5 schools had two principals. Black: 14%, White: 4%, Multi-ethnic: 8%, Asian: 1%, Hispanic: 4%, Low-income: 12% IEP**: 14%

** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted” * Based on survey responses

2019 Reading levels and students’ economic disadvantage (3rd-5th)

100%

90%

4 80% 2 5 70%

11 60% 3

50% State average 40% PSSA performance

3-5 PSSA performance 9 30% 10

Percent Proficient/Advanced 1 6

8 20% 7

10%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Percentage of economically disadvantaged students in the school

1 Arlington PreK-8 4 Colfax K-8 7 Langley K-8 10 Morrow PreK-8 2 Brookline PreK-8 5 Greenfield PreK-8 8 Manchester PreK-8 11 Sunnyside PreK-8 3 Carmalt PreK-8 6 King PreK-8 9 Mifflin PreK-8

54 Pittsburgh’s K-8 schools

8th grade algebra K-8 students who took algebra by the end of 8th grade: 175 out of 542

2019 Math achievement and students’ economic disadvantage (6th-8th)

100%

90%

80%

70%

60%

4 50%

40% 2 5 6-8 PSSA performance 30%

Percent Proficient/Advanced 11 State 20% average PSSA performance 3 10 10% 8 9 6 7 0% 1 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Percentage of economically disadvantaged students in the school

1 Arlington PreK-8 4 Colfax K-8 7 Langley K-8 10 Morrow PreK-8 2 Brookline PreK-8 5 Greenfield PreK-8 8 Manchester PreK-8 11 Sunnyside PreK-8 3 Carmalt PreK-8 6 King PreK-8 9 Mifflin PreK-8

For more information, visit ourschoolspittsburgh .org . 55 Pittsburgh Arlington PreK-8 Neighborhood school K-8 800 Rectenwald St., 15210 • Mt. Oliver • 412-529-4700 Accessible • Principal: Holly Ballard ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 63% 2 2 49% Distinguished Did not meet standard Did not meet standard Students chronically absent

Teaching 36 teachers Enrollment 448 students School climate

Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: n/a 9% 22% place to work and learn*: 27% Black: 67%, White: 19%, Student stability rate: 75% Multi-ethnic: 10%, Asian: 2%, % % Teachers new to the school: 11% Students suspended at least once: n/a n/a n/a n/a n/a Hispanic: 2%, IEP**: 37% 0 0 Teachers absent 18+ days: 14% Overall: 13% Economically disadvantaged: 95% 78% Black: 16%, White: 10%, 91% Principal stability: 1 principal in the (District K-8 average: 70%) Multi-ethnic: 7%, last 4 years 24% Capture rate Low-income: 14% (District K-8 average: 27%) IEP**: 19% * Based on survey responses

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

13% 8% 29% 23% % % 43% % 27% 13 n/a n/a n/a n/a 29 8 60% 69% 29%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 25 50% 49% 25 20% 37% 41% 20% 38% 37% 27% 28% 27% 27% 23% 23% 22% 26% 10% 10% 5% 16% 5% 0%n/a 0%n/a 13% 5% 0%n/a 0%n/a 12% 5% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 23% 0% 22% 5% White 0% 72% White 27% 0% 56% 27% 56 Multi-ethnic 0% 56% Multi-ethnic 50% 0% 38% 27% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 28% 0% 26% 12%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 19 out of 57

Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 (Middle number: percent Proficient/Advanced)

9% 22% 0% n/a n/a n/a n/a 0% n/a

78% 91%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic

** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

13% 8% ELA Math 29% 100100% 100%100 23% 90% 90% % % % 43% 80% 80% 27% 13 n/a n/a n/a n/a 29 8 75 75 60% 70% 70% 69% 60% 60% 29% 5050% 50%50 40% 40% 67% 30% 62% 30% 52% 48% 25 25 42% 47% 37% 20% 31% 20% 25% 29% 27% 27% 6% 6% 10% 17% 10% 19% 2% 0%n/a 0%n/a 0%n/a 8% 8% 0% 6% 0%n/a 0%n/a 0%n/a 13% 3% 6% 0%0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism31% supportBlack | Emotional25% support 0% 8% 0% White 0% 67% White 29% 0% 42% 6%

PhysicalMulti-ethnic & occupational therapy0% | Regional emotional,52% autismMulti-ethnic & life skills0% support classrooms0% 27% 0% Hispanic 0% 48% Hispanic 0% 0% 19% 0%

Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 27% 0% 13% 3%

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For more information, visit ourschoolspittsburgh .org . 57 Pittsburgh Brookline PreK-8 Neighborhood school K-8 500 Woodbourne Ave., 15226 • Brookline • 412-529-7380 Accessible • Principal: John Vater ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 81% 3 3 15% Distinguished Met the standard Met the standard Students chronically absent

Teaching 38 teachers Enrollment 492 students School climate Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: 93% 5% 8% 14% 23% 8% 32% place to work and learn*: 98% Black: 14%, White: 69%, Student stability rate: 95% Multi-ethnic: 11%, Asian: 2%, % % Teachers new to the school: 3% Students suspended at least once: n/a 82 n/a n/a n/a 85 n/a Hispanic: 4%, IEP**: 20% Teachers absent 18+ days: 11% Overall: 5% Economically disadvantaged: 56% Black: 11%, White: 4%, 50% 62% Principal stability: 1 principal in the (District K-8 average: 70%) Multi-ethnic: 3%, Hispanic: 0%, last 4 years 47% Capture rate Low-income: 8% (District K-8 average: 27%) IEP**: 5% * Based on survey responses

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

3% 24% 16% 23% 23% n/a 85% n/a n/a n/a 74% n/a

61% 51%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 79% 40% 72% 72% 40% 65% 69% 67% 30% 57% 56% 30% 56% 56% 57% 25 49% 25 47% 51% 20% 37% 41% 40% 20% 38% 37% 23% 22% 26% 10% 10% 16% 15% 0%n/a 0%n/a 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 57% 0% 22% 47% White 0% 72% White 79% 0% 56% 56% 58 Multi-ethnic 0% 56% Multi-ethnic 72% 0% 38% 67% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 69% 0% 26% 51%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 28 out of 53

Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 (Middle number: percent Proficient/Advanced)

5% 8% 14% 23% 8% 32% n/a 82% n/a n/a n/a 85% n/a

50% 62%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic

** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

3% ELA Math 24% 16% 23% 100 100 23% 100% 100% 90% 90% % % 80% 80% n/a 85 n/a n/a n/a 74 n/a 75 75 70% 70% 60% 60% 61% 51% 5050% 50%50 40% 40% 67% 67% 62% 62% 30% 57% 30% 52% 48% 48% 25 25 42% 47% 37% 37% 20% 31% 35% 20% 32% 26% 27% 23% 10% 17% 10% 19% 6% 18% 0%n/a 0%n/a 8% 0%n/a 0%n/a 13% 6% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism31% supportBlack | Emotional37% support 0% 8% 26% White 0% 67% White 67% 0% 42% 48%

PhysicalMulti-ethnic & occupational therapy0% | Regional autism 52%support classroomMulti-ethnic 62% 0% 27% 23% Hispanic 0% 48% Hispanic 0% 0% 19% 0%

Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 57% 0% 13% 32%

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For more information, visit ourschoolspittsburgh .org . 59 Pittsburgh Carmalt PreK-8 Science & Technology magnet school K-8 1550 Breining St., 15226 • Overbrook • 412-529-7760 Accessible • Principal: Alexa Tokarski-Jones ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 49% 33 3 15% Distinguished Exceeded the standard Met the standard Students chronically absent

Teaching 40 teachers Enrollment 540 students School climate (District K-8 average: 494) Teachers feel the school is a good Parents recommend school*: 76% 8% place to work and learn*: 90% Black: 43%, White: 42%, Student stability rate: 97% Multi-ethnic: 11%, Asian: 2%, Teachers new to the school: 8% Students suspended at least once: % 46% Hispanic: 1%, IEP**: 23% n/a n/a n/a n/a n/a 8 n/a Teachers absent 18+ days: 28% Overall: 9% 46% Economically disadvantaged: 66% Black: 10%, White: 6%, Principal stability: 2 principals in the (District K-8 average: 70%) Multi-ethnic: 14%, Asian: 0%, last 4 years n/a Capture rate Low-income: 11% (District K-8 average: 27%) IEP**: 13% * Based on survey responses

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

5% 3% 21% 30% 33% 28% 33% 24% 33% 35% 33% 71% n/a n/a n/a 38% 28%

41% 37% 38% 39%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 75% 40% 65% 65% 61% 30% 56% 30% 56% 55% 57% 49% 25 43% 44% 25 20% 37% 41% 20% 38% 37% 27% 23% 22% 25% 26% 26% 22% 10% 10% 16% 0%n/a 0%n/a 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 43% 0% 22% 25% White 0% 72% White 75% 0% 56% 61% 60 Multi-ethnic 0% 56% Multi-ethnic 65% 0% 38% 55% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 44% 0% 26% 26%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 24 out of 46

Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 (Middle number: percent Proficient/Advanced)

8%

n/a n/a n/a n/a n/a 8% 46% n/a 46%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic

** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

ELA Math 5% 3% 21% 100100% 100%100 30% 33% 28% 33% 24% 33% 90% 90% 35% % % % % 80% 80% n/a n/a n/a 75 75 33 71 38 28 70% 70% 60% 60% 41% 5050% 50%50 37% 38% 39% 40% 40% 67% 62% 30% 55% 30% 52% 48% 25 44% 25 42% 47% 20% 37% 41% 20% 31% 27% 21% 19% 6% 10% 17% 10% 3% 5% 0%n/a 0%n/a 0%n/a 13% 8% 3% 0%n/a 0%n/a 0%n/a 13% 5% 6% 8% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism31% supportBlack | Emotional44% support 0% 8% 3% White 0% 67% White 55% 0% 42% 21%

PhysicalMulti-ethnic & occupational therapy0% | Regional autism 52%support classroomMulti-ethnic 0% 0% 27% 0%

Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0%

Low-income 0% 37% Low-income 41% 0% 13% 5%

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For more information, visit ourschoolspittsburgh .org . 61 Pittsburgh Colfax K-8 Neighborhood school with an “English as a Second Language” program K-8 2332 Beechwood Blvd., 15217 • Squirrel Hill • 412-529-3525 Accessible • Principal: Tamara Sanders-Woods ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 67% 33 2 10% Distinguished Exceeded the standard Did not meet standard Students chronically absent

Teaching 57 teachers Enrollment 980 students School climate Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: 85% 13% 19% place to work and learn*: 85% Black: 23%, White: 50%, Student stability rate: 89% Multi-ethnic: 10%, Asian: 14%, 40% 40% Teachers new to the school: 12% Students suspended at least once: % % Hispanic: 3%, IEP**: 12% n/a 87 n/a n/a n/a 80 n/a Teachers absent 18+ days: 5% Overall: 4% Economically disadvantaged: 29% 47% Black: 10%, White: 2%, 40% Principal stability: 1 principal in the (District K-8 average: 70%) Multi-ethnic: 5%, Hispanic: 3%, last 4 years 26% Capture rate Asian: 1%, Low-income: 9% (District K-8 average: 27%) IEP**: 9% * Based on survey responses

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

13% 4% 19% 19% 14% 27% 31% % % % 14% % 45% 63 25% 96 n/a n/a n/a 71 36 65% 9%

44% 52% 18%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 96% 50%50 89% 87% 88% 40% 72% 75% 40% 65% 67% 30% 60% 56% 59% 30% 56% 57% 25 49% 25 41% 45% 45% 20% 37% 20% 34% 38% 37% 38% 23% 22% 26% 10% 10% 16% 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 60% 0% 22% 34% White 0% 72% White 96% 0% 56% 87% 62 Multi-ethnic 0% 56% Multi-ethnic 89% 0% 38% 67% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 75% 0% 57% 88% Low-income 0% 41% Low-income 59% 0% 26% 38%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 53 out of 94

Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 (Middle number: percent Proficient/Advanced)

13% 19%

40% 40% n/a 87% n/a n/a n/a 80% n/a

47% 40%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic

** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

ELA Math 13% 4% 19% 19% 14% 100100% 100%100 27% 31% 90% 90% 14% % % % % 45% 80% 80% 25% n/a n/a n/a 75 75 63 96 71 36 70% 70% 65% 9% 60% 60% 44% 52% 18% 5050% 50%50 100% 87% 89% 40% 78% 40% 70% 67% 62% 30% 57% 30% 61% 52% 48% 25 42% 25 42% 47% 20% 38% 37% 37% 20% 31% 27% 30% 10% 17% 10% 19% 15% 14% 6% 8% 11% 13% 6% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism31% support | EmotionalBlack 38% support | Physical & occupational0% therapy8% 11% White 0% 67% White 87% 0% 42% 70% Multi-ethnic 0% 52% Multi-ethnic 78% 0% 27% 61%

Hispanic 0% 48% Hispanic 57% 0% 19% 15% Asian 0% 62% Asian 89% 0% 47% 100%

Low-income 0% 37% Low-income 42% 0% 13% 14%

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For more information, visit ourschoolspittsburgh .org . 63 Pittsburgh Greenfield PreK-8 Neighborhood school with an “English as a Second Language” program K-8 1 Alger St., 15207 • Greenfield • 412-529-3535 Accessible • Principal: Eric Rosenthall ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS ELA PVAAS Math All students CLIMATE 77% 2 3 12% Distinguished Did not meet standard Met the standard Students chronically absent

Teaching 33 teachers Enrollment 408 students School climate Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: 96% place to work and learn*: 100% Black: 13%, White: 62%, Student stability rate: 89% 25% Multi-ethnic: 6%, Asian: 12%, Teachers new to the school: 9% Students suspended at least once: n/a % n/a n/a n/a n/a n/a Hispanic: 5%, IEP**: 20% 75% 100 Teachers absent 18+ days: 15% Overall: 1% Economically disadvantaged: 55% Black: 4%, White: 0%, Principal stability: 1 principal in the (District K-8 average: 70%) Multi-ethnic: 4%, Asian: 0%, last 4 years 41% Capture rate Hispanic: 0%, Low-income: 2% (District K-8 average: 27%) IEP**: 1% * Based on survey responses

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

4% 4% 11% 17%

43% % % n/a 57% 86 n/a n/a n/a 78 n/a 29% 35%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 77% 40% 69% 72% 74% 65% 61% 66% 62% 30% 56% 60% 30% 56% 57% 25 49% 25 48% 45% 20% 37% 41% 20% 38% 37% 23% 22% 23% 26% 10% 10% 16% 0%n/a 0%n/a 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 69% 0% 22% 23% White 0% 72% White 74% 0% 56% 66% 64 Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 77% 0% 57% 62% Low-income 0% 41% Low-income 61% 0% 26% 48%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 16 out of 44

Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 (Middle number: percent Proficient/Advanced)

25%

% n/a 75% 100 n/a n/a n/a n/a n/a

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic

** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

ELA Math 4% 4% 11% 100 100 17% 100% 100% 90% 90% 43% % % 80% 80% 75 75 n/a 57% 86 n/a n/a n/a 78 n/a 29% 70% 70% 35% 60% 60% 5050% 50%50 40% 40% 67% 68% 30% 62% 61% 30% 52% 48% 25 47% 25 42% 47% 20% 37% 20% 38% 31% 27% 31% 10% 17% 10% 19% 6% 6% 0%n/a 0%n/a 0%n/a 0%n/a 8% 0%n/a 0%n/a 0%n/a 0%n/a 13% 6% 6% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism31% supportBlack | Emotional0% support 0% 8% 0% White 0% 67% White 68% 0% 42% 38%

PhysicalMulti-ethnic & occupational therapy0% | Regional autism 52%support classroomMulti-ethnic 0% 0% 27% 0% Hispanic 0% 48% Hispanic 0% 0% 19% 0%

Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 61% 0% 13% 31%

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For more information, visit ourschoolspittsburgh .org . 65 Pittsburgh King PreK-8 Neighborhood school K-8 50 Montgomery Pl., 15212 • Allegheny Center • 412-529-4160 Accessible, with exceptions • Principal: Michael Perella ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 50% 3 2 45% Distinguished Met the standard Did not meet standard Students chronically absent

Teaching 38 teachers Enrollment 468 students School climate Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: n/a place to work and learn*: 57% Black: 85%, White: 4%, Student stability rate: 78% Multi-ethnic: 9%, Teachers new to the school: 18% Students suspended at least once: Hispanic: 2%, IEP**: 24% Teachers absent 18+ days: 21% Overall: 29% Economically disadvantaged: 96% Black: 31%, White: 17%, Principal stability: 2 principals in the (District K-8 average: 70%) Multi-ethnic: 23%, Hispanic: 8%, last 4 years 22% Capture rate Low-income: 30% (District K-8 average: 27%) IEP**: 36% * Based on survey responses

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

3% 2% 19% 28% 24% 28% 45% % % % 22 n/a n/a n/a n/a 30 0 55%

50% 46%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 55% 30% 56% 57% 25 49% 25 20% 37% 41% 20% 38% 37% 27% 26% 23% 22% 26% 10% 21% 10% 17% 17% 16% 0%n/a 0%n/a 0%n/a 13% 0%n/a 0%n/a 0%n/a 8% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 21% 0% 22% 17% White 0% 72% White 0% 0% 56% 0% 66 Multi-ethnic 0% 56% Multi-ethnic 55% 0% 38% 27% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 26% 0% 26% 17%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 0 out of 26 No students took the Algebra I Keystone Exam.

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 40% 67% 30% 62% 30% 52% 48% 25 25 42% 47% 37% 20% 31% 20% 25% 25% 27% 17% 5% 3% 19% 4% 6% 10% n/a n/a n/a n/a 10% n/a n/a n/a n/a 13% 0% 0% 0% 0% 5% 8% 3% 0% 0% 0% 0% 4% 6% 0%0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) 3% 2% Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson 19% 28% 24% 28% 45% PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) % % % 2019-20 Special education services 22 n/a n/a n/a n/a 30 0 55% LearningBlack support | Speech & language0% support | Autism31% supportBlack | Emotional25% support 0% 8% 3% White 0% 67% White 0% 0% 42% 0% PhysicalMulti-ethnic & occupational therapy0% | Regional emotional52% supportMulti-ethnic classroom0% 0% 27% 0% 50% 46% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 25% 0% 13% 4%

!1 !1

For more information, visit ourschoolspittsburgh .org . 67 Pittsburgh Langley K-8 Neighborhood school K-8 2940 Sheraden Blvd., 15204 • Sheraden • 412-529-2100 Accessible • Principal: Stephen Sikon ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 37% 2 33 38% Distinguished Did not meet standard Exceeded the standard Students chronically absent

Teaching 57 teachers Enrollment 632 students School climate Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: 64% place to work and learn*: 69% Black: 67%, White: 15%, Student stability rate: 82% Multi-ethnic: 16%, Teachers new to the school: 11% Students suspended at least once: Hispanic: 1%, IEP**: 32% Teachers absent 18+ days: 14% Overall: 12% n/a n/a n/a n/a n/a n/a n/a Economically disadvantaged: 94% Black: 13%, White: 12%, Principal stability: 2 principals in the (District K-8 average: 70%) Multi-ethnic: 10%, last 4 years 27% Capture rate Low-income: 13% (District K-8 average: 27%) IEP**: 15%

* Based on survey responses

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

3% 7% 4% 7% 7% 21% 35% 14% 19% 36% 43% % % % % 24 n/a 21 n/a n/a 23 14 53% 33%

36% 41% 42%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 25 49% 25 20% 37% 41% 20% 38% 37% 23% 23% 22% 26% 10% 17% 18% 18% 10% 18% 16% 0%n/a 0%n/a 7% 12% 11% 0%n/a 0%n/a 13% 8% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 17% 0% 22% 12% White 0% 72% White 23% 0% 56% 18% 68 Multi-ethnic 0% 56% Multi-ethnic 18% 0% 38% 11% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 18% 0% 26% 13%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 0 out of 67 No students took the Algebra I Keystone Exam.

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90%n/a n/a n/a n/a 90% n/a n/a n/a 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 40% 67% 30% 62% 30% 52% 48% 25 25 42% 47% 20% 38% 37% 20% 31% 27% 10% 14% 17% 19% 17% 10% 19% 6% 0%n/a 0%n/a 12% 8% 0% 8% 0% 0%n/a 0%n/a 13% 2%1% 6% 0%0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson 3% 7% 4% 7% 7% 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) 21% 35% 14% 19% 36% 43% LearningBlack support | Speech & language0% support | Autism31% supportBlack | Emotional14% support 0% 8% 0% % % % % White 0% 67% White 38% 0% 42% 8% 24 n/a 21 n/a n/a 23 14 53% Physical & occupational therapy | Regional emotional, autism & life skills support classrooms 33% Multi-ethnic 0% 52% Multi-ethnic 17% 0% 27% 0%

36% Hispanic 0% 48% Hispanic 0% 0% 19% 0% 41% 42% Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 19% 0% 13% 2%

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For more information, visit ourschoolspittsburgh .org . 69 Pittsburgh Manchester PreK-8 Neighborhood school K-8 1612 Manhattan St., 15233 • Manchester • 412-529-3100 Accessible • Principal: Aisha Robinson ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 68% 33 2 25% Distinguished Exceeded the standard Did not meet standard Students chronically absent

Teaching 25 teachers Enrollment 231 students School climate Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: 86% place to work and learn*: 69% Black: 87%, White: 7%, Student stability rate: 83% Multi-ethnic: 4%, Teachers new to the school: 8% Students suspended at least once: Hispanic: 2%, IEP**: 38% Teachers absent 18+ days: 16% Overall: 6% Economically disadvantaged: 93% Black: 6%, White: 0%, Principal stability: 2 principals in the (District K-8 average: 70%) Multi-ethnic: 0%, last 4 years 23% Capture rate Low-income: 6% (District K-8 average: 27%) IEP**: 6% * Based on survey responses

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

7% 7% 27% 40% 40% n/a n/a n/a n/a 27% n/a 53%

67%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 25 49% 25 20% 37% 41% 20% 38% 37% 22% 23% 22% 26% 26% 25% 10% 16% 10% 16% 0%n/a 0%n/a 0%n/a 0%n/a 7% 0%n/a 0%n/a 0%n/a 0%n/a 13% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 22% 0% 22% 26% White 0% 72% White 0% 0% 56% 0% 70 Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 16% 0% 26% 25%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 4 out of 17 The subgroups of students who took the Algebra I Keystone Exam were too small for results to be reported.

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 40% 67% 30% 62% 30% 52% 48% 25 43% 43% 25 42% 47% 20% 37% 20% 31% 27% 10% 17% 10% 19% 6% 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 8% 7% 0%n/a 0%n/a 0%n/a 0%n/a 13% 7% 6% 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 7% 7% 27% 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Proficient (School) 40% Fundraiser Results by Salesperson Fundraiser Results by Salesperson % % 40 n/a n/a n/a n/a 27 n/a 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) 53% LearningBlack support | Speech & language0% support | Autism31% support | EmotionalBlack 43% support | Physical & occupational0% therapy8% 7% 67% White 0% 67% White 0% 0% 42% 0% RegionalMulti-ethnic emotional, autism, life skills0% & multiple disabilities52% supportMulti-ethnic classrooms0% 0% 27% 0% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 43% 0% 13% 7%

!1 !1

For more information, visit ourschoolspittsburgh .org . 71 Pittsburgh Mifflin PreK-8 Neighborhood school K-8 1290 Mifflin Rd., 15207 • Lincoln Place • 412-529-4350 Accessible • Principal: Amy Carricato ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 61% 3 2 18% Distinguished Met the standard Did not meet standard Students chronically absent

Teaching 25 teachers Enrollment 312 students School climate Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: 52% 17% Black: , White: , 15% place to work and learn*: 31% 37% 54% Student stability rate: 92% 31% Multi-ethnic: 9%, Teachers new to the school: 16% Students suspended at least once: 17% % % Hispanic: 1%, IEP**: 20% n/a 34 n/a n/a n/a 15 n/a Teachers absent 18+ days: 36% Overall: 8% Economically disadvantaged: 68% 67% Black: 13%, White: 5%, 54% Principal stability: 1 principal in the (District K-8 average: 70%) Multi-ethnic: 3%, last 4 years 33% Capture rate Low-income: 9% (District K-8 average: 27%) IEP**: 15% * Based on survey responses

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

17% 29% 36% n/a 29% n/a n/a n/a 17% 48% n/a 35%

36%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 25 49% 25 20% 37% 38% 41% 20% 38% 37% 27% 23% 22% 26% 10% 17% 10% 17% 16% 0%n/a 0%n/a 0%n/a 0%0% 10% 0%n/a 0%n/a 0%n/a 12% 0%0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 17% 0% 22% 10% White 0% 72% White 38% 0% 56% 17% 72 Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 27% 0% 26% 12%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 20 out of 49

Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 (Middle number: percent Proficient/Advanced)

17% 15% 31% n/a 17% 34% n/a n/a n/a 15% n/a

67% 54%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic

** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

ELA Math 17% 100100% 100%100 29% 36% 90% 90% % % 80% 80% n/a n/a n/a n/a 48% n/a 75 75 29 17 70% 70% 35% 60% 60% 36% 5050% 50%50 40% 40% 67% 30% 62% 30% 48% 52% 48% 25 25 42% 47% 20% 37% 20% 31% 27% 27% 10% 19% 17% 10% 19% 6% 6% 0%n/a 0%n/a 0%n/a 0%0% 8% 2% 11% 0%n/a 0%n/a 0%n/a 13% 6% 6% 0%0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism31% support | EmotionalBlack 19% support | Physical & occupational0% therapy8% 2% White 0% 67% White 48% 0% 42% 11% RegionalMulti-ethnic autism support classroom 0% 52% Multi-ethnic 0% 0% 27% 0%

Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0%

Low-income 0% 37% Low-income 27% 0% 13% 6%

!1 !1

For more information, visit ourschoolspittsburgh .org . 73 Pittsburgh Morrow PreK-8 Neighborhood school housed in two buildings K-8 PreK-4: 1611 Davis Ave., 15212 • Brighton Heights • 412-529-6600 PreK-4 campus Accessible entrance, no elevator Grades 5-8: 3530 Fleming Ave., 15212 • Brighton Heights • 412-529-6600 Accessible • Principal: Michael Calvert ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 43% 33 33 39% Distinguished Exceeded the standard Exceeded the standard Students chronically absent

Teaching 46 teachers Enrollment 635 students School climate Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: n/a place to work and learn*: 74% Black: 66%, White: 19%, Student stability rate: 85% Multi-ethnic: 14%, Teachers new to the school: 17% Students suspended at least once: Hispanic: 1%, IEP**: 24% Teachers absent 18+ days: 17% Overall: 6% Economically disadvantaged: 89% n/a n/a n/a n/a n/a n/a n/a Black: 7%, White: 1%, Principal stability: 2 principals in the (District K-8 average: 70%) Multi-ethnic: 8%, last 4 years 25% Capture rate Low-income: 6% (District K-8 average: 27%) IEP**: 8%

* Based on survey responses

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

8%8% 6% 25% 31% 26% 25%

% % % % 38% 25 8 n/a n/a n/a 26 6 56%

44% 85% 49%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 25 49% 25 20% 37% 41% 20% 38% 37% 29% 27% 32% 29% 27% 32% 23% 22% 26% 10% 5% 10% 15% 16% 5% 0%n/a 0%n/a 5% 10% 0%n/a 0%n/a 5% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

74 Black 0% 37% Black 29% 0% 22% 10% White 0% 72% White 27% 0% 56% 27% Multi-ethnic 0% 56% Multi-ethnic 32% 0% 38% 32% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 29% 0% 26% 15%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 0 out of 63 No students took the Algebra I Keystone Exam.

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

ELA Math 100100%n/a n/a n/a n/a 100%100 n/a n/a n/a 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 40% 67% 62% 30% 54% 30% 52% 48% 25 25 42% 47% 20% 37% 20% 31% 29% 26% 29% 27% 10% 16% 17% 10% 4% 14% 19% 6% 6% 0%n/a 0%n/a 8% 8% 4% 0%n/a 0%n/a 13% 9% 6% 6% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Proficient (School) 8%8% 6% Fundraiser Results by Salesperson Fundraiser Results by Salesperson 25% 31% 26% 25% 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) % % % % Black 0% 31% Black 16% 0% 8% 4% 38% n/a n/a n/a 56% Learning support | Speech & language support | Autism support | Emotional support | Physical & occupational therapy 25 8 26 6 White 0% 67% White 54% 0% 42% 29% RegionalMulti-ethnic autism support classroom 0% 52% Multi-ethnic 29% 0% 27% 14% 44% 85% 49% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 26% 0% 13% 9%

!1 !1

For more information, visit ourschoolspittsburgh .org . 75 Pittsburgh Sunnyside PreK-8 Neighborhood school K-8 4801 Stanton Ave., 15201 • Stanton Heights • 412-529-2040 Accessible • Principal: Laura Dadey ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 68% 33 3 13% Distinguished Exceeded the standard Met the standard Students chronically absent

Teaching 27 teachers Enrollment 285 students School climate Teachers feel the school is a good (District K-8 average: 494) Parents recommend school*: 92% place to work and learn*: 100% Black: 57%, White: 31%, Student stability rate: 87% Multi-ethnic: 8%, Asian: 2%, Teachers new to the school: 4% Students suspended at least once: Hispanic: 3%, IEP**: 24% Teachers absent 18+ days: 7% Overall: 7% Economically disadvantaged: 77% Black: 10%, White: 2%, Principal stability: 1 principal in the (District K-8 average: 70%) Multi-ethnic: 5%, last 4 years 21% Capture rate Low-income: 8% (District K-8 average: 27%) IEP**: 13% * Based on survey responses

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

9%

36% n/a n/a n/a n/a n/a 64% n/a

55%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 88% 40% 72% 40% 65% 63% 30% 56% 56% 30% 56% 57% 25 47% 49% 25 41% 20% 37% 33% 20% 38% 37% 27% 23% 22% 26% 26% 10% 10% 16% 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 13% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 47% 0% 22% 26% White 0% 72% White 88% 0% 56% 63% 76 Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 56% 0% 26% 27%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 11 out of 26 The subgroups of students who took the Algebra l Keystone Exam were too small for results to be reported.

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 75% 40% 67% 69% 30% 61% 62% 30% 52% 48% 25 47% 25 42% 44% 47% 20% 37% 20% 31% 27% 26% 10% 17% 10% 20% 19% 6% 6% 0%n/a 0%n/a 0%n/a 8% 0%n/a 0%n/a 0%n/a 13% 6% 6% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 9% 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Proficient (School) 36% Fundraiser Results by Salesperson Fundraiser Results by Salesperson n/a n/a n/a n/a n/a 64% n/a 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) LearningBlack support | Speech & language0% support | Autism31% support | EmotionalBlack 61% support | Physical & occupational0% therapy8% 20% 55% White 0% 67% White 75% 0% 42% 44% RegionalMulti-ethnic emotional, multiple disabilities0% & visually impaired52% supportMulti-ethnic classrooms0% 0% 27% 0% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 69% 0% 13% 26%

!1 !1

For more information, visit ourschoolspittsburgh .org . 77 Pittsburgh’s middle schools

In the 2018-19 school year: PPS had 7 middle (6-8) schools. The average middle school had 299 students and 25 teachers. 79% of middle school students were economically disadvantaged (receiving public assistance). 31% of middle school students attended their school of assignment (“capture rate”). The average site-based cost per middle school student was $9,853.

Teaching/Counseling School stability School climate 89% of middle school teachers feel Student stability rate: 88% 86% of parents would recommend their school is a good place to Teachers new to the school: 10% their child’s middle school.* work and learn.* On average, 21% of middle school 69% of middle school teachers Principal stability 2016-19 students were chronically absent. performed at the Distinguished level. 5 middle schools had one principal. 15% of middle school students were Average counselor/student ratio: suspended at least once. 2 schools had two principals. 1/286 Black: 19%, White: 10%, Multi-ethnic: 13%, Asian: 5%, Hispanic: 5%, Low-income: 17% IEP**: 20% ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted” * Based on survey responses

8th grade algebra 6-8 students who took algebra by the end of 8th grade: 162 out of 674

2019 Math achievement and students’ economic disadvantage

100%

90%

80%

70%

60%

50%

40% 6-8 PSSA Performance 30%

Percent Proficient/Advanced 2 State 5 20% average PSSA 3 4 6 performance 1 10% 7

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Percentage of economically disadvantaged students in the school

1 Allegheny 6-8 3 Classical 6-8 5 South Brook 6-8 7 Sterrett 6-8 2 Arsenal 6-8 4 Schiller 6-8 6 South Hills 6-8

78 Pittsburgh’s middle schools Pittsburgh Allegheny 6-8 Traditional Academy magnet school In the 2018-19 school year: PPS had 7 middle (6-8) schools. 6-8 810 Arch St., 15212 • Allegheny Center • 412-529-4115 The average middle school had 299 students and 25 teachers. Accessible • Principal: Yarra Howze 79% of middle school students were economically disadvantaged (receiving public assistance). 31% of middle school students attended their school of assignment (“capture rate”). ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students The average site-based cost per middle school student was $9,853. CLIMATE 41% 3 3 23% Distinguished Met the standard Met the standard Students chronically absent

Teaching 18 teachers Enrollment 189 students School climate Teachers feel the school is a good (District 6-8 average: 299) Parents recommend school*: 86% place to work and learn*: 95% Black: 83%, White: 7%, Multi-ethnic: 8%, Student stability rate: 95% Teachers new to the school: 11% Hispanic: 2%, IEP**: 29% Students suspended at least once: Economically disadvantaged: Teachers absent 18+ days: 11% 87% Overall: 11% (District 6-8 average: 79%) Principal stability: 1 principal in the Black: 10%, White: 25%, Capture rate n/a last 4 years Multi-ethnic: 13%, Low-income: 11% (District 6-8 average: 31%) IEP**: 9% * Based on survey responses

Key outcomes 8th grade algebra Students who took algebra by the end of 8th grade: 18 out of 69

Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 (Middle number: percent Proficient/Advanced)

15% 25% 38% 33% 15% n/a n/a n/a n/a 25% n/a

46% 42%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels ELA Math 100100% 100%100 100 100 90% P 90% 80% P P 32 80% 75 75 33 32 75 75 70% 70% P P P 60% 60% 30 32 36 50 5050% 50 50%50 40% 40% 67% 62% 25 30% 53% 25 30% 52% 48% 25 25 42% 47% 20% 36% 37% 20% 31% 27% 31% 29% 27% 0 10% 17% 0 10% 20% 19% 6% 0%n/a 0%n/a 2%2% 8% 7% 0%n/a 0%n/a 13% 9% 6% 0% 00% 0%0 0% Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

LearningBlack support | Speech & language0% support | Autism31% support | EmotionalBlack 27% support | Physical &0% occupational therapy8% 7% RegionalWhite emotional support classroom0% 67% White 36% 0% 42% 29% Multi-ethnic 0% 52% Multi-ethnic 53% 0% 27% 20% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% For more information, visit ourschoolspittsburgh .org . 79 Low-income 0% 37% Low-income 31% 0% 13% 9%

!1 !1 Read Arsenal’s Pittsburgh Arsenal 6-8 story on page 11. Neighborhood school with an “English as a Second Language” program 6-8 220 40th St., 15201 • Lawrenceville • 412-529-5740 Accessible, with exceptions • Principal: Patti Camper ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 82% 33 33 18% Distinguished Exceeded the standard Exceeded the standard Students chronically absent

Teaching 20 teachers Enrollment 176 students School climate Teachers feel the school is a good (District 6-8 average: 299) Parents recommend school*: 84% place to work and learn*: 100% Black: 71%, White: 10%, Multi-ethnic: 3%, Student stability rate: 82% Asian: , Hispanic: , IEP**: Teachers new to the school: 5% 6% 10% 28% Students suspended at least once: Economically disadvantaged: 92% Overall: 18% Teachers absent 18+ days: 30% (District 6-8 average: 79%) Black: 24%, White: 8%, Multi-ethnic: 18%, Principal stability: 1 principal in the Capture rate 23% Hispanic: 0%, Asian: 9%, Low-income: 20% last 4 years (District 6-8 average: 31%) IEP**: 29% * Based on survey responses

Key outcomes 8th grade algebra Students who took algebra by the end of 8th grade: 0 out of 54 No students took the Algebra I Keystone Exam.

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 40% 67% 62% 30% 56% 57% 30% 52% 48% 25 43% 45% 25 42% 47% 20% 37% 20% 33% 31% 30% 27% 28% 10% 17% 16% 10% 19% 21% 6% 0%n/a 0%n/a 8% 0%n/a 0%n/a 13% 6% 0% 00% 0%0 0% Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) Black 0% 31% Black 43% 0% 8% 30%

LearningWhite support | Speech & language0% support | Autism67% support | EmotionalWhite 56% support | Physical &0% occupational therapy42% 33% RegionalMulti-ethnic emotional & life skills support0% classrooms 52% Multi-ethnic 0% 0% 27% 0% Hispanic 0% 48% Hispanic 57% 0% 19% 21% Asian 0% 62% Asian 0% 0% 47% 0%

Low-income 0% 37% Low-income 45% 0% 13% 28%

!1 !1

80 Pittsburgh Classical 6-8 Classical Academy magnet school 6-8 1463 Chartiers Ave. Third Floor, 15220 • Crafton Heights • 412-529-3110 Accessible • Principal: Valerie Merlo ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 52% 2 3 21% Distinguished Did not meet standard Met the standard Students chronically absent

Teaching 29 teachers Enrollment 298 students School climate Teachers feel the school is a good (District 6-8 average: 299) Parents recommend school*: n/a place to work and learn*: 89% Black: 47%, White: 38%, Multi-ethnic:10% , Student stability rate: 94% Teachers new to the school: 3% Asian: 1%, Hispanic: 2%, Students suspended at least once: Pacific Islander: , IEP**: Teachers absent 18+ days: 10% 1% 29% Overall: 8% Economically disadvantaged: 68% Principal stability: 1 principal in the Black: 12%, White: 5%, (District 6-8 average: 79%) last 4 years Multi-ethnic: 3%, Low-income: 10% Capture rate n/a IEP**: 8% (District 6-8 average: 31%) * Based on survey responses Key outcomes 8th grade algebra Students who took algebra by the end of 8th grade: 29 out of 96

Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 (Middle number: percent Proficient/Advanced)

6%6% 19% 13% 19% n/a 25% n/a n/a n/a 19% n/a

69% 69%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 40% 67% 30% 62% 30% 51% 52% 48% 25 25 42% 47% 20% 33% 37% 34% 20% 31% 26% 27% 27% 10% 17% 10% 6% 19% 19% 6% 0%n/a 0%n/a 7% 8% 6% 0%n/a 0%n/a 13% 11% 6% 2%2% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

LearningBlack support | Speech & language0% support | Autism31% support | EmotionalBlack 26% support | Physical &0% occupational therapy8% 6% RegionalWhite autism & multiple disabilities0% support classrooms67% White 51% 0% 42% 27% Multi-ethnic 0% 52% Multi-ethnic 33% 0% 27% 19% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% For more information, visit ourschoolspittsburgh .org . 81 Low-income 0% 37% Low-income 34% 0% 13% 11%

!1 !1 Read Schiller’s Pittsburgh Schiller 6-8 story on page 7. Neighborhood school with a Science, Technology, Engineering, 6-8 Arts, and Math magnet program 1018 Peralta St., 15212 • East Allegheny • 412-529-4190 Accessible, with exceptions • Principal: Paula Heinzman ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 58% 33 33 3% Distinguished Exceeded the standard Exceeded the standard Students chronically absent

Teaching 20 teachers Enrollment 220 students School climate Teachers feel the school is a good (District 6-8 average: 299) Parents recommend school*: 92% place to work and learn*: 95% Black: 58%, White: 30%, Multi-ethnic: 9%, Student stability rate: 89% Teachers new to the school: 25% Hispanic: 3%, IEP**: 21% Students suspended at least once: Economically disadvantaged: Teachers absent 18+ days: 5% 75% Overall: 14% (District 6-8 average: 79%) Principal stability: 1 principal in the Black: 18%, White: 10%, Capture rate 39% last 4 years Multi-ethnic: 10%, Low-income: 17% (District 6-8 average: 31%) IEP**: 22% * Based on survey responses

Key outcomes 8th grade algebra Students who took algebra by the end of 8th grade: 0 out of 55 No students took the Algebra I Keystone Exam.

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 40% 67% 59% 62% 30% 53% 30% 52% 48% 25 46% 25 42% 47% 37% 37% 20% 31% 20% 31% 27% 27% 25% 10% 17% 10% 19% 16% 6% 0%n/a 0%n/a 8% 12% 0%n/a 0%n/a 13% 6% 7% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson 2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) Black 0% 31% Black 37% 0% 8% 12% LearningWhite support | Speech & language0% support | Autism67% support | EmotionalWhite 59% support | Physical &0% occupational therapy42% 31% Multi-ethnic 0% 52% Multi-ethnic 53% 0% 27% 25% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 46% 0% 13% 16%

!1 !1

82 Pittsburgh South Brook 6-8 Neighborhood school 6-8 779 Dunster St., 15226 • Brookline • 412-529-8170 Accessible • Principal: Jennifer McNamara ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 92% 33 33 25% Distinguished Exceeded the standard Exceeded the standard Students chronically absent

Teaching 26 teachers Enrollment 388 students School climate Teachers feel the school is a good (District 6-8 average: 299) Parents recommend school*: n/a place to work and learn*: 100% Black: 27%, White: 57%, Multi-ethnic: 9%, Student stability rate: 83% Teachers new to the school: 12% Asian: 5%, Hispanic: 2%, IEP**: 22% Students suspended at least once: Economically disadvantaged: Teachers absent 18+ days: 4% 73% Overall: 16% (District 6-8 average: 79%) Black: 21%, White: 14%, Principal stability: 2 principals in the Capture rate 41% Multi-ethnic: 14%, Asian: 10%, last 4 years (District 6-8 average: 31%) Low-income: 18%, IEP**: 30% * Based on survey responses

Key outcomes 8th grade algebra Students who took algebra by the end of 8th grade: 49 out of 121

Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 (Middle number: percent Proficient/Advanced)

25% 22%

% 44% % n/a 56 n/a n/a n/a 48 52% n/a

26% 31%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60%

5050% 94% 50%50 40% 40% 67% 62% 30% 54% 52% 30% 25 44% 48% 45% 25 42% 47% 42% 20% 37% 20% 31% 32% 29% 27% 21% 22% 19% 22% 10% 17% 10% 13% 6% 6% 0%n/a 8% 8% 0%n/a 6% 6% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White Multi-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

LearningBlack support | Speech & language0% support | Autism31% support | EmotionalBlack 32% support | Physical &0% occupational therapy8% 8% White 0% 67% White 54% 0% 42% 29% Multi-ethnic 0% 52% Multi-ethnic 44% 0% 27% 22% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 94% 0% 47% 42% For more information, visit ourschoolspittsburgh .org . 83 Low-income 0% 37% Low-income 45% 0% 13% 22%

!1 !1 Pittsburgh South Hills 6-8 Neighborhood school with an “English as a Second Language” program 6-8 595 Crane Ave., 15216 • Beechview • 412-529-8130 Accessible • Principal: Anthony Varlotta ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 84% 33 33 28% Distinguished Exceeded the standard Exceeded the standard Students chronically absent

Teaching 40 teachers Enrollment 495 students School climate Teachers feel the school is a good (District 6-8 average: 299) Parents recommend school*: n/a place to work and learn*: 93% Black: 39%, White: 31%, Multi-ethnic: 9%, Student stability rate: 84% Teachers new to the school: 3% Asian: 10%, Hispanic: 12%, IEP**: 26% Students suspended at least once: Economically disadvantaged: Teachers absent 18+ days: 8% 84% Overall: 13% (District 6-8 average: 79%) Black: 22%, White: 8%, Multi-ethnic: 16%, Principal stability: 2 principals in the Capture rate 32% Asian: 2%, Hispanic: 5% last 4 years (District 6-8 average: 31%) Low-income: 15%, IEP**: 15% * Based on survey responses

Key outcomes 8th grade algebra Students who took algebra by the end of 8th grade: 44 out of 180

Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 (Middle number: percent Proficient/Advanced)

10% 19% 12% 20%

19% % % n/a 29 n/a n/a n/a 24% 36 n/a

52% 44%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 40% 67% 62% 30% 55% 56% 30% 52% 48% 25 25 42% 47% 20% 37% 32% 20% 31% 27% 21% 23% 25% 23% 10% 17% 16% 10% 20% 15% 19% 6% 8% 2% 8% 13% 9% 6% 2% 00% 0%0 Black White Multi-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

LearningBlack support | Speech & language0% support | Autism31% support | EmotionalBlack 21% support | Physical &0% occupational therapy8% 2% RegionalWhite emotional, autism & life0% skills support classrooms67% White 55% 0% 42% 20% Multi-ethnic 0% 52% Multi-ethnic 56% 0% 27% 15% Hispanic 0% 48% Hispanic 23% 0% 19% 8% Asian 0% 62% Asian 25% 0% 47% 23% 84 Low-income 0% 37% Low-income 32% 0% 13% 9%

!1 !1 Pittsburgh Sterrett 6-8 Neighborhood school with a Classical Academy magnet program 6-8 7100 Reynolds St., 15208 • Point Breeze • 412-529-7870 Accessible • Principal: MiChele Holly ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 59% 3 33 18% Distinguished Met the standard Exceeded the standard Students chronically absent

Teaching 22 teachers Enrollment 326 students School climate Teachers feel the school is a good (District 6-8 average: 299) Parents recommend school*: 80% place to work and learn*: 48% Black: 83%, White: 13%, Student stability rate: 91% Teachers new to the school: 14% Multi-ethnic: 3%, Asian: 1%, Students suspended at least once: American Indian: , IEP**: Teachers absent 18+ days: 18% 1% 25% Overall: 22% Economically disadvantaged: 77% Principal stability: 1 principal in the Black: 24%, White: 9%, (District 6-8 average: 79%) last 4 years Multi-ethnic: 18%, Low-income: 26% Capture rate 18% IEP**: 29% (District 6-8 average: 31%) * Based on survey responses Key outcomes 8th grade algebra Students who took algebra by the end of 8th grade: 22 out of 99

Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 (Middle number: percent Proficient/Advanced)

11% 3% 9% 22% 25% 22% n/a n/a n/a n/a 28% n/a

63% 67%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 79% 40% 67% 62% 30% 30% 55% 52% 48% 25 25 42% 47% 20% 33% 37% 20% 31% 32% 27% 10% 17% 19% 10% 6% 19% 6% 0%n/a 0%n/a 0%n/a 8% 6% 0%n/a 0%n/a 0%n/a 13% 8% 6% 3% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

2019-20PARTICIPANT Special education services2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

LearningBlack support | Speech & language0% support | Autism31% support | EmotionalBlack 33% support | Physical &0% occupational therapy8% 6% RegionalWhite autism support classroom0% 67% White 79% 0% 42% 55% Multi-ethnic 0% 52% Multi-ethnic 0% 0% 27% 0% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% For more information, visit ourschoolspittsburgh .org . 85 Low-income 0% 37% Low-income 32% 0% 13% 8%

!1 !1 Pittsburgh’s 6-12 schools

In the 2018-19 school year: PPS had 5 6-12 schools. The average 6-12 school had 728 students and 53 teachers. 60% of 6-12 students were economically disadvantaged (receiving public assistance). 18% of 6-12 students attended their school of assignment (“capture rate”). (Data represent the two neighborhood schools.) The average site-based cost per 6-12 student was $10,452.

Teaching/Counseling School stability School climate 69% of 6-12 teachers feel Student stability rate: 87% 90% of parents would recommend their school is a good place to Teachers new to the school: 10% their child’s 6-12 school.* work and learn.* On average, 29% of 6-12 students 52% of 6-12 teachers performed at the Principal stability 2016-19 were chronically absent. Distinguished level. 2 6-12 schools had one principal. 16% of 6-12 students were suspended Average counselor/student ratio: at least once. 2 schools had two principals. 1/197 Black: 22%, White: 4%, 1 school had three principals. Multi-ethnic: 12%, Asian: 4%, Hispanic: 9%, Low-income: 22%, IEP**: 28%

** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted” * Based on survey responses

2019 Math achievement and students’ economic disadvantage (6th-8th)

100%

90%

80%

70%

60% 1

50% 4 40% 6-8 PSSA performance 30% Percent Proficient/Advanced State 20% average 3 PSSA performance 10%

2 5 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Percentage of economically disadvantaged students in the school

1 CAPA 6-12 3 Obama 6-12 5 Westinghouse 6-12 2 Milliones 6-12 4 Sci-Tech 6-12

86 Pittsburgh’s 6-12 schools

8th grade algebra 6-12 students who took algebra by the end of 8th grade: 110 out of 436

2019 Reading, math, & science achievement and students’ economic disadvantage

100%

1 90% State average Literature 4 4 80% 4 3 1 70% 1 3

60% State average 3 State average Algebra I Biology 50% y x

40%

5 30%

Percent Proficient/Advanced 2 2

20% 5

Keystone performance by the end of 11th grade 5 10% 2

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Percentage of economically disadvantaged students in the school

Literature Algebra I 1 CAPA 6-12 3 Obama 6-12 5 Westinghouse 6-12 2 Milliones 6-12 4 Sci-Tech 6-12 Biology

For more information, visit ourschoolspittsburgh .org . 87 Pittsburgh CAPA 6-12 6-12 Creative & Performing Arts magnet school 111 Ninth St., 15222 • Downtown • 412-529-6100 Accessible • Principal: Melissa Pearlman ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA/Literature PVAAS Math/Algebra I All students CLIMATE 72% 2 3 18% Distinguished Did not meet standard Met the standard Students chronically absent

Teaching 58 teachers Enrollment 873 students School climate Teachers feel the school is a good (District 6-12 average: 728) Parents recommend school*: 91% place to work and learn*: 89% Black: 24%, White: 63%, Student stability rate: 98% Multi-ethnic: 7%, Asian: 2%, Teachers new to the school: 9% Students suspended at least once: Hispanic: 3%, IEP**: 5% Teachers absent 18+ days: 17% Overall: 5% Economically disadvantaged: 30% Black: 8%, White: 3%, Principal stability: 1 principal in the (District 6-12 average: 60%) Multi-ethnic: 8%, Asian: 0%, last 4 years n/a Capture rate Hispanic: 11%, Low-income: 8% (District 6-12 average: 18%) IEP**: 9% * Based on survey responses

3% 8% 14% 11% 19% College/trade school readiness / Graduation rates over time 42% 100% 88% 97% n/a n/a n/a 91% n/a 75% % % % % 55% 50% 97 96 97 98 74% 72% 25% 2015 2016 2017 2018

70% 80% District rate 81% 79%

Percentage of students taking AP Percentage of students scoring 3 or Percentage of students taking CAS Average combined SAT scores: (Advanced Placement) courses: higher on any AP exam (scaled 1-5): (Centers for Advanced Study) courses: 8% 8% 1% 9% 8% Overall: 1123 24% Overall: 51% Overall: 74% Overall: 66% Black: 1011 34% Black: 44% Black: 38% Black: 66% % % % White: 1173 n/a n/a n/a 32% n/a White: 55% White: 79% White: 67% 52 39% 90 59 Multi-ethnic: 1112 44% Multi-ethnic: 45% Multi-ethnic: 85% Multi-ethnic: 64% Hispanic: n/a 56% Hispanic: 35% Hispanic: n/a Hispanic: 65% 35% Asian: n/a Asian: n/a Asian: n/a Asian: n/a Low-income: 1096 Low-income: 44% Low-income: 63% Low-income: 54% IEP**: 24% IEP**: n/a IEP**: 24% IEP**: n/a (District average: 26%) (District average: 52%) (District average: 25%) (District average: 966)

1% Key outcomes (6-8) 14% 14% 14% 14% 11% 36% 2019 PSSA achievement compared to district (6th through 8th grades) 43% 85% n/a n/a n/a 53% n/a Percentage at Proficient/Advanced levels 29% 36% 39% 43% 49% ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 90% 83% 40% 73% 40% 67% 62% 67% 30% 60% 57% 30% 57% 52% 48% 25 25 42% 47% 43% 20% 37% 20% 35% 31% 32% 27% 10% 17% 10% 19% 6% 0%n/a 0%n/a 8% 0%n/a 0%n/a 13% 6% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 88 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 31% Black 60% 0% 8% 32% White 0% 67% White 90% 0% 42% 67% Multi-ethnic 0% 52% Multi-ethnic 83% 0% 27% 57% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 73% 0% 13% 43%

!1 !1 READINESS 86% 57% 84% 62% 90% Attending college/trade school 6-year college completion rate GPA 2.8 and above Met SAT Math Standard Met SAT Reading Standard

8th grade algebra Students who took algebra by the end of 8th grade: 56 out of 118

Key outcomes (9-12) Percentage of students at each Keystone achievement level by the end of 11th grade, 2019 (Middle number: percent Proficient/Advanced) Literature

3% 8% 14% 11% 19%

42% 88% 97% n/a n/a n/a 91% n/a 55%

74% 72%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

Algebra I Average combined SAT scores: 8% 8% 1% 9% 8% Overall: 1123 24% Black: 1011 34% % % % White: 1173 32% 52 39% 90 n/a n/a n/a 59 n/a Multi-ethnic: 1112 44% 56% Hispanic: n/a 35% Asian: n/a Low-income: 1096 Black White Multi-ethnic Asian Hispanic Low-income IEP** IEP**: n/a (District average: 966) Biology

1% 14% 14% 14% 14% 11%

36% 43% 85% n/a n/a n/a 53% n/a 29% 36% 39% 43% 49%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019-20 Special education services Learning support | Speech & language support | Autism support | Emotional support | Physical & occupational therapy

For more information, visit ourschoolspittsburgh .org . 89 Pittsburgh Milliones 6-12 Neighborhood school with a magnet entrance option, post-secondary focus; 6-12 and Early Childhood Education and Entertainment Technology CTE programs 3117 Centre Ave., 15219 • Hill District • 412-529-5900 Accessible • Principal: Shemeca Crenshaw ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA/Literature PVAAS Math/Algebra I All students CLIMATE 32% 2 2 54% Distinguished Did not meet standard Did not meet standard Students chronically absent

Teaching 33 teachers Enrollment 448 students School climate Teachers feel the school is a good (District 6-12 average: 728) Parents recommend school*: n/a place to work and learn*: 38% Black: 87%, White: 6%, Student stability rate: 71% Multi-ethnic: 4%, Hispanic: 2%, Teachers new to the school: 15% Students suspended at least once: Pacific Islander: 1%, IEP**: 31% Teachers absent 18+ days: 12% Overall: 27% Economically disadvantaged: 90% Black: 30%, White: 8%, Principal stability: 2 principals in the (District 6-12 average: 60%) Multi-ethnic: 20%, last 4 years 16% Capture rate Low-income: 30% (District 6-12 average: 18%) IEP**: 28% * Based on survey responses 26% 24% 36% 38% College/trade school readiness / Graduation rates over time 26% n/a n/a n/a n/a 24% n/a 100%

75% % % % % 38% 38% 50% 90 81 76 75 25% 2015 2016 2017 2018

70% 80% District rate 81% 79%

Percentage of students taking AP Percentage of students scoring 3 or Percentage of students taking CAS Average combined SAT scores: 21% 16% 33% (Advanced Placement) courses: higher on any AP exam (scaled 1-5): (Centers for Advanced Study) courses: Overall: 779 35% % % Overall: 15% Overall: 7% Overall: <1% Black: 764 21 n/a n/a n/a n/a 16 n/a Black: 14% Black: 0% Black: 0% White: n/a White: 20% White: n/a White: 0% Multi-ethnic: n/a 46% 49% Multi-ethnic: 20% Multi-ethnic: n/a Multi-ethnic: 0% Hispanic: n/a Hispanic: n/a Hispanic: n/a Hispanic: n/a Asian: n/a Asian: n/a Asian: n/a Asian: n/a Low-income: 760 Low-income: 15% Low-income: 0% Low-income: 0% IEP**: 2% IEP**: n/a IEP**: 0% IEP**: n/a (District average: 26%) (District average: 52%) (District average: 25%) (District average: 966)

3% 6% 20% 18%

Key outcomes (6-8) % % 3 n/a n/a n/a n/a 6 n/a 2019 PSSA achievement compared to district (6th through 8th grades) 76% Percentage at Proficient/Advanced levels 77%

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 40% 67% 30% 62% 30% 52% 48% 25 25 42% 47% 20% 37% 20% 31% 27% 21% 21% 19% 6% 10% 17% 5% 10% 13% 0%n/a 0%n/a 0%n/a 0%n/a 5% 8% 3%0% 0%n/a 0%n/a 0%n/a 0%n/a 3%0% 6% 0% 00% 0%0 0% Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 90 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 31% Black 21% 0% 8% 3% White 0% 67% White 0% 0% 42% 0% Multi-ethnic 0% 52% Multi-ethnic 0% 0% 27% 0% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 21% 0% 13% 3%

!1 !1 READINESS 35% 14% 31% 8% 11% Attending college/trade school 6-year college completion rate GPA 2.8 and above Met SAT Math Standard Met SAT Reading Standard

8th grade algebra Students who took algebra by the end of 8th grade: 0 out of 33

Key outcomes (9-12) Percentage of students at each Keystone achievement level by the end of 11th grade, 2019 (Middle number: percent Proficient/Advanced) Literature

26% 24% 36% 38% 26% n/a n/a n/a n/a 24% n/a

38% 38%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

Algebra I

Average combined SAT scores: 21% 16% 33% Overall: 779 35% % % Black: 764 21 n/a n/a n/a n/a 16 n/a White: n/a Multi-ethnic: n/a 46% 49% Hispanic: n/a Asian: n/a Black White Multi-ethnic Asian Hispanic Low-income IEP** Low-income: 760 IEP**: n/a (District average: 966) Biology

3% 6% 20% 18% 3% n/a n/a n/a n/a 6% n/a

76% 77%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019-20 Special education services Learning support | Speech & language support | Autism support | Emotional support | Physical & occupational therapy Regional emotional support classroom | Start On Success program

For more information, visit ourschoolspittsburgh .org . 91 Pittsburgh Obama 6-12 6-12 International Baccalaureate magnet school 515 N. Highland Ave., 15206 • East Liberty • 412-529-5980 Accessible • Principal: Yalonda Colbert ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA/Literature PVAAS Math/Algebra I All students CLIMATE 45% 33 2 20% Distinguished Exceeded the standard Did not meet standard Students chronically absent

Teaching 68 teachers Enrollment 954 students School climate Teachers feel the school is a good (District 6-12 average: 728) Parents recommend school*: n/a Black: 70%, White: 20%, place to work and learn*: 81% Student stability rate: 94% Multi-ethnic: 7%, Asian: 2%, Teachers new to the school: 6% Students suspended at least once: Hispanic: 2%, IEP**: 10% Teachers absent 18+ days: 15% Economically disadvantaged: 58% Overall: 9% Principal stability: 2 principals in the (District 6-12 average: 60%) Black: 11%, White: 2%, Multi-ethnic: 8%, Asian 6%, last 4 years Capture rate n/a Hispanic: 0%, Low-income: 12% (District 6-12 average: 18%) * Based on survey responses IEP**: 14%

5% 1% 4% 8% 8% 27% 24% College/trade school readiness / Graduation rates over time 32% % % % % 100% 72 100 n/a n/a n/a 75 54 38% 75% % % % % 46% 67% 68% 71% 50% 96 90 97 93 25% 2015 2016 2017 2018

70% 80% District rate 81% 79%

Percentage of students taking IB Percentage of students taking Average combined SAT scores: 5% 4% 4% 7% 2% 8% (International Baccalaureate) CAS (Centers for Advanced Study) courses: Overall: 1010 15% Diploma Program classes Overall: 18% Black: 920 36% Black: 22% White: 1195 % 40% % % % (11th and 12th grades only): 57 97 n/a n/a n/a 47 51% 46 White: 7% 40% 31% Overall: 100% Multi-ethnic: 1091 52% 46% Multi-ethnic: 19% Hispanic: n/a 61% Hispanic: n/a Asian: n/a Asian: 9% Low-income: 907 Low-income: 19% IEP**: n/a IEP**: 14% (District average: 966) (District average: 25%)

2% Key outcomes (6-8) 14% 7% 2% 11% 8% 8% 24% 2019 PSSA achievement compared to district (6th through 8th grades) 39% 40% % % % 31% % Percentage at Proficient/Advanced levels 42 93 n/a n/a n/a 26 39

44% 54% 54% ELA Math 62% 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 81% 40% 71% 40% 67% 62% 30% 30% 56% 52% 48% 52% 25 25 42% 47% 20% 34% 37% 36% 20% 31% 27% 10% 17% 18% 10% 6% 19% 6% 0%n/a 0%n/a 8% 6% 0%n/a 0%n/a 13% 8% 6% 10% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 92 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 31% Black 34% 0% 8% 6% White 0% 67% White 81% 0% 42% 56% Multi-ethnic 0% 52% Multi-ethnic 71% 0% 27% 52% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 36% 0% 13% 8%

!1 !1 READINESS 77% 44% 46% 42% 58% Attending college/trade school 6-year college completion rate GPA 2.8 and above Met SAT Math Standard Met SAT Reading Standard

8th grade algebra Students who took algebra by the end of 8th grade: 27 out of 129

Key outcomes (9-12) Percentage of students at each Keystone achievement level by the end of 11th grade, 2019 (Middle number: percent Proficient/Advanced) Literature

5% 1% 4% 8% 8% 27% 24% 32%

% % % % 72 100 n/a n/a n/a 75 54 38% 46% 67% 68% 71%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

Algebra I

5% 4% 2% 4% 7% 15% 8%

36% % 40% % % % n/a n/a n/a 51% 57 97 40% 47 46 52% 31% 46% 61%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

Biology

2% 14% 7% 2% 11% 8% 8% 24% 39% 40% 42% 93% n/a n/a n/a 26% 31% 39%

44% 54% 54% 62%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019-20 Special education services Learning support | Speech & language support | Autism support | Emotional support | Physical & occupational therapy

For more information, visit ourschoolspittsburgh .org . 93 Pittsburgh Science and 6-12 Technology Academy 6-12

Science, Technology, Engineering, and Math magnet school 107 Thackeray St., 15213 • Oakland • 412-529-7620 Accessible • Principal: Shawn McNeil ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA/Literature PVAAS Math/Algebra I All students CLIMATE 75% 3 3 9% Distinguished Met the standard Met the standard Students chronically absent

Teaching 41 teachers Enrollment 579 students School climate Teachers feel the school is a good (District 6-12 average: 728) Parents recommend school*: 89% Black: 36%, White: 46%, place to work and learn*: 98% Student stability rate: 98% Multi-ethnic: 11%, Asian: 4%, Teachers new to the school: 5% Hispanic: 2%, IEP**: 8% Students suspended at least once: Teachers absent 18+ days: 17% Economically disadvantaged: 45% Overall: 8% Black: 11%, White: 4%, Multi-ethnic: 13%, Principal stability: 1 principal in the last (District 6-12 average: 60%) Asian: 5%, Hispanic: 23%, 4 years Capture rate n/a Low-income: 10% * Based on survey responses (District 6-12 average: 18%) IEP**: 20%

College/trade school readiness / Graduation rates over time 3% 8% 3% 3% 100% 5% 21% 75% % % % % 26% 50% 93 91 98 92 71% 93% n/a n/a n/a 79% n/a 25% 2015 2016 2017 2018 71% 76% 85% 70% 80% District rate 81% 79%

Percentage of students taking AP Percentage of students scoring 3 or Percentage of students taking CAS Average combined SAT scores: (Advanced Placement) courses: higher on any AP exam (scaled 1-5): (Centers for Advanced Study) courses: n/a Overall: 1061 Overall: 50% Overall: 39% Black: 968 Black: 45% Black: 8% 13% 10% 13% 3% White: 1113 21% White: 51% White: 54% 24% Multi-ethnic: n/a 40% Multi-ethnic: 58% Multi-ethnic: 36% 23% Hispanic: n/a % % % Hispanic: n/a Hispanic: n/a 68 88 n/a n/a n/a 74 n/a Asian: n/a Asian: 65% Asian: n/a 48% Low-income: 1000 55% Low-income: 46% Low-income: 32% 53% IEP**: 31% IEP**: n/a IEP**: n/a (District average: 26%) (District average: 52%) (District average: 966)

Key outcomes (6-8)

2019 PSSA achievement compared to district (6th through 8th grades) 3% 10% 18% 15% Percentage at Proficient/Advanced levels 23% 29% 33%

% % % ELA Math 75 83 n/a n/a n/a 71 n/a 100100% 100%100

90% 90% 65% 50% 56% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 88% 40% 86% 40% 67% 71% 30% 62% 66% 30% 65% 52% 52% 48% 25 25 42% 47% 20% 37% 36% 20% 37% 31% 27% 10% 17% 10% 18% 19% 6% 14% 0%n/a 0%n/a 8% 0%n/a 0%n/a 13% 6% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 94 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 31% Black 52% 0% 8% 18% White 0% 67% White 86% 0% 42% 65% Multi-ethnic 0% 52% Multi-ethnic 88% 0% 27% 71% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 66% 0% 13% 37%

!1 !1 READINESS 70% n/a 64% 64% 70% Attending college/trade school 6-year college completion rate GPA 2.8 and above Met SAT Math Standard Met SAT Reading Standard

8th grade algebra Students who took algebra by the end of 8th grade: 27 out of 53

Key outcomes (9-12) Percentage of students at each Keystone achievement level by the end of 11th grade, 2019 (Middle number: percent Proficient/Advanced) Literature

3% 8% 3% 3% 5% 21% 26% 71% 93% n/a n/a n/a 79% n/a

71% 76% 85%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

Average combined SAT scores: Overall: 1061 Algebra I Black: 968 13% 10% 13% 3% White: 1113 21% 24% Multi-ethnic: n/a 40% 23% Hispanic: n/a 68% 88% n/a n/a n/a 74% n/a Asian: n/a 48% Low-income: 1000 55% IEP**: n/a 53% (District average: 966) Black White Multi-ethnic Asian Hispanic Low-income IEP**

Biology

3% 10% 18% 15% 23% 29% 33% 75% 83% n/a n/a n/a 71% n/a

65% 50% 56%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019-20 Special education services Learning support | Speech & language support | Autism support | Emotional support | Physical & occupational therapy

For more information, visit ourschoolspittsburgh .org . 95 Pittsburgh Westinghouse Academy 6-12 Neighborhood school with Emergency Response Technology; 6-12 Health Careers Technology; Culinary Arts; Cosmetology; Carpentry; and Business Administration, Sports, and Entertainment CTE programs 1101 N. Murtland Ave., 15208 • Homewood • 412-529-3940 Accessible • Principal: Bernard Taylor ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA/Literature PVAAS Math/Algebra I All students CLIMATE 36% 3 2 56% Distinguished Met the standard Did not meet standard Students chronically absent

Teaching 66 teachers Enrollment 788 students School climate Teachers feel the school is a good (District 6-12 average: 728) Parents recommend school*: n/a Black: 95%, White: 1%, place to work and learn*: 40% Student stability rate: 74% Multi-ethnic: 3%, Teachers new to the school: 15% IEP**: 30% Students suspended at least once: Teachers absent 18+ days: 11% Economically disadvantaged: 90% Overall: 32% Black: 32%, White: 19%, Principal stability: 3 principals in the last (District 6-12 average: 60%) Multi-ethnic: 24%, 4 years Capture rate 21% Low-income: 33% * Based on survey responses (District 6-12 average: 18%) IEP**: 38%

College/trade school readiness / Graduation rates over time 8% 30% 31% 28% 100% 32% % % % 75% % % % % n/a n/a n/a n/a 38% 32 31 8 54% 50% 63 77 66 67 25% 39% 41% 2015 2016 2017 2018

70% 80% District rate 81% 79%

Percentage of students taking AP Percentage of students scoring 3 or Percentage of students taking CAS Average combined SAT scores: (Advanced Placement) courses: higher on any AP exam (scaled 1-5): (Centers for Advanced Study) courses: Overall: 779 Overall: 12% Overall: 0% Overall: 13% Black: 779 17% 17% 34% Black: 13% Black: 0% Black: 13% White: n/a 35% 34% White: n/a White: n/a White: n/a Multi-ethnic: n/a 17% n/a n/a n/a n/a 17% 0% Multi-ethnic: n/a Multi-ethnic: n/a Multi-ethnic: n/a Hispanic: n/a Hispanic: n/a Hispanic: n/a Hispanic: n/a 66% Asian: n/a 48% Asian: n/a Asian: n/a Asian: n/a 49% Low-income: 772 Low-income: 11% Low-income: 0% Low-income: 13% IEP**: 1% IEP**: n/a IEP**: 0% IEP**: 716 (District average: 26%) (District average: 52%) (District average: 25%) (District average: 966)

Key outcomes (6-8) 10% 8% 8% 2019 PSSA achievement compared to district (6th through 8th grades) 8% Percentage at Proficient/Advanced levels % % % 29% 10 n/a n/a n/a n/a 31% 8 8 60% ELA Math 60% 100100% 100%100 85% 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 40% 67% 30% 62% 30% 52% 48% 25 25 42% 47% 20% 37% 20% 31% 27% 10% 15% 18% 14% 17% 4% 10% 19% 6% 0%n/a 0%n/a 0%n/a 4% 8% 2%3% 0%n/a 0%n/a 0%n/a 0%n/a 13% 2%3% 6% 2%2% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) 96 Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 31% Black 15% 0% 8% 2% White 0% 67% White 0% 0% 42% 0% Multi-ethnic 0% 52% Multi-ethnic 18% 0% 27% 0% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 14% 0% 13% 2%

!1 !1 Pittsburgh Westinghouse Academy 6-12 READINESS 20% 10% 20% 3% 8% Attending college/trade school 6-year college completion rate GPA 2.8 and above Met SAT Math Standard Met SAT Reading Standard

8th grade algebra Students who took algebra by the end of 8th grade: 0 out of 103

Key outcomes (9-12) Percentage of students at each Keystone achievement level by the end of 11th grade, 2019 (Middle number: percent Proficient/Advanced) Literature

8% 30% 31% 28% 32% % % % n/a n/a n/a n/a 38% 32 31 8 54%

39% 41%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

Average combined SAT scores: Algebra I Overall: 779 Black: 779 17% 17% 34% White: n/a 35% 34% Multi-ethnic: n/a 17% n/a n/a n/a n/a 17% 0% Hispanic: n/a 66% 48% Asian: n/a 49% Low-income: 772 IEP**: 716 Black White Multi-ethnic Asian Hispanic Low-income IEP** (District average: 966)

Biology

10% 8% 8% 8%

% % % 29% 10 n/a n/a n/a n/a 31% 8 8 60% 60%

85%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019-20 Special education services Learning support | Speech & language support | Autism support | Emotional support | Physical & occupational therapy Regional emotional, autism & life skills support classrooms | Start On Success program

For more information, visit ourschoolspittsburgh .org . 97 Special schools and centers The Pittsburgh district serves students with special needs through supports and services within schools and at special education centers. Two charter schools within the city, Passport Academy Charter School and Provident Charter School, serve special populations of students. Below are contact information (2019-20) and basic demographical information (2018-19) about these schools and centers, and Pittsburgh Online Academy 4-12 (a regular education cyber school).

Pittsburgh Clayton Academy 6-12 Pittsburgh Pioneer Education Center Alternative education for students who were expelled For students aged 5 to 21 who need support for multiple disabilities 1901 Clayton Ave., 15214 • Perry South • 412-529-6000 775 Dunster St., 15226 • Brookline • 412-529-7405 Accessible • Principal: Rhonda Brown Accessible • Principal: David Lott 17 teachers • 176 students 12 teachers • 69 students Black: 81%, White: 14%, Multi-ethnic: 5% Black: 48%, White: 36%, Multi-ethnic: 4%, Asian: 7%, Hispanic: 3%, Economically disadvantaged: 95% Pacific Islander: 1%, Economically disadvantaged: 65%

Pittsburgh Conroy Education Center Student Achievement Center For students aged 5 to 21 who need support for autism, Alternative programs for students in grades 6 to 12 who need to multiple disabilities, and life skills recover credits, students serving long-term suspensions, and others 1398 Page St., 15233 • Manchester • 412-529-3105 925 Brushton Ave., 15208 • Homewood • 412-529-7860 Accessible • Principal: Molly Skedel Not accessible • Principal: Dalhart Dobbs 33 teachers • 200 students 29 teachers • 455 students Black: 53%, White: 37%, Multi-ethnic: 8%, Hispanic: 2% Black: 80%, White: 13%, Multi-ethnic: 5%, Economically disadvantaged: 76% Asian: 1%, Hispanic: 1% Economically disadvantaged: 92% Pittsburgh Gifted Center One day a week program for K through 8th graders Passport Academy Charter School with a Gifted Individual Education Plan For students under 21 pursuing an alternate path to 1400 Crucible St., 15205 • Crafton Heights • 412-529-3820 a high school diploma Accessible • Principal: Gina Reichert 933 Penn Ave., 15222 • Downtown • 412-376-3724 23 teachers • 1,214 students Accessible • Principal: Jeffrey Jackson Black: 18%, White: 65%, Multi-ethnic: 9%, Asian: 6%, 15 teachers • 168 students Hispanic: 2%, Economically disadvantaged: 25% Black: 92%, White: 6% Economically disadvantaged: 79% Pittsburgh Oliver Citywide Academy For students in grades 3 to 12 who need full-time Provident Charter School emotional support For students in grades 2 to 7 with dyslexia and other language- 2323 Brighton Rd., 15212 • Marshall-Shadeland based learning differences, and others 412-529-3115 • Accessible • Principal: Anthony Esoldo 1400 Troy Hill Rd., 15212 • Troy Hill • 412-709-5160 23 teachers • 111 students Accessible, with exceptions Black: 89%, White: 8%, Multi-ethnic: 3% Elementary Principal: Connie Joseph Economically disadvantaged: 93% Middle Principal: Leah Haile 48 teachers • 219 students Pittsburgh Online Academy 4-12 Black: 29%, White: 58%, Multi-ethnic: 9%, Online version of the PPS curriculum for students in grades 4 to 12 Asian: 2%, Hispanic: 3% 93 S. 10th St., 15203 (office and drop-in center) • Southside Economically disadvantaged: 40% 412-529-3510 • Accessible Principal: Shemeca Crenshaw 168 students • Black: 39%, White: 53%, Multi-ethnic: 6%, Hispanic: 1%, Asian: 1%, Economically disadvantaged: 26%

For more information Pittsburgh Public Schools Program for Students with Exceptionalities: 412-529-3135, pghschools.org (On the “Our Programs” drop-down menu, choose “Enrichment,” then “PSE” or “Gifted and Talented”) Passport Academy Charter School: pacs.k12.com | Provident Charter School: providentcharterschool.org

98 Pittsburgh’s high schools

In the 2018-19 school year: PPS had 4 high (9-12) schools. The average high school had 1,052 students and 78 teachers. 67% of high school students were economically disadvantaged (receiving public assistance). 37% of high school students attended their school of assignment (“capture rate”). The average site-based cost per high school student was $9,093.

Teaching/Counseling School stability School climate 80% of 9-12 teachers feel Student stability rate: 78% 81% of parents would recommend their school is a good place to Teachers new to the school: 10% their child’s 9-12 school.* work and learn.* On average, 42% of 9-12 students 64% of 9-12 teachers performed at Principal stability 2016-19 were chronically absent. the Distinguished level. 2 9-12 schools had one principal. 16% of 9-12 students were suspended Average counselor/student ratio: at least once. 1 school had two principals. 1/204 Black: 24%, White: 9%, 1 school had four principals. Multi-ethnic: 15%, Asian: 6%, Hispanic: 10%, Low-income: 20% IEP**: 21%

** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted” * Based on survey responses

2019 Reading, math, & science achievement and students’ economic disadvantage

100%

90% State average Literature

80%

1 70% 3 1

60% 1 State average State average Algebra I Biology 3 50% y x 2 40%

4 2 30% 3 Percent Proficient/Advanced

2 20% 4

Keystone performance by the end of 11th grade 4 10%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Percentage of economically disadvantaged students in the school

Literature Algebra I 1 Allderdice High School 3 Carrick High School 2 Brashear High School 4 Perry High School Biology

For more information, visit ourschoolspittsburgh .org . 99 Pittsburgh Allderdice High School 9-12 neighborhood school with a Pre-engineering magnet program; Engineering 9-12 Technology, and Refrigeration, Heating, Ventilation, and Air Conditioning CTE programs; and an “English as a Second Language” program 2409 Shady Ave., 15217 • Squirrel Hill • 412-529-4800 Accessible • Principal: James McCoy ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS Literature PVAAS Algebra I All students CLIMATE 61% 2 2 31% Distinguished Did not meet standard Did not meet standard Students chronically absent

Teaching 103 teachers Enrollment 1,606 students School climate Teachers feel the school is a good (District 9-12 average: 1,052) Parents recommend school*: n/a place to work and learn*: 93% Black: 40%, White: 47%, Student stability rate: 87% Multi-ethnic: 5%, Asian: 4%, Teachers new to the school: 9% Students suspended at least once: Hispanic: 4%, IEP**: 12% Teachers absent 18+ days: 19% Overall: 10% Economically disadvantaged: 47% Black: 15%, White: 7%, 1% 2% 4% 8% 8% Principal stability: 2 principals in the 10% 19% 13% 18% 13% (District 9-12 average: 67%) 24% 24% last 4 years Multi-ethnic: 9%, Asian: 5%, 27% Capture rate 44% 26% Hispanic: 7%, Low-income: 15% % % % % % % % 45% (District 9-12 average: 37%) 52 38% 84 76 45 64 47% 51 34 IEP**: 13% 51% 41% 64% 9% 36% 53% 65% 52% * Based on survey responses

College/trade school readiness / Graduation rates over time 100%

75% % % % %

50% 86 88 82 86 6% 10% 3% 10% 9% 7% 9% 11% 18% 25% 18% 29% 2015 2016 2017 2018 34% 14% 37% % % % % 45% % % 26% % 38% 70% 80% District rate 81% 79% 44 79 77 55% 55 54 40% 47 37 27% 44% 46% 45%

45% 48% 26%

Percentage of students taking AP Percentage of students scoring 3 or Percentage of students taking CAS Average combined SAT scores: (Advanced Placement) courses: higher on any AP exam (scaled 1-5): (Centers for Advanced Study) courses: Overall: 1047 Overall: 39% Overall: 73% Overall: 45% Black: 896 Black: 20% Black: 35% Black: 21% White: 1163 White: 54% White: 74% White: 64% Multi-ethnic: 1126 Multi-ethnic: 48% Multi-ethnic: 83% Multi-ethnic: 57% 3% 5% 5% 6% Hispanic: 983 18% 18% 13% 27% Hispanic: 21% Hispanic: n/a Hispanic: 28% 33% 19% 29% 28% Asian: 1032 30% 29% 28% 37% Asian: 52% Asian: 83% Asian: 56% 38% 13% % % % % % % % Low-income: 925 45% Low-income: 23% Low-income: 42% Low-income: 23% 33 76 67 45 63 18% 34 26 IEP**: 10% IEP**: n/a IEP**: 8% IEP**: 944 (District average: 26%) (District average: 52%) (District average: 25%) (District average: 966) 37% 27% 45% 34% 38% 38% 37%

2019-20 Special education services Learning support | Speech & language support | Autism support | Emotional support | Physical & occupational therapy Regional autism & life skills support classrooms | Start On Success program

100 READINESS 57% 49% 65% 54% 65% Attending college/trade school 6-year college completion rate GPA 2.8 and above Met SAT Math Standard Met SAT Reading Standard

Key outcomes Percentage of students at each Keystone achievement level by the end of 11th grade, 2019 (Middle number: percent Proficient/Advanced) Literature

1% 2% 4% 8% 8% 10% 19% 13% 18% 13% 24% 24% 27%

26% % % % 45% % % % % 52 38% 84 76 45 64 47% 51 34 51% 41% 64% 9% 36% 53% 65% 52%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

Algebra I

6% 10% 3% 10% 9% 7% 9% 11% 18% 18% 29% 34% 14% 37% % % % % 45% % % 26% % 38% 44 79 77 55% 55 54 40% 47 37 27% 44% 46% 45%

45% 48% 26%

Average combined SAT scores: Black White Multi-ethnic Asian Hispanic Low-income IEP** Overall: 1047 Black: 896 White: 1163 Biology Multi-ethnic: 1126 3% 5% 5% 6% Hispanic: 983 18% 18% 13% 27% 33% 19% 29% 28% Asian: 1032 30% 29% 28% 37% 38% 13% % % % % % % % Low-income: 925 45% 33 76 67 45 63 18% 34 26 IEP**: 944

(District average: 966) 37% 27% 45% 34% 38% 38% 37%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

For more information, visit ourschoolspittsburgh .org . 101 Pittsburgh Brashear High School 9-12 neighborhood school with Teaching Academy and Computer Science 9-12 magnet programs; Auto Body Repair, Automotive Technology, Machine Operations, and Multimedia Production and Coding CTE programs; and an “English as a Second Language” program 590 Crane Ave., 15216 • Beechview • 412-529-7300 Accessible • Principal: Kimberly Safran ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS Literature PVAAS Algebra I All students CLIMATE 62% 3 2 41% Distinguished Met the standard Did not meet standard Students chronically absent

Teaching 101 teachers Enrollment 1,265 students School climate Teachers feel the school is a good (District 9-12 average: 1,052) Parents recommend school*: n/a place to work and learn*: 67% Black: 41%, White: 35%, Student stability rate: 85% Multi-ethnic: 7%, Asian: 9%, Teachers new to the school: 7% Students suspended at least once: Hispanic: 7%, IEP**: 18% Teachers absent 18+ days: 8% Overall: 19% Economically disadvantaged: 76% Principal stability: Black: 28%, White: 13%, 1 principal in the 6% 4% 13% 1% (District 9-12 average: 67%) 20% 15% Multi-ethnic: 17%, Asian: 6%, 21% 24% last 4 years 30% Capture rate 42% 37% 34% 36% Hispanic: 12%, Low-income: 22% % % % % 46% % % % (District 9-12 average: 37%) 26% IEP**: 28% 30 48% 54 61 21 24 35 15 51% 57% 59% 33% 26% 18% 33% 33% 29% * Based on survey responses

College/trade school readiness / Graduation rates over time 100%

75% % % % %

50% 68 78 83 79 4% 13% 15% 8% 17% 12% 8% 25% 21% 23% 2015 2016 2017 2018 32% 30% 25% 36% 40% % % % % % 47% % % % % % % 21 49 33 36 12 27 37% 8 70 80 District rate 81 79 36% 55% 35% 41% 50% 48% 24% 43%

Percentage of students taking AP Percentage of students scoring 3 or Percentage of students taking CAS Average combined SAT scores: (Advanced Placement) courses: higher on any AP exam (scaled 1-5): (Centers for Advanced Study) courses: Overall: 861 Overall: 23% Overall: 19% Overall: 17% Black: 800 Black: 13% Black: 3% Black: 12% White: 941 White: 35% White: 22% White: 26% Multi-ethnic: 852 Multi-ethnic: 27% Multi-ethnic: n/a Multi-ethnic: 21% Hispanic: 795 14% 13% 6% 15% 10% Hispanic: 19% Hispanic: n/a Hispanic: 7% 22% 5% Asian: 847 35% 30% 18% Asian: 19% Asian: 7% Asian: 10% 35% Low-income: 847 % % % % % % % Low-income: 17% Low-income: 15% Low-income: 14% 26% 55% 14 54% 35 22 13 6 15 10 IEP**: 5% IEP**: n/a IEP**: 2% IEP**: 803 32% 61% 30% (District average: 26%) (District average: 52%) (District average: 25%) (District average: 966) 76% 30% 48% 85%

2019-20 Special education services Learning support | Speech & language support | Autism support | Emotional support | Physical & occupational therapy Regional autism, hearing impaired, visually impaired & life skills support classrooms | Start On Success program

102 READINESS 42% 29% 48% 13% 35% Attending college/trade school 6-year college completion rate GPA 2.8 and above Met SAT Math Standard Met SAT Reading Standard

Key outcomes Percentage of students at each Keystone achievement level by the end of 11th grade, 2019 (Middle number: percent Proficient/Advanced) Literature

6% 4% 13% 1% 20% 15% 21% 24% 30% 37% 34% 36% % % % % 46% % % % 26% 30 48% 54 61 21 24 35 15 51% 57% 59% 33% 26% 18% 33% 33% 29%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

Algebra I

13% 8% 12% 4% 8% 21% 15% 17% 23% 32% 30% 25% 36% 40% % % % % % 47% % % 21 49 33 36 12 27 37% 8 36% 55% 35% 41% 50% 48% 24% 43%

Average combined SAT scores: Black White Multi-ethnic Asian Hispanic Low-income IEP** Overall: 861 Black: 800 White: 941 Biology Multi-ethnic: 852 Hispanic: 795 14% 13% 6% 15% 10% 22% 5% 30% Asian: 847 35% 35% 18% Low-income: 847 % % % % % % % 26% 55% 14 54% 35 22 13 6 15 10 IEP**: 803 32% 61% 30% (District average: 966) 76% 30% 48% 85%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

For more information, visit ourschoolspittsburgh .org . 103 Pittsburgh Carrick High School 9-12 neighborhood school with Finance Technology; Health Careers Technology; 9-12 Culinary Arts; Information Technology; Carpentry; and Business Administration, Sports, and Entertainment CTE programs 125 Parkfield St., 15210 • Carrick • 412-529-7700 Accessible • Principal: Angel Washington ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS Literature PVAAS Algebra I All students CLIMATE 75% 33 33 43% Distinguished Exceeded the standard Exceeded the standard Students chronically absent

Teaching 62 teachers Enrollment 855 students School climate Teachers feel the school is a good (District 9-12 average: 1,052) Parents recommend school*: n/a place to work and learn*: 97% Black: 40%, White: 45%, Student stability rate: 73% Multi-ethnic: 11%, Asian: 2%, Teachers new to the school: 6% Students suspended at least once: Hispanic: 2%, IEP**: 27% Teachers absent 18+ days: 5% Overall: 19% Economically disadvantaged: 78% Black: 30%, White: 9%, Principal stability: 1 principal in the 4% (District 9-12 average: 67%) 17% 14% 6% 17% last 4 years Multi-ethnic: 15%, Asian: 0%, 20% 24% Capture rate 36% 9% 40% Hispanic: 11%, Low-income: 21% % % % % % (District 9-12 average: 37%) 47% 47 77 71 n/a n/a 58 20 IEP**: 19% 58% 25% 36% 73% 71% 40%

* Based on survey responses

College/trade school readiness / Graduation rates over time 100%

75% % % % %

50% 78 86 82 75 6% 11% 7% 7% 22% 23% 18% 18% 25% 28% 2015 2016 2017 2018 % % 26% % % % % % % % 33% 70 80 District rate 81 79 22 63 41% 47 n/a n/a 40 38% 7 55%

35% 42% 50% 40%

Percentage of students taking AP Percentage of students scoring 3 or Percentage of students taking CAS Average combined SAT scores: (Advanced Placement) courses: higher on any AP exam (scaled 1-5): (Centers for Advanced Study) courses: Overall: 927 Overall: 14% Overall: 32% Overall: 13% Black: 802 Black: 4% Black: n/a Black: 7% White: 965 White: 23% White: 33% White: 18% Multi-ethnic: 903 Multi-ethnic: 10% Multi-ethnic: n/a Multi-ethnic: 10% 12% 10% 3% 3% Hispanic: n/a 18% Hispanic: 7% Hispanic: n/a Hispanic: 14% 28% 18% Asian: n/a 33% Asian: 35% Asian: n/a Asian: 20% 41% 45% Low-income: 881 % 28% % % % % Low-income: 10% Low-income: 36% Low-income: 10% 12 50% 38 18 n/a n/a 21 3 IEP**: 750 IEP**: 0% IEP**: n/a IEP**: 1% 38% 63% (District average: 966) 41% 35% (District average: 26%) (District average: 52%) (District average: 25%) 34%

2019-20 Special education services Learning support | Speech & language support | Autism support | Emotional support | Physical & occupational therapy Regional emotional, autism & life skills support classrooms | Start On Success program

104 READINESS 48% 25% 49% 25% 46% Attending college/trade school 6-year college completion rate GPA 2.8 and above Met SAT Math Standard Met SAT Reading Standard

Key outcomes Percentage of students at each Keystone achievement level by the end of 11th grade, 2019 (Middle number: percent Proficient/Advanced) Literature

4% 6% 17% 14% 17% 20% 24% 9% 40% % % % % % 47% 47 77 71 n/a n/a 58 20 58% 25% 36% 73% 71% 40%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

Algebra I

11% 6% 7% 7% 22% 23% 18% 18% 28%

26% % % % 33% % % 22 63 41% 47 n/a n/a 40 38% 7 55%

35% 42% 50% 40%

Average combined SAT scores: Black White Multi-ethnic Asian Hispanic Low-income IEP** Overall: 927 Black: 802 White: 965 Biology Multi-ethnic: 903 12% 10% 3% 3% Hispanic: n/a 18% 28% 18% Asian: n/a 33% 41% 45% Low-income: 881 % 28% % % % % 12 50% 38 18 n/a n/a 21 3 IEP**: 750 38% 63% (District average: 966) 41% 35% 34%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

For more information, visit ourschoolspittsburgh .org . 105 Pittsburgh Perry High School 9-12 neighborhood school with JROTC, and Science, Technology, Engineering, 9-12 Arts, and Math magnet programs; and a Health Careers Technology CTE program 3875 Perrysville Ave., 15214 • Perry North • 412-529-3400 Accessible • Principal: Darrel Prioleau ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS Literature PVAAS Algebra I All students CLIMATE 62% 33 2 76% Distinguished Exceeded the standard Did not meet standard Students chronically absent

Teaching 44 teachers Enrollment 483 students School climate Teachers feel the school is a good (District 9-12 average: 1,052) Parents recommend school*: n/a place to work and learn*: 63% Black: 78%, White: 13%, Student stability rate: 68% Multi-ethnic: 6%, Teachers new to the school: 16% Students suspended at least once: Hispanic: 2%, IEP**: 29% Teachers absent 18+ days: 25% Overall: 23% Economically disadvantaged: 89% Principal stability: 4 principals in the Black: 24%, White: 13%, (District 9-12 average: 67%) 13% 25% last 4 years Multi-ethnic: 23%, 29% 29% Capture rate 23% Low-income: 24% 32% % % % 46% (District 9-12 average: 37%) IEP**: 19% 29 n/a n/a n/a n/a 32 13 42%

42% 42% * Based on survey responses

College/trade school readiness / Graduation rates over time 100%

75% % % % %

50% 65 72 71 76 2% 2% 8% 25% 17% 18% 2015 2016 2017 2018 38% 39% % % % % % % % n/a n/a n/a n/a 70 80 District rate 81 79 19 20 38% 8 54%

42% 42%

Percentage of students taking AP Percentage of students scoring 3 or Percentage of students taking CAS Average combined SAT scores: (Advanced Placement) courses: higher on any AP exam (scaled 1-5): (Centers for Advanced Study) courses: Overall: 805 Overall: 16% Overall: 3% Overall: 7% Black: 790 Black: 14% Black: 0% Black: 7% White: 898 White: 20% White: n/a White: 7% Multi-ethnic: n/a Multi-ethnic: 29% Multi-ethnic: n/a Multi-ethnic: 14% Hispanic: n/a 3% 2% 5% 3% 4% Hispanic: n/a Hispanic: n/a Hispanic: n/a 8% Asian: n/a Asian: n/a Asian: n/a Asian: n/a 28% 25% Low-income: 805 % % 20% % Low-income: 13% Low-income: 0% Low-income: 6% 5 n/a n/a n/a n/a 8 12 IEP**: 2% IEP**: n/a IEP**: 0% IEP**: 745 67% 68% (District average: 26%) (District average: 52%) (District average: 25%) (District average: 966) 67%

2019-20 Special education services Learning support | Speech & language support | Autism support | Emotional support | Physical & occupational therapy Regional emotional, autism & life skills support classrooms | Start On Success program

106 READINESS 27% 22% 19% 5% 23% Attending college/trade school 6-year college completion rate GPA 2.8 and above Met SAT Math Standard Met SAT Reading Standard

Key outcomes Percentage of students at each Keystone achievement level by the end of 11th grade, 2019 (Middle number: percent Proficient/Advanced) Literature

13% 25% 29% 29% 32% 29% n/a n/a n/a n/a 32% 13% 46% 42%

42% 42%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

Algebra I

2% 2% 8% 17% 18% 38% 39% % % % 19 n/a n/a n/a n/a 20 38% 8 54%

42% 42%

Average combined SAT scores: Black White Multi-ethnic Asian Hispanic Low-income IEP** Overall: 805 Black: 790 White: 898 Biology Multi-ethnic: n/a 3% 2% 3% 4% Hispanic: n/a 5% 8% Asian: n/a 28% 25% Low-income: 805 5% n/a n/a n/a n/a 8% 20% 12% IEP**: 745 67% (District average: 966) 67% 68%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

For more information, visit ourschoolspittsburgh .org . 107 Urban Academy of Greater K-5 Pittsburgh Charter School K-5 charter school 437 Turrett St., 15206 • Larimer • 412-361-1008 Accessible • Principal: Angelique Drakeford ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 6% 2 33 20% Distinguished Did not meet standard Exceeded the standard Students chronically absent

Teaching 17 teachers Enrollment 326 students School climate Teachers feel the school is a good Black: 99% Parents recommend school*: 98% place to work and learn*: 100% Hispanic: 1% Student stability rate: 96% Teachers new to the school: 29% IEP**: 10% Students suspended at least once: Overall: 7% Teachers absent 18+ days: 0% Economically disadvantaged: 61% Black: 7% Principal stability: 2 principals in Low-income: 6% the last 4 years IEP**: 13%

* Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

12% 20%

52% n/a n/a n/a n/a n/a n/a 40% 28%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

100 ELA 100 Math 100100% 100%100 P P P 90% 90% 75 6 23 18 P P P 80% 75 80% 27 75 75 23 28 50 70% 70% 60% 50 60% 25 5050% 50%50 40% 72% 25 40% 65% 30% 56% 30% 56% 57% 0 49% 0 25 41% 41% 25 20% 37% 20% 35% 38% 37% 23% 22% 26% 10% 4% 10% 16% 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 4% 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%0% 00% 0%0 Black White Multi-ethnic Hispanic Asian Low-income IEP** Black White Multi-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) Black 0% urbanacademypgh37% Black.org 41% 0% 22% 35% White 0% 72% White 0% 0% 56% 0% Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% 108 Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 0% 0% 26% 0%

!1 !1 Urban Pathways K-5 K-5 College Charter School K-5 charter school 925 Penn Ave., 15222 • Downtown • 412-325-4075 Accessible • Assistant principals: Stephanie Faith, Michelle Jackson ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 13% 3 3 19% Distinguished Met the standard Met the standard Students chronically absent

Teaching 24 teachers Enrollment 294 students School climate Teachers feel the school is a good Black: 92% Parents recommend school*: 95% place to work and learn*: 75% White: 1% Student stability rate: 98% Teachers new to the school: 13% Multi-ethnic: 6% Students suspended at least once: Overall: 12% Teachers absent 18+ days: 4% Hispanic: 1% Black: 12% IEP**: 23% Principal stability: 2 principals in Multi-ethnic: 13% the last 4 years Economically disadvantaged: 76% Low-income: 15% IEP**: 19%

* Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

12% 13% 20% 21% 26% 52% n/a n/a n/a n/a n/a n/a 43% 43% n/a n/a n/a n/a 21% n/a 40% 28% 43% 53%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

100 100 ELA Math 100100% 100%100 P P P

75 6 23 18 P P P 90% 90% 75 27 80% 80% 23 28 75 75 50 70% 70% 50 60% 60% 25 5050% 50%50 25 40% 72% 40% 65% 30% 56% 30% 56% 57% 0 0 25 44% 49% 25 41% 38% 20% 37% 34% 20% 34% 37% 32% 23% 22% 26% 10% 10% 16% 15% 0%n/a 0%n/a n/a0% 0%n/a 8% 0%n/a 0%n/a n/a0% 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) Black 0% upcsk537% .net Black 44% 0% 22% 34% White 0% 72% White 0% 0% 56% 0% Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% For more information, visit ourschoolspittsburgh .org . 109 Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 34% 0% 26% 32%

!1 !1 Environmental Charter Intermediate campus K-8 School at Frick Park K-8 charter school housed in three buildings Primary (K-2): 309 S. Braddock Ave., 15221 • Regent Square • 412-242-1480 • Accessible • Principal: Ashley Bergman Intermediate (3-5): 829 Milton St., 15218 • Regent Square • 412-247-7970 Accessible, with exceptions • Principal: Laura Williams Middle (6-8): 5525 Columbo St., 15206 • Garfield • 412-247-7970 • Accessible • Principal: Jaleah Robinson ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 12% 33 3 5% Distinguished Exceeded the standard Met the standard Students chronically absent

13% 4% 18% 27% 22% 36% Teaching 50 teachers 7% Teachers feel the school is a good Enrollment 679 students School climate 20% 43% 73% n/a n/a n/a 27% 45% n/a place to work and learn*: 100% Black: 14% Parents recommend school*: 96% 30% 18% Teachers new to the school: 4% White: 72% Student stability rate: 99% 53% Teachers absent 18+ days: 10% Multi-ethnic: 8% Students suspended at least once: Principal stability: Primary, Asian: 2% Overall: 4% 1 principal; Intermediate, Hispanic: 3% Black: 10%, White: 2%, 2 principals in the last 4 years; American Indian: 1% Multi-ethnic: 4%, Asian: 14% Low-income: 7% Middle: n/a IEP**: 13% IEP**: 11% * Based on survey responses Economically disadvantaged: 30%

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

15% 15% 2% 11% 20% 15% 33% 53% 87% n/a n/a n/a 50% n/a 31% 38% 30% 35% 54%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 83% 40% 72% 71% 40% 65% 62% 30% 56% 55% 30% 56% 56% 57% 49% 25 42% 25 20% 37% 41% 36% 20% 38% 37% 30% 23% 22% 25% 26% 26% 10% 10% 16% 0%n/a 0%n/a 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson 110 PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 42% 52% 22% 25% White 0% 72% White 83% 52% 56% 62% Multi-ethnic 0% 56% Multi-ethnic 71% 51% 38% 56% Hispanic 0% 49% Hispanic 0% 52% 37% 0% Asian 0% 65% Asian 0% 53% 57% 0% Low-income 0% 41% Low-income 55% 48% 26% 30%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 75 out of 76

Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 (Middle number: percent Proficient/Advanced)

13% 4% 18% 27% 22% 36% 7% 20% 43% 73% n/a n/a n/a 27% 45% n/a

30% 18% 53%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 15% 15% 2% 11% 20% 15% 90% 90% 33% 80% 80% 75 75 % % n/a n/a n/a % n/a 70% 70% 53 87 50 60% 60% 31% 38% 30% 35% 5050% 50%50 54% 40% 79% 40% 67% 30% 62% 30% 65% 52% 48% 50% 25 44% 25 42% 47% 41% 37% 40% 20% 31% 20% 27% 30% 25% 10% 17% 10% 5% 19% 6% 0%n/a 0%n/a 8% 5% 0%n/a 0%n/a 13% 6% 11% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) ecspgh .org Black 74% 31% Black 41% 52% 8% 5% White 78% 67% White 79% 52% 42% 65%

Multi-ethnic 73% 52% Multi-ethnic 44% 51% 27% 30% Hispanic 72% 48% Hispanic 0% 52% 19% 0%

Asian 71% 62% Asian 0% 53% 47% 0% Low-income 62% 37% Low-income 50% 48% 13% 25%

!1 !1

For more information, visit ourschoolspittsburgh .org . 111 Manchester Academic Charter School K-8 charter school housed in two buildings K-8 Elementary school (K-5): 1214 Liverpool St., 15233 • Manchester Grades K-5 campus 412-322-0585 • Accessible • Principal: Beth McCaskey Middle school (6-8): 6 Allegheny Square East, Suite 101, 15212 Allegheny Center • 412-889-7278 • Accessible • Principal: Phylissa Thomas ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 74% n/a n/a 3% Distinguished Students chronically absent

Teaching 27 teachers Enrollment 400 students School climate 6% Teachers feel the school is a good Black: 94% Parents recommend school*: n/a 38% % n/a n/a n/a n/a n/a n/a place to work and learn*: n/a White: 2% Student stability rate: n/a 6 56% Teachers new to the school: 15% Multi-ethnic: 5% Students suspended at least once: Teachers absent 18+ days: 0% Hispanic: 1% Overall: 25% Principal stability: Elementary, IEP**: 12% Black: 26% 1 principal in the last 4 years; Economically disadvantaged: 80% Low-income: n/a Middle: n/a IEP**: 33% * Based on survey responses

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

5% 21%

33% 38% n/a n/a n/a n/a n/a n/a

40%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 25 49% 25 20% 37% 37% 41% 20% 38% 37% 23% 22% 26% 10% 10% 16% 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 13% 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 37% 0% 22% 13% 112 White 0% 72% White 0% 0% 56% 0% Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 0% 0% 26% 0%

!1 !1 Manchester Academic Charter School K-8 charter school housed in two buildings Elementary school (K-5): 1214 Liverpool St., 15233 • Manchester 412-322-0585 • Accessible • Principal: Beth McCaskey Middle school (6-8): 6 Allegheny Square East, Suite 101, 15212 Allegheny Center • 412-889-7278 • Accessible • Principal: Phylissa Thomas Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 16 out of 40

Percentage of students at each Algebra I Keystone achievement level by the end of 8th grade, 2019 (Middle number: percent Proficient/Advanced)

6%

38% 6% n/a n/a n/a n/a n/a n/a 56%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 5% 80% 80% 21% 75 75 70% 70% 33% % n/a n/a n/a n/a n/a n/a 60% 60% 38 5050% 50%50 40% 40% 67% 40% 30% 62% 30% 52% 48% 25 25 42% 47% 20% 33% 37% 20% 31% 27% 10% 17% 10% 19% 6% 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 0%n/a 8% 9% 0%n/a 0%n/a 0%n/a 0%n/a 13% 0%n/a 6% 0%n/a 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% macsk831% .org Black 33% 0% 8% 9%

White 0% 67% White 0% 0% 42% 0% Multi-ethnic 0% 52% Multi-ethnic 0% 0% 27% 0%

Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0%

Low-income 0% 37% Low-income 0% 0% 13% 0%

!1 !1

For more information, visit ourschoolspittsburgh .org . 113 Propel Charter School Hazelwood K-8 charter school K-8 5401 Glenwood Ave., 15207 • Hazelwood • 412-325-0492 Accessible • Principal: Tina Mayer ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 0% 2 3 49% Distinguished Did not meet standard Met the standard Students chronically absent

Teaching 22 teachers Enrollment 304 students School climate Teachers proud to be part of Black: 85% Parents recommend school*: n/a the school*: 71% White: 3% Student stability rate: 87% Teachers new to the school: 59% Multi-ethnic: 6% Students suspended at least once: Teachers absent 18+ days: 0% Asian: 2% Overall: 29% Hispanic: 3% Principal stability: 2 principals in the Black: 30%, White: 9%, American Indian: 1% last 4 years Multi-ethnic: 14%, IEP**: 13% Low-income: 33% Economically disadvantaged: 87% IEP**: 39% * Based on survey responses

Key outcomes 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

11% 15%

% % 48% 11 52% n/a n/a n/a n/a 15 n/a 37% 37%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 25 49% 25 20% 37% 41% 20% 38% 37% 24% 23% 22% 26% 10% 19% 10% 16% 0%n/a 0%n/a n/a0% n/a0% 9% 2%0% 0%n/a 0%n/an/a n/a0%n/a n/a0% 1% 0%0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 19% 0% 22% 0% White 0% 72% White 0% 0% 56% 0% Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% 114 Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 24% 0% 26% 1%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 0 out of 26 No students took the Algebra I Keystone Exam.

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 11% 15% 60% 60% 5050% 50%50

% % 48% 40% 40% 52% n/a n/a n/a n/a n/a 67% 62% 11 15 30% 52% 30% 37% 25 48% 25 47% 37% 42% 20% 33% 37% 36% 20% 31% 27% 10% 17% 10% 3% 19% 3% 6% 0%n/a 0%n/a 0%n/a 0%n/a 8% 8% 3%2% 0%n/a 0%n/a n/a0% 0%n/a 13% 3%2% 6% 0% 00% 0%0 0% Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL) Black 0% propelschools .org/propel-hazelwood31% Black 33% 0% 8% 3% White 0% 67% White 0% 0% 42% 0%

Multi-ethnic 0% 52% Multi-ethnic 0% 0% 27% 0% Hispanic 0% 48% Hispanic 0% 0% 19% 0%

Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 36% 0% 13% 3%

!1 !1

For more information, visit ourschoolspittsburgh .org . 115 Propel Charter School Northside K-8 K-8 charter school 1805 Buena Vista St., 15212 • Central Northside • 412-325-1412 Accessible • Principal: Meghan Lawrence ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA PVAAS Math All students CLIMATE 3% 2 2 24% Distinguished Did not meet standard Did not meet standard Students chronically absent

Teaching 27 teachers Enrollment 398 students School climate Teachers proud to be part of Black: 83% Parents recommend school*: 74% the school*: 79% White: 5% Student stability rate: 94% Teachers new to the school: 30% Multi-ethnic: 10% Students suspended at least once: Teachers absent 18+ days: 4% Asian: 1% Overall: 33% Hispanic: Principal stability: 2 principals in the 2% Black: 37%, White: 12%, last 4 years IEP**: 20% Multi-ethnic: 17%, Economically disadvantaged: 82% Low-income: 35% IEP**: 36% * Based on survey responses

Key outcomes (3-5) 3rd grade Reading 2019: Percentage of students at each PSSA achievement level (Middle number: percent Proficient/Advanced)

11% 18% 31% 30% 31% n/a n/a n/a n/a 30% n/a

57% 52%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

2019 PSSA achievement compared to district (3rd through 5th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50

40% 72% 40% 65% 30% 56% 30% 56% 57% 25 49% 25 20% 37% 41% 20% 38% 37% 26% 26% 23% 22% 26% 10% 14% 10% 16% 0%n/a 0%n/an/a n/a0% 0%n/a 8% 0%n/a 0%n/a n/a0% n/a0% 9% 7% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 37% Black 26% 0% 22% 8% 116 White 0% 72% White 0% 0% 56% 0% Multi-ethnic 0% 56% Multi-ethnic 0% 0% 38% 0% Hispanic 0% 49% Hispanic 0% 0% 37% 0% Asian 0% 65% Asian 0% 0% 57% 0% Low-income 0% 41% Low-income 26% 0% 26% 9%

!1 !1 Key outcomes (6-8) 8th grade algebra Students who took algebra by the end of 8th grade: 8 out of 41 The subgroups of students who took the Algebra I Keystone Exam were too small for results to be reported.

2019 PSSA achievement compared to district (6th through 8th grades) Percentage at Proficient/Advanced levels

ELA Math 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 11% 18% 30% 40% 40% 31% 67% 30% 64% 62% 30% % % 52% 48% 25 25 42% 47% n/a n/a n/a n/a n/a 20% 37% 20% 31 30 31% 30% 31% 27% 6% 10% 17% 4% 10% 3% 19% 3% 0%n/a n/a 0%n/a 0%n/a 4%6% 8% 3% 0%n/a 9%n/a n/a0% 0%n/a 13% 3% 6% 0%0% 57% 00% 0%0 52% Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson

PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% propelschools 31%.org/propel-northsideBlack 30% 0% 8% 3% White 0% 67% White 0% 0% 42% 0%

Multi-ethnic 0% 52% Multi-ethnic 64% 0% 27% 9%

Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0%

Low-income 0% 37% Low-income 31% 0% 13% 3%

!1 !1

For more information, visit ourschoolspittsburgh .org . 117 Urban Pathways 6-12 Charter School 6-12 6-12 charter school 914 Penn Ave., Third Floor, 15222 • Downtown • 412-392-4601 Accessible • Principal: Kathleen Garland ACADEMIC TEACHING Teaching effectiveness

GROWTH PVAAS ELA/Literature PVAAS Math/Algebra I All students CLIMATE 9% 3 2 30% Distinguished Met the standard Did not meet standard Students chronically absent

Teaching 36 teachers Enrollment 328 students School climate Teachers feel the school is a good Black: 97% Parents recommend school*: n/a place to work and learn*: 72% Multi-ethnic: 2% Student stability rate: 91% Students suspended at least once: Teachers new to the school: 14% Hispanic: 1% Overall: 28% Teachers absent 18+ days: 0% IEP**: 27% Black: 29% Principal stability: 1 principal in the Economically disadvantaged: 72% Low-income: 32% last 4 years IEP**: 45%

* Based on survey responses 3% 26% 31% 36% 44% % % 42% % College/trade school readiness / Graduation rates over time 34 n/a n/a n/a n/a 26 0 56% 100% % % % % 32% 75% 31% 50% 87 97 80 94 25% 2015 2016 2017 2018

Percentage of students taking AP Percentage of students scoring 3 or Average combined SAT scores: (Advanced Placement) courses: higher on any AP exam (scaled 1-5): 6% 4% Overall: 795 6% 4% Overall: 11% Ov erall: 6% Black: 788 37% Black: 11% Black: 6% Low-income: 771 38% 12% n/a n/a n/a n/a 8% n/a White: n/a White: n/a IEP**: 732 56% Multi-ethnic: n/a Multi-ethnic: n/a 50% Hispanic: n/a Hispanic: n/a Asian: n/a Asian: n/a Low-income: 0% Low-income: n/a IEP**: 0% IEP**: n/a

Key outcomes (6-8) 3% 13% 15% 17% 2019 PSSA achievement compared to district (6th through 8th grades) % % % Percentage at Proficient/Advanced levels 19 n/a n/a n/a n/a 26% 13 0 56% 25% 61% ELA Math 85% 100100% 100%100 90% 90% 80% 80% 75 75 70% 70% 60% 60% 5050% 50%50 40% 40% 67% 30% 62% 30% 52% 48% 25 25 42% 47% 20% 37% 20% 31% 27% 10% 22% 19% 17% 6% 10% 6% 19% 6% 6% 0%n/a 0%n/a 0%n/a 0%n/a 6% 8% 6% 0%n/a 0%n/a 0%n/a 0%n/a 13% 6% 6% 0%0% 00% 0%0 Black White MulI-ethnic Hispanic Asian Low-income IEP** Black White MulI-ethnic Hispanic Asian Low-income IEP**

PPS district School PPS district School (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) (Proficient/Advanced) 2015 School Proficient (District) 2015 School Proficient (District) Proficient (School) Fundraiser Results by Salesperson Proficient (School) Fundraiser Results by Salesperson 118 PARTICIPANT 2015 SCHOOL PROFICIENT (DISTRICT) PARTICIPANTPROFICIENT (SCHOOL) 2015 SCHOOL PROFICIENT (DISTRICT) PROFICIENT (SCHOOL)

Black 0% 31% Black 22% 0% 8% 6% White 0% 67% White 0% 0% 42% 0% Multi-ethnic 0% 52% Multi-ethnic 0% 0% 27% 0% Hispanic 0% 48% Hispanic 0% 0% 19% 0% Asian 0% 62% Asian 0% 0% 47% 0% Low-income 0% 37% Low-income 19% 0% 13% 6%

!1 !1 READINESS 63% 17% 37% n/a 23% Attending college/trade school 6-year college completion rate GPA 2.8 and above Met SAT Math Standard Met SAT Reading Standard

8th grade algebra Students who took algebra by the end of 8th grade: 0 out of 51

Key outcomes (9-12) Percentage of students at each Keystone achievement level by the end of 11th grade, 2019 (Middle number: percent Proficient/Advanced) Literature

3% 26% 31% 36% 44% % % 42% % 34 n/a n/a n/a n/a 26 0 56%

32% 31%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

Algebra I

6% 4% 6% 4%

38% 37% 12% n/a n/a n/a n/a 8% n/a 56% 50%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

Biology

3% 13% 15% 17%

% % % 19 n/a n/a n/a n/a 26% 13 0 56% 25% 61% 85%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

upcs .net

For more information, visit ourschoolspittsburgh .org . 119 Read City High’s City Charter High School story on page 15. 9-12 9-12 charter school 201 Stanwix St., Suite 100, 15222 • Downtown • 412-690-2489 Accessible • Principal/CEO: Dara Ware Allen ACADEMIC TEACHING

Teaching effectiveness GROWTH PVAAS Literature PVAAS Algebra I All students CLIMATE 26% 2 33 16% Distinguished Did not meet standard Exceeded the standard Students chronically absent

Teaching 61 teachers Enrollment 556 students School climate Teachers feel the school is a good Black: 52% Parents recommend school*: 90% place to work and learn*: 86% White: 35% Student stability rate: 93% Teachers new to the school: 8% Multi-ethnic: 11% Students suspended at least once: Teachers absent 18+ days: 0% Asian: 1% Overall: 26% Black: 31% Principal stability: 2 principals in the Hispanic: 1% 3% 8%8% 5% White: 16% 11% 14% 11% 13% last 4 years IEP**: 23% 27% 23% Multi-ethnic: 35% 25% 19% Economically disadvantaged: % % % % % 45% 59% Low-income: 31% 64 71 70 n/a n/a 62 24% 27 IEP**: 36% 61% 57% 62% 57% 27%

* Based on survey responses

College/trade school readiness / Graduation rates over time

100%

75% % % % % 2% 7% 4% 21% 21% 50% 97 92 96 96 18% 23% 13% 25% 45% % 28% % % % 2015 2016 2017 2018 n/a n/a n/a 20 35 17 0 55%

45% 58% 61% Percentage of students taking AP Percentage of students scoring 3 or higher Average combined ACT scores (Advanced Placement) courses: n/a on any AP exam (scaled 1-5): n/a (Scaled from 1-36): Overall: 18 Black: 16 White: 21 Multi-ethnic: n/a 13% 16% 13% Hispanic: n/a 19% 22% 18% Asian: n/a 36% Low-income: 17 21% % % % % 34 64 20% n/a n/a n/a 25% 38 18% 18 IEP**: 15 64% 47% 40% 28%

cityhigh .org

120 READINESS 66% 41% 57% n/a n/a Attending college/trade school 6-year college completion rate GPA 2.8 and above Met SAT Math Standard Met SAT Reading Standard

Key outcomes Percentage of students at each Keystone achievement level by the end of 11th grade, 2019 (Middle number: percent Proficient/Advanced) Literature 3% 11% 14% 11% 8%8% 5% 13% 27% 23% 25% 19% % % % % % 45% 64 71 70 n/a n/a 62 24% 27 61% 57% 62% 57% 27%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

Algebra I 2% 7% 4% 18% 23% 21% 13% 21%

45% % 28% % n/a n/a n/a % % 20 35 17 0 55%

45% 58% 61% Average combined ACT scores (Scaled from 1-36): Black White Multi-ethnic Asian Hispanic Low-income IEP** Overall: 18 Black: 16 White: 21 Multi-ethnic: n/a Biology 13% 16% 13% Hispanic: n/a 19% 22% 18% Asian: n/a 36% Low-income: 17 21% % % % % 34 64 20% n/a n/a n/a 25% 38 18% 18 IEP**: 15 64% 47% 40% 28%

Black White Multi-ethnic Asian Hispanic Low-income IEP**

4 Advanced 4 Proficient 4 Basic 4 Below Basic ** Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted”

For more information, visit ourschoolspittsburgh .org . 121 Definitions and sources of information All information is from the 2018-19 school year unless noted. GPA 2.8 and above Definition: The number of seniors at the end of 2019 with an overall unweighted PPS: Pittsburgh Public Schools (pghschools.org) grade point average (GPA) of 2.8 or higher, a GPA associated with a higher PDE: Pennsylvania Department of Education (education.pa.gov) likelihood of college completion. Top of page information: Sources: PPS, Urban Pathways 6-12 Charter School, City Charter High School, National College and Career Readiness Indicators (redefiningready.org). School name, address, neighborhood, phone number, principal/administrator Met SAT Math and Reading standards Definition: The current school name and principal, acting principal, or administrator Definition: The percentage of students whose best score on the SAT met or exceeded the College and Career Readiness Benchmarks for Evidence-based are listed. “PreK” in a school name means the school serves children from ages Reading and Writing, and for Math. The SAT is an admissions test required by three to five in an early childhood program. many colleges. No information was available for City Charter High School Sources: PPS and charter schools. students because most take the ACT, rather than the SAT. For more information, School description visit collegereadiness.collegeboard.org/about/scores/benchmarks. Definition: “Magnet school” refers to a whole-school magnet (all students must Sources: PPS and Urban Pathways 6-12 Charter School. apply to attend). “School with a magnet program” refers to a school with both magnet and neighborhood (feeder pattern) components. “CTE program” refers to Career and Technical Education. More information about “English as a Second Top middle of page: Language” programs can be found at pghschools.org. Number of teachers Sources: pghschools.org, PPS “Offerings and Options Guide.” Definition: Total number of classroom teachers in the school as of fall 2018. Building accessibility Sources: PPS and charter schools. Definition: Whether a school is “accessible” (school entrance and all floors and Teacher survey responses classrooms are accessible to individuals who use wheelchairs); has an accessible Definition: On the district’s Teaching and Learning Conditions Survey, the entrance but no elevator; or is “accessible, with exceptions” (has an accessible percentage of teachers at the school who agreed with the statement, “Overall, my entrance and most, but not all, floors and classrooms are accessible). school is a good place to work and learn.” Teachers are asked to complete the Sources: PPS and charter schools. survey each year. Some charter schools provided equivalent information. Teachers at “Distinguished” performance level Sources: PPS and charter schools. Definition: The percentage of teachers who performed at the “Distinguished” level, Teachers new to the school according to the district’s measure of teacher effectiveness. The other possible Definition: The percentage of teachers new to the school includes transfers, performance levels are “Proficient,” “Needs Improvement,” and “Failing.” new teacher hires, and teachers who filled new positions through fall 2018. Performance levels are defined by the state per Act 82 of 2012. For most Sources: PPS and charter schools. teachers, levels are determined by classroom observations, and student information including academic growth and student survey responses. Charter Teachers absent 18+ days schools provided equivalent information. Definition: Percentage of teachers who were absent 10% or more of the days Sources: PPS and charter schools. students attended school. Sources: PPS and charter schools. PVAAS Definition: The Pennsylvania Value-Added Assessment System (PVAAS) is a Principal/administrator stability measure of growth in PSSA and Keystone achievement. The state’s standard is at Definition: Number of different principals/administrators in a school from the least a year’s worth of growth in scores for a year’s worth of schooling. PVAAS 2015-16 school year to the 2018-19 school year, including mid-year changes. reports whether each grade in a school met, exceeded, or did not meet the Schools with “n/a” opened within the last four years. standard. Respectively, these indicators are shown on the page with a blue Sources: PPS and charter schools. triangle, two dark blue triangles, and a red and white circle. Because PVAAS analyzes more than one year of data, there are no PVAAS reports for 3rd grade, Enrollment Definition: Total number of students enrolled in the school as of October 2018. the first year students take the PSSA. Scores for schools that give both PSSA and Keystone exams are combined. Sources: PPS and charter schools. Source: PDE. Student race/ethnicity Students chronically absent Definition: Students’ race/ethnicity reflects PPS definitions, and is based on Definition: The percentage of students who were absent 10% or more of the days parents’ identification. Charter schools provided similar information. Percentages they were enrolled at the school. may not add to 100 because of rounding. Sources: PPS and charter schools. Sources: PPS and charter schools. Percentage of students attending college/trade school IEP Definition: Percentage of 2018 graduates who enrolled in colleges/universities or Definition: Students with an Individual Education Plan (IEP) for special education, excluding students identified as “gifted.” trade schools in 2018 (seamless enrollment). For more information, visit studentclearinghouse.org. Sources: PPS and charter schools. Sources: PPS, Urban Pathways 6-12 Charter School, City Charter High School Economically disadvantaged, “low income” (National Student Clearinghouse reports). Definition: Students are identified as economically disadvantaged based on the 6-year college completion rate state’s Direct Certification process, which can include poverty data sources such as Definition: The percentage of students who completed a two- or four-year degree the Supplemental Nutrition Assistance Program, Transitional Assistance for Families with Dependent Children, or Medicaid eligibility; and children living in foster care. within six years of their high school graduation. For PPS, information is from a revised report for the class of 2012. No data were available for Sci-Tech because Sources: PPS and charter schools. they didn’t have 12th grade in 2012. For the charter schools, information is for Capture rate the class of 2013. In the graphic on page 16, information for “Low-income schools Definition: The percentage of students assigned to the school who were enrolled in U.S.” is for the class of 2012. For more information, visit studentclearinghouse.org. in the school. For schools with partial magnet programs, capture rate applies only Sources: PPS, City Charter High School, and Urban Pathways 6-12 charter school to the neighborhood component. The denominator includes students who attend (National Student Clearinghouse reports). private, parochial, and charter schools who receive PPS transportation, as well as students who attend other district schools. Source: PPS. 122 Parents recommend school Key outcomes: Definition: On the PPS Parent Survey, the percentage of parents who agreed with the statement “You would recommend this school to another family.” The survey 8th grade algebra is mailed to parents and available online. Response rates under 10 percent were Definition: The number of students who took algebra by the end of 8th grade, out reported as “n/a.” Some charter schools provided equivalent responses. of the total number of 8th graders in the school. Numbers include students who took algebra in 6th, 7th, or 8th grades. Sources: PPS and charter schools. Sources: PPS and charter schools. Student stability rate Definition: For district schools, the student stability rate represents the total PSSA tests and Keystone exams number of students who didn’t transfer during the entire year divided by the Definition: (1) Percentages of students, by subgroup, at each achievement level on official enrollment for that year, which is calculated in October. Charter the 2019 PSSA (Pennsylvania System of School Assessment) 3rd grade English schools provided similar information. (A high number indicates a stable Language Arts (ELA) test. Percentages of 3rd-5th graders, and 6th-8th graders, student population.) at each achievement level on 2019 PSSA ELA and Math tests, with comparable district-level information. “n/a” next to a district bar means the school had 0-10 Sources: PPS and charter schools. students in that subgroup. (2) Percentages of students, by subgroup, at each Students suspended at least once achievement level on the 2019 Algebra I Keystone Exam in 8th grade, and Definition: The percentage of students, enrolled at any time during the school Literature, Algebra I, and Biology Keystone exams by the end of 11th grade. year, who were suspended (out-of-school suspensions only) at least once, by Keystone results “by the end of 11th grade” include scores for students who took race/ethnicity, economic disadvantage, and IEP status. Subgroups were reported the exams in earlier grades, and possibly in other schools. Students may take the only if they included more than 10 students. Keystone exams more than once. Reported information reflects students’ highest Sources: PPS and charter schools. scores. Achievement levels (score ranges) for PSSA tests and Keystone exams include “Advanced,” “Proficient,” “Basic,” and “Below Basic.” Subgroups include College/trade school readiness: student race/ethnicity, economic disadvantage (“low-income”), and IEP status. Graduation rates over time • Race/ethnicity for district schools reflects PPS definitions. Charter schools provided similar information.We report subgroup information when more Definition: PDE determined the graduation rate by tracking the number of than 10 students in the subgroup took a particular test. Otherwise, individual 9th graders in 2014 who graduated in 2018 or earlier (the “cohort” rate). subgroup scores are reported as “n/a” (test scores for 10 or fewer A similar calculation was used for “graduation rates over time.” The rate factors in students who met course requirements but did not receive a diploma for other students in a group or subgroup are not reported by PDE). A subgroup reasons, such as international exchange students, and students attending regional can meet the reporting threshold for one subject area only (ELA or Math, special education classrooms, who may graduate on a different timeline. It doesn’t for example). include students who earned a GED or a special program certificate. For more • “Low-income” refers to students who are identified as economically information about how the cohort rate is determined, go to disadvantaged. education.pa.gov/DataAndReporting/CohortGradRate/Pages/default.aspx. • “IEP” refers to students with an Individual Education Plan for special Information is for 2018, the most recent year available. education, excluding students identified as “gifted.” Source: PDE. • If a section of a circular chart doesn’t include every score range (for Percentage of students taking AP courses example, it appears that no students were “Below Basic”), no students Definition: Number of students by race/ethnicity, economic disadvantage, and scored in that range. IEP status who took at least one Advanced Placement course, divided by total • Percentages may not total to 100 due to rounding. 9-12 student enrollment. Subgroups with 10 or fewer students were reported as “n/a.” For Obama 6-12, we report the percentage of 11th and 12th graders Sources: PPS, PDE, and charter schools. taking International Baccalaureate Diploma Program classes, which are advanced Special education services classes. City Charter High School students don’t take AP classes. Definition: For PPS schools, special education services provided by school staff in Sources: PPS and Urban Pathways 6-12 Charter School. the 2019-20 school year, excluding programs for students identified as “gifted.” Percentage of students scoring 3 or higher on any AP exam Other services not listed here may be provided by itinerant staff depending on Definition: Number of students by race/ethnicity, economic disadvantage, and students’ needs. Note: Charter schools are also required to provide special IEP status who scored a 3 or higher on at least one Advanced Placement course, education services to meet students’ needs. divided by total 9-12 student enrollment. AP exams are scored from 1-5. Source: PPS. Subgroups with 10 or fewer students were reported as “n/a.” Sources: PPS and Urban Pathways 6-12 Charter School. Information by level (PPS only): Percentage of students taking CAS courses Average counselor/student ratio Definition: Number of PPS students by race/ethnicity, economic disadvantage, Definition: The average number of students per counselor by level, calculated by and IEP status who took at least one Centers for Advanced Study (CAS) course dividing the total number of counselors for that level by the number of students divided by total student enrollment in high schools or by grades 9-12 in 6-12 enrolled in that level. “Counselor” includes developmental advisors in K through schools. Subgroups with 10 or fewer students were reported as “n/a.” Sci-Tech 8th grades and guidance counselors in 9-12 grades. doesn’t offer CAS due to specialized programming. Source: PPS. Source: PPS. Average site-based cost per student Average combined SAT scores Definition: The average cost per student from the school’s 2018-19 site-based Definition: Average of students’ best combined scores on the SAT, by race/ budget, with the addition of its Title I allocation. The site-based budget includes ethnicity, economic disadvantage, and IEP status. The SAT is an admissions test regular teacher salaries (this figure is a district-wide average), principal salaries, required by many colleges. Subgroups with 10 or fewer students were reported supplies, and other costs. It doesn’t include special and “gifted” education, as “n/a.” No information was available for City Charter High School students English as a Second Language education, maintenance, security, utilities, because most take the ACT, rather than the SAT. or transportation. Sources: PPS and Urban Pathways 6-12 Charter School Source: PPS. Average combined ACT scores (City Charter High School only) State average PSSA and Keystone performance Definition: Average of students’ best combined scores on the ACT, by race/ Definition: See “PSSA tests and Keystone exams.” ethnicity, economic disadvantage, and IEP status. The ACT is a college Source: PDE. admissions test. Subgroups with 10 or fewer students were reported as “n/a.” Source: City Charter High School.

For more information, visit ourschoolspittsburgh .org . 123 Index

Section I Pittsburgh King PreK-8 ...... 66 Executive Director’s letter to the community ...... 1 Pittsburgh Langley K-8 ...... 68 Rising up: Stories from our schools ...... 6 Pittsburgh Manchester PreK-8 ...... 70 Section II Pittsburgh Mifflin PreK-8 ...... 72 What’s in the report? ...... 22 Pittsburgh Morrow PreK-8 ...... 74 Choosing the right school for your child ...... 23 Pittsburgh Sunnyside PreK-8 ...... 76 Gifted education in Pittsburgh: What you need to know . .24 Middle schools overview ...... 78 How to read this report ...... 27 Pittsburgh Allegheny 6-8 ...... 79 K-5 schools overview ...... 30 Pittsburgh Arsenal 6-8 ...... 80 Pittsburgh Allegheny K-5 ...... 31 Pittsburgh Classical 6-8 ...... 81 Pittsburgh Arsenal PreK-5 ...... 32 Pittsburgh Schiller 6-8 ...... 82 Pittsburgh Banksville PreK-5 ...... 33 Pittsburgh South Brook 6-8 ...... 83 Pittsburgh Beechwood PreK-5 ...... 34 Pittsburgh South Hills 6-8 ...... 84 Pittsburgh Concord PreK-5 ...... 35 Pittsburgh Sterrett 6-8 ...... 85 Pittsburgh Dilworth PreK-5 ...... 36 6-12 schools overview ...... 86 Pittsburgh Faison K-5 ...... 37 Pittsburgh CAPA 6-12 ...... 88 Pittsburgh Fulton PreK-5 ...... 38 Pittsburgh Milliones 6-12 ...... 90 Pittsburgh Grandview PreK-5 ...... 39 Pittsburgh Obama 6-12 ...... 92 Pittsburgh Liberty K-5 ...... 40 Pittsburgh Sci-Tech 6-12 ...... 94 Pittsburgh Lincoln PreK-5 ...... 41 Pittsburgh Westinghouse 6-12 ...... 96 Pittsburgh Linden PreK-5 ...... 42 Special schools and centers ...... 98 Pittsburgh Miller PreK-5 ...... 43 High schools overview ...... 99 Pittsburgh Minadeo PreK-5 ...... 44 Pittsburgh Allderdice High School ...... 100 Pittsburgh Montessori PreK-5 ...... 45 Pittsburgh Brashear High School ...... 102 Pittsburgh Phillips K-5 ...... 46 Pittsburgh Carrick High School ...... 104 Pittsburgh Roosevelt PreK-5 ...... 47 Pittsburgh Perry High School ...... 106 Pittsburgh Spring Hill K-5 ...... 48 Charter schools Pittsburgh Weil PreK-5 ...... 49 Urban Academy of Greater Pittsburgh Charter School . 108 Pittsburgh West Liberty PreK-5 ...... 50 Urban Pathways K-5 College Charter School . . . . . 109 Pittsburgh Westwood PreK-5 ...... 51 Environmental Charter School at Frick Park ...... 110 Pittsburgh Whittier K-5 ...... 52 Manchester Academic Charter School ...... 112 Pittsburgh Woolslair PreK-5 ...... 53 Propel Charter School Hazelwood ...... 114 K-8 schools overview ...... 54 Propel Charter School Northside ...... 116 Pittsburgh Arlington PreK-8 ...... 56 Urban Pathways 6-12 Charter School ...... 118 Pittsburgh Brookline PreK-8 ...... 58 City Charter High School ...... 120 Pittsburgh Carmalt PreK-8 ...... 60 Definitions and sources of information ...... 122 Pittsburgh Colfax K-8 ...... 62 Index ...... 124 Pittsburgh Greenfield PreK-8 ...... 64 Our stories: Why we are committed to A+ Schools . . . . . 125

For more information

A+ Schools: Environmental Charter School at Frick Park: Urban Pathways K-5 College Charter School: aplusschools.org ecspgh.org upcsk5.net

Report to the Community: Manchester Academic Charter School: Urban Pathways 6-12 Charter School: ourschoolspittsburgh.org macsk8.org upcs.net Propel Charter School Hazelwood: Pittsburgh Promise: Pittsburgh Public Schools: propelschools.org/propel-hazelwood pghschools.org pittsburghpromise.org discoverpps.org Propel Charter School Northside: propelschools.org/propel-northside PA Department of Education: City Charter High School: education.pa.gov Urban Academy of Greater Pittsburgh futurereadypa.org cityhigh.org Charter School: urbanacademypgh.org

124 Our stories: Why we are committed to A+ Schools

“It is important to stay involved to Personal stories matter. The A+ Schools’ ensure my daughter is receiving community—our staff, our Board of Directors, equitable opportunities, to let the our volunteers, the parents and students who school know she has an advocate participate in our programs—all have one thing in and to support her education common. We believe in our children . Behind every journey. A+ has helped me connect with piece of data is a student who deserves the best other parents, community leaders and educators who are education possible, and we know that their story— working for equity and justice within the Pittsburgh public your story—can drive change. school district.” Shallegra Moye, Parent Manchester Academic Charter School

“A+ Schools plays a unique and critical role in “I became part of the A+ family after the Pittsburgh community by both collecting and seeing the passion we share for reflecting back to parents and stakeholders real data informing and engaging parents about how Pittsburgh’s public schools are performing, around positive school choices and and also working with students, families, and community how we can elevate our voices to leaders to help improve awareness and access to high impact the change needed. quality education. I love that the Report to the Community equips me with I’m involved in A+ Schools because I the information to show parents where positive change believe it is a differentiator that sets is needed so they can exercise their rights and elevate our city apart and makes it possible their voices in the journey to better public education for for us to realize the improvements our beloved city.” that the children and families of Nichole Sims, Parent Leader Pittsburgh need and deserve.” A+ Schools

Sarah Silverman, Ph.D., A+ Schools Board Chair “When I found the TeenBloc program, I met people Strategy Consultant and Leader of Talent, who were like me. I met people who wanted to step Whiteboard Advisors up and become leaders. I found my voice there and since then, no one has been able to silence me. I came to “My focus has always been on school readiness terms with who I am, the rose that grew from concrete.” and school-aged activities and engagement for the entire family, but the driving force behind all that Denise Woods, Student I do is a passion to help families’ voices be heard Pittsburgh CAPA 6-12 and to work with them to address policies and practices that create barriers and challenges. “What I find most valuable about A+ Schools is the dogged and uncompromising dedication to the As anyone who knows me will tell you, truth. When I think about our current public discourse I am not a quiet person. So I think it’s it is refreshing and uplifting to know that A+ best to put my voice to use to speak Schools will tell the truth—even when the up for change, which I will continue truth is unpopular and hard to hear.” doing for the rest of my life.”

Amie White, Director of Family and Youth Engagement Tracey Reed Armant, A+ Schools Board A+ Schools Program Associate, The Grable Foundation

Never underestimate the power of personal stories . We want to hear from you! Contact Amie or Nichole at 412-697-1298 to share your story today. 125 1901 Centre Avenue, Suite 302 Pittsburgh, PA 15219 412-697-1298 [email protected] aplusschools .org ourschoolspittsburgh .org

Thank you to the generous funders, sponsors, and individuals who made our work possible over the past school year.