DOCSLIB.ORG

Cleveland Metropolitan School District 1380 E 6Th St, Cleveland, OH 44114-1606 - Cuyahoga County 2009-2010 School Year Report Card

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Cleveland Metropolitan School District 1380 E 6Th St, Cleveland, OH 44114-1606 - Cuyahoga County 2009-2010 School Year Report Card IRN # 043786 Cleveland Metropolitan School District 1380 E 6th St, Cleveland, OH 44114-1606 - Cuyahoga County 2009-2010 School Year Report Card Current Superintendent: Eugene T. Sanders (216) 574-8000 Your District’s Designation: Number of State Value-Added Indicators Performance Not Met Measure Met out of 26 Index Continuous (0-120 points) District Improvement 2 + = above Improvement 74.3 Improvement Year 6 State Percentage of Students at and above the Proficient Level Your District Similar Districts State Indicators 2009-2010 2009-2010 * 2009-2010 The District Report Card for the 3rd Grade Achievement The state requirement is 75 percent 2009-2010 school year shows the 1. Reading progress districts have made 54.4 % 61.0 % 78.4 % 2. Mathematics 51.4 % 57.3 % based on four measures of 76.9 % 4th Grade Achievement The state requirement is 75 percent performance. 3. Reading 56.4 % 61.9 % 81 % 4. Mathematics 45.6 % 55.4 % 76.2 % State 5th Grade Achievement The state requirement is 75 percent Indicators Performance Index 5. Reading 39.6 % 49.9 % 71.8 % 6. Mathematics Indicators Performance 28.8 % 42.5 % 67 % Index 7. Science 26.7 % 40.9 % 69.9 % 6th Grade Achievement The state requirement is 75 percent Value-Added AYP Measure 8. Reading 63.1 % 65.8 % 84.1 % 9. Mathematics 44.8 % 54.6 % 77.4 % Adequate Value-Added 7th Grade Achievement The state requirement is 75 percent Yearly Progress 10. Reading 58.9 % 60.2 % 80.2 % 11. Mathematics 39.3 % 45.5 % 71.1 % The combination of the four 8th Grade Achievement The state requirement is 75 percent measures is the basis for 12. Reading 61.4 % 62.1 % 80.9 % assigning state designations 13. Mathematics to districts, buildings and 41.0 % 44.2 % 69.2 % 14. Science 28.7 % 34.5 % 64.8 % community schools. Ohio Graduation Tests (10th Grade) The state requirement is 75 percent The six designations are 15. Reading 63.8 % 71.4 % 83 % • Excellent with Distinction 16. Mathematics 58.2 % 66.8 % 80.4 % • Excellent 17. Writing 67.2 % 74.7 % 84.1 % • Effective 18. Science 44.4 % 53.2 % 73 % • Continuous Improvement 19. Social Studies 54.8 % 66.2 % 79.6 % • Academic Watch Ohio Graduation Tests (11th Grade) The state requirement is 85 percent • Academic Emergency 20. Reading ** 86.8 % 87.4 % 91.6 % 21. Mathematics 78.1 % 81.5 % 89.2 % State 22. Writing 92.2 % 90.3 % 93.2 % Indicators Tomeet a test indicator for grades 23. Science 68.0 % 71.9 % 85.1 % 3-8 and 10, at least 75% of students 24. Social Studies 76.4 % 80.4 % 88.7 % tested must score proficient or higher Attendance Rate The state requirement is 93 percent on that test. Other indicator requirements are: 25. All Grades 91.7 % 94.0 % 94.3 % 11th grade Ohio Graduation Tests, 85%; Attendance 2008-09 Graduation Rate The state requirement is 90 percent Rate, 93%; Graduation Rate, 90%. 26. District 54.3 % 71.2 % 83 % Any result at or above the state standard is indicated by a . On the Web: reportcard.ohio.gov -- = Not Calculated/Not Displayed when there are fewer than 10 in the group. Similar Districts are based on comparing demographic, socioeconomic and geographic factors. Cumulative results for students who took the tests as 10th or 11th graders. * ** 2 Your District’s Assessment Results Over Time All students in the district for a full academic year are included in the results. 3rd Grade Achievement 4th Grade Achievement 100% 100% % % 5 5 7 75% -------------------------------------- 7 75% -------------------------------------- - - d d r 50% r 50% a a d d n 25% 52.5 51.6 54.4 46.3 54.8 51.4 n 25% 55.4 54.4 56.4 43.1 43.2 45.6 a a t t S 0% S 0% e e t 07-08 08-09 09-10 07-08 08-09 09-10 t 07-08 08-09 09-10 07-08 08-09 09-10 a a t Reading Mathematics t Reading Mathematics S S 5th Grade Achievement 6th Grade Achievement 100% 100% % % 5 5 7 7 75% ------------------------------------------------------ 75% -------------------------------- - - d d r r 50% 50% a a d d n n 25% 39.1 38.2 39.6 25.7 24.9 28.8 27.5 27.3 26.7 25% 55.0 53.7 63.1 40.6 37.5 44.8 a a t t S S 0% 0% e e t t 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 a a t t Reading Mathematics Science Reading Mathematics S S 7th Grade Achievement 8th Grade Achievement 100% 100% % % 5 5 7 75% -------------------------------- 7 75% ------------------------------------------------------ - - d d r 50% r 50% a a d d n 25% 49.9 47.7 58.9 33.8 42.7 39.3 n 25% 57.9 44.3 61.4 45.6 34.8 41.0 28.7 21.2 28.7 a a t t S 0% S 0% e e t 07-08 08-09 09-10 07-08 08-09 09-10 t 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 a a t Reading Mathematics t Reading Mathematics Science S S State Ohio Graduation Tests (10th Grade) Indicators The State 100% % 5 Indicators are 7 75% ------------------------------------------------------------------------------------- - based on state d r 50% a assessments, as well d n 25% 68.7 64.5 63.8 55.2 56.9 58.2 67.3 79.3 67.2 43.7 44.0 44.4 54.8 54.2 54.8 a as on attendance and t S 0% graduation rates. e t 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 a To earn an indicator t S Reading Mathematics Writing Science Social Studies for Achievement or Graduation Tests, at Ohio Graduation Tests (11th Grade)* least 75% of students 100% % must reach proficient 5 ------------------------------------------------------------------------------------- 8 75% or above for the given - d r 50% assessment. a d n 25% 88.3 89.2 86.8 74.9 76.4 78.1 91.4 91.0 92.2 65.2 63.9 68.0 75.6 76.1 76.4 For the 11th grade Ohio a t Graduation Tests indicators, S 0% e t 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 07-08 08-09 09-10 a cumulative 85% passage a t rate for each assessment S Reading Mathematics Writing Science Social Studies is required. *Cumulative results for students who took the tests as 10th or 11th graders. Cleveland Metropolitan School District, Cuyahoga County 3 PerformancePerformance Index Index The Performance Performance Index Calculations Performance Index reflects the for the 2009-2010 School Year Index achievement of every student enrolled for the fullacademic PerformancePerformance Level Level Across Across Grades Grades year. The Performance Index is a 3-8 and 10 for all Tested Subjects 3-8 and 10 for all Tested Subjects Percentage X Weight = Points weighted average that includes all (Includes every student enrolled in Percentage X Weight = Points (Includesthe district every for a student full academic enrolled year) in tested subjects and grades and the district for a full academic year) untested students. Thegreatest 0.9 0.0 = 0.0 Untested X weight is given to advanced scores Limited 22.8 X 0.3 = 6.8 (1.2); the weights decrease for each performance level and a weight of Basic 27.9 X 0.6 = 16.8 zero is given to untested students. This results in a scale from 0 to 120 = Proficient 31.5 X 1.0 31.5 points. The Performance Index can be Accelerated 10.7 X 1.1 = 11.8 compared across years to show district achievement trends. Advanced 6.1 X 1.2 = 7.3 Performance Index Over Time Your District’s Performance Index Your District’s Performance Index 74.3 2009-2010 2008-2009 2007-2008 74.3 71.8 72.2 Value-Added Measure Scores reflect grade level and overall composite Overall Composite + ratings for the 2009-2010 school year. Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Reading - - + + + Mathematics - - + + + Legend Value-Added Your district’sValue-Added rating represents the progress your = Above Measure district has made with its students since last school year. + Expected Growth In contrast, achievement scores represent students’ performance at a = Met point in time. A score of “Above” indicates greater than one year of Expected Growth progress has been achieved; “Met” indicates one year of progress has been = Below Expected Growth achieved; “Below” indicates less than one year of progress has been achieved. - On the Web: reportcard.ohio.gov On the Web: reportcard.ohio.gov Cleveland Metropolitan School District, Cuyahoga County 4 Adequate Yearly Progress (AYP) Adequate Yearly Progress Grades 3-8 and 10 Reading and AYP Determination Mathematics All Students EconomicallyAsian/Pacific Disadvantaged IslanderBlack, non-HispanicAmerican Indian/AlaskaHispanic NativeMulti-Racial White, non-HispanicStudents withLimited Disabilities English Proficientby Indicator Reading Reading Met Met Met Met Met Met Met Met Not Met Met Proficiency: Not Met Mathematics Mathematics Not Met Not Met Met Not Met Met Met Met Met Not Met Not Met Proficiency: Not Met Percent Proficient Reading Reading Met Met Met Met Met Met Met Met Met Met Participation: Met Mathematics Mathematics Met Met Met Met Met Met Met Met Met Met Met Percent Tested Participation: Graduation Graduation Rate* Not Met Not Met Rate: Attendance Attendance Rate* Met AttendanceRate: Met Rate: AYP Determination AYP Determination Not Met by Subgroup Not Met Not Met Met Not Met Met Met Met Met Not Met Not Met for Your District: Legend This legend explains terms used in the above chart that describe whether each student group met this yearʼs AYP goals.
Load more

Recommended publications
  • Cleveland Foundation Cleveland Schools That
    Cleveland Schools that are Making a Difference LOUISA MAY ALCOTT CITIZENS’ ACADEMY CLEVELAND SCHOOL OF THE ARTS BENJAMIN FRANKLIN THE INTERGENERATIONAL SCHOOL JOSEPH LANDIS MILES PARK ORCHARD SCHOOL OF SCIENCE ST. FRANCIS ST. MARTIN DE PORRES ST. THOMAS AQUINAS SUCCESSTECH URBAN COMMUNITY SCHOOL Cleveland Schools that The Institute for are Making a Difference Student Achievement is honored to be involved in this research project to identify successful schools in Cleveland. Over the past months, researchers from ISA’s strategic TABLE OF CONTENTS partner, the National Center for Restructuring Education, Schools and Teaching at Teachers Introduction.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. Page 3 College, Columbia University, have visited a number Part One: School Profiles.. .. .. .. .. .. .. .. Page 5 of highly successful public, private, parochial and charter elementary and secondary schools Louisa May Alcott.. .. .. .. .. .. .. .. .. .. .. .. Page 6 in Cleveland to identify and describe those best Citizens’ Academy. .. .. .. .. .. .. .. .. .. .. .. Page 9 practices that are unique to each school and those that are common to all of them. These schools are Cleveland School of the Arts.. .. .. .. .. .. Page 12 providing a supportive social/emotional climate Benjamin Franklin. .. .. .. .. .. .. .. .. .. .. .. Page 15 and educational opportunities that enable their students to be successful. The Intergenerational School. Page 18 Joseph Landis. Page 21 There is a great need in our country for more schools like the ones you will read about in this publication, Miles Park . Page 24 and we hope that others, both within and beyond Orchard School of Science .. .. .. .. .. .. .. Page 27 Cleveland, will learn from what these schools do. St. Francis . Page 30 This research project is unique. Although studies are often done to identify what makes a successful St.
    [Show full text]
  • Number Cluster Name 01 Kamm's
    CCMMSSDD NNeeiigghhbboorrhhoooodd CClluusstteerrss Oliver H Perry Cleveland Boundary " Cluster Boundary 2012 SPA Boundary North Shore Collinwood 2014 Ward Boundary Memorial " Hannah Gibbons Number Cluster Name " 01 Kamm's - Bellaire-Puritas Ginn Academy 1122 " 02 Detroit Shoreway - Cudell - Edgewater Collinwood-Nottingham 03 Ohio City - Tremont East Clark " Collinwood College Board Academy Euclid Park 04 Clark-Fulton - Stockyards " " Euclid-Green 05 Old Brooklyn - Brooklyn Center Iowa-Maple " Kenneth W Clement Boys' Leadership Academy 06 Broadway - Slavic Village " Glenville Career and College Readiness Academy 07 Lee - Miles " Franklin D Roosevelt 08 Central - Kinsman - Mt. Pleasant " Glenville Patrick Henry 09 Buckeye-Shaker - Larchmere " Michael R White STEM " 10 Glenville - University - Fairfax St.Clair-Superior Willson 11 Downtown - St. Clair-Superior - Hough " Cleveland School of the Arts at Harry E. Davis " Mary M Bethune East Professional Center " 12 Collinwood - Euclid " Daniel E Morgan Wade Park " Case " " Hough 1111 Goodrich-Kirtland Pk Martin Luther King Jr " Mary B Martin School SuccessTech Academy Design Lab - Early College @ Health Careers " MC2STEM " " 1100 Downtown" University Campus International School " John Hay- Cleveland School of Science and Medicine John Hay - Cleveland Early College High School "John Hay - Cleveland School of Architecture and Design George Washington Carver STEM " Marion-Sterling "Jane Addams Business Careers Center Fairfax " Bolton Alfred A Benesch " Central " East Tech Community Wraparound "
    [Show full text]
  • Participating Schools Since 2013
    Participating Schools Since 2013 High Schools Andrews Osborne Academy Esperanza at Lincoln West Aurora High School Esperanza-Main Office Avon Lake High School Euclid High School Bard High School Early College Cleveland Facing History New Tech High School Bay High School Fairport Harding High School Beachwood High School Firelands High School Beaumont School Firestone Community Learning Center Bedford High School Gaitway High School-Geauga County Education Services Beech Brook - Gund (HS) Garfield Heights High School Benedictine High School Garrett Morgan High School Berea-Midpark High School Gilmour Academy Berkshire High School Ginn Academy Brecksville-Broadview Heights High School Glenville High School Brooklyn High School Green High School Brunswick High School Groveport Madison High School Brush High School Hathaway Brown Buckeye High School Hawken School Cardinal High School Health Careers Center High School Cuyahoga East Vocational Education Consortium Hershey Montessori Chagrin Falls High School Highland High School Chardon High School Holy Name High School Cleveland Central Catholic I-CAN - Northeast Ohio College Preparatory School Cleveland Early College High School Independence High School Cleveland Heights High School International Newcomers Academy High School Cleveland High School for Digital Arts Invictus High School Cleveland School of Architecture and Design James Ford Rhodes High School Cleveland School of Science and Medicine at John Hay Jane Addams Business Careers Center Cleveland School of the Arts JFK - PACT Academy
    [Show full text]
  • Cleveland Metropolitan School District Human Ware Audit: Findings and Recommendations
    Cleveland Metropolitan School District Human Ware Audit: Findings and Recommendations AUGUST 14, 2008 Submitted To: Eugene T.W. Sanders, Ph.D. Chief Executive Officer Cleveland Metropolitan School District 1380 East 6th Street Cleveland, OH 44114 Prepared By: American Institutes for Research® 1000 Thomas Jefferson Street, NW Washington, DC 20007-3835 Authors: David Osher, Ph.D. Jeffrey M. Poirier, M.A. Kevin P. Dwyer, M.A., NCSP Regenia Hicks, Ph.D. Leah J. Brown, B.A. Stephanie Lampron, M.A. Carlos Rodriguez, Ph.D Cleveland Metropolitan School District Human Ware Audit ACKNOWLEDGMENTS The report authors express appreciation for the thoughtful input of the AIR senior staff members who have contributed to the work, including Dr. Libi Gil; Dr. Jennifer O’Day; Ms. Maria Guasp, M.S.; and Ms. Sandra Keenan, M.Ed. We also acknowledge the contributions of other AIR staff, including Dr. Sarah Jones, who supported the review of qualitative data; Drs. Kimberly Kendziora and Lorin Mueller as well as numerous staff in AIR’s Assessment Program who assisted with various activities related to the Conditions for Learning survey; and Mr. Phil Esra and Ms. Holly Baker, who assisted with report editing and formatting. We recognize Cleveland Mayor Frank G. Jackson and Dr. Eugene Sanders, chief executive officer of the Cleveland Metropolitan School District (the District), for their commitment to not limiting the scope of the Human Ware Audit activities and to a systemic approach to the recommendations. We are also very grateful to the support of the District’s chief academic officer, Mr. Eric Gordon; his staff, including the District’s research team; and the mayor’s staff (in particular, Ms.
    [Show full text]
  • School Associated Violent Deaths
    The National School Safety Center's Report on School Associated Violent Deaths Internet: www.schoolsafety.us E-mail: [email protected] In-House Report of the National School Safety Center 141 Duesenberg Drive, Suite 11 • Westlake Village, CA 91362 • Ph: 805/373-9977 • Fax: 805/373-9277 Dr. Ronald D. Stephens, Executive Director DEFINITION: A school-associated violent death is any homicide, suicide, or weapons-related violent death in the United States in which the fatal injury occurred: 1) on the property of a functioning public, private or parochial elementary or secondary school, Kindergarten through grade 12, (including alternative schools); 2) on the way to or from regular sessions at such a school; 3) while person was attending or was on the way to or from an official school-sponsored event; 4) as an obvious direct result of school incident/s, function/s or activities, whether on or off school bus/vehicle or school property. * Note: Not a scientific survey. Since information is taken from newspaper clipping services, it is possible that not all such clippings have reached the NSSC. SCOPE: Newspaper accounts, on which NSSC bases this report, frequently do not list names and ages of those who are charged with the deaths of others. Such omissions were in some cases because the person charged was a minor. In some instances, persons were killed in drive-by shootings, gang encounters or during melees in which the killer was not identified, and the killers were either never apprehended or were caught days or months after the crime was first reported.
    [Show full text]
  • Cleveland Metropolitan School District 1380 E 6Th St, Cleveland, OH 44114-1606 – Cuyahoga County
    IRN# 043786 Cleveland Metropolitan School District 1380 E 6th St, Cleveland, OH 44114-1606 – Cuyahoga County Current Superintendent: Eric S. Gordon (216) 574-8000 Not Met Academic 1 - = Below Watch 75.7 Improvement Year 7 55.3% 62.9% 79.9% 58.3% 64.0% 82.0% 60.1% 66.3% 83.8% 48.9% 57.9% 78.1% 43.4% 52.4% 74.1% 30.4% 40.7% 66.1% 27.5% 40.6% 71.1% 63.6% 68.8% 85.6% 46.6% 55.9% 77.5% 50.1% 57.4% 77.3% 46.3% 53.1% 74.8% 64.7% 70.1% 85.1% 44.6% 50.7% 74.3% 30.0% 36.9% 67.4% 67.6% 76.0% 87.2% 58.7% 68.2% 82.6% 76.4% 3 81.3% 89.5% 44.3% 54.0% 74.7% 50.5% 64.4% 80.1% 81.0% 87.0% 92.4% 73.6% 80.6% 89.1% 84.0% 88.9% 93.4% 62.1% 70.4% 84.2% 71.4% 79.4% 88.0% 92.2% 94.0% 94.5% 62.8% 75.1% 84.3% 54.4 55.3 54.8 58.3 54.4 56.4 60.1 51.6 51.4 43.2 45.6 48.9 63.1 63.6 26.7 44.8 46.6 38.2 39.6 43.4 37.5 24.9 28.8 30.4 27.3 26.7 27.5 58.9 61.4 64.7 47.7 50.1 42.7 46.3 44.6 39.3 44.3 34.8 41.0 21.2 28.7 30.0 79.3 76.4 64.5 63.8 67.6 67.2 56.9 58.2 58.7 54.2 54.8 44.0 44.4 44.3 50.5 91.0 92.2 89.2 86.8 81.0 84.0 76.4 78.1 73.6 76.1 76.4 71.4 63.9 68.0 62.1 * Cumulative results for students who took the tests as 10th or 11th graders.
    [Show full text]
  • Parsing Performance Analysis of Ohio’S New School Report Cards
    Parsing Performance analysis of ohio’s new school report cards Foreword by Chester E. Finn, Jr. and Aaron Churchill Analysis by Aaron Churchill September 2013 PARSING PERFORMANCE ANALYSIS OF OHIO’S NEW SCHOOL REPORT CARDS (2012-13) Foreword by Chester E. Finn, Jr. and Aaron Churchill Analysis by Aaron Churchill September 2013 The Thomas B. Fordham Institute is the nation’s leader in advancing educational excellence for every child through quality research, analysis, and commentary, as well as on-the-ground action and advocacy in Ohio. It is affiliated with the Thomas B. Fordham Foundation, and this publication is a joint project of the Foundation and the Institute. For further information, please visit our website at www.edexcellence.net or write to the Institute at 37 W. Broad St., Suite 400, Columbus, OH 43215. The Institute is neither connected with nor sponsored by Fordham University. CONTENTS I. Foreword 1 II. Introduction 7 III. Ohio – Statewide Analysis 8 IV. Akron Public Schools – District and Charter 19 V. Canton Public Schools – District and Charter 25 VI. Cincinnati Public Schools – District and Charter 31 VII. Cleveland Public Schools – District and Charter 38 VIII. Columbus Public Schools – District and Charter 47 IX. Dayton Public Schools – District and Charter 57 X. Toledo Public Schools – District and Charter 63 XI. Youngstown Public Schools – District and Charter 70 ILLUSTRATIONS Figures Statewide 3.1. K-12 public school enrollment, district and charter, 2002-03 to 2012-13 9 3.2. Percent proficient or above on reading exams, selected grades, 2008-09 to 2012-13 10 3.3. Percent proficient or above on math exams, selected grades, 2008-09 to 2012-13 10 3.4.
    [Show full text]
  • Bellaire-Puritas
    Kamms – Bellaire-Puritas Cluster 01 Schools K to 8 Schools *# Issue 14 School *# Non-Issue 14 School #Riverside High Schools * )" Issue 14 School McKinley Almira *# Wilbur Wright *# )" Non-Issue 14 School *# CMSD Site\Building Not currently CMSD School Cleveland Boundary Nathaniel Hawthorne Cluster Boundary Swing !r Rec Center Locaton Louis Agassiz Æ *# c Library Location *#Newton D Baker Park Location *#Garfield Brooklawn )"John Marshall High School Swing *#Valley View Boys Carl Shuler *#Artemus Ward Swing Douglas Ma*#cArthur *#Clara Westropp *#Robinson G Jones F Copyright: ©2013 Esri, DeLorme, NAVTEQ Prepared by Justin D. Fleming, Esq. Miles © 2014 Cleveland Neighborhood Progress Sources: CMSD, NEO CANDO, Cleveland City Planning 0 0.375 0.75 1.5 2.25 3 Accessed: March 2014 THE CLEVELAND METROPOLITAN SCHOOL DISTRICT SCHOOL FACILITIES MASTER PLAN UPDATE 2014 – 2019 Facts About the Cluster 01 Kamm’s – Bellaire-Puritas YOUR SCHOOLS AT A GLANCE High School and Swing Sites (year built/renovated) John Marshall High School (under construction, est. completion 2015) City of Cleveland SPAs: Kamm’s, Bellaire-Puritas, Jefferson Brooklawn (1957/1972)) Cluster 01 Schools City of Cleveland Wards: 11, 16, 17 Carl Schuler (1958/2012) K to 8 Schools Public Community Assets *# Issue 14 School John Marshall High School Swing Site Recreation Center(s): Gunning, Halloran *# Non-Issue 14 School Nathaniel Hawthorne (1917/1927) #Riverside High Schools * Cleveland Public Library Branch: John Marshall High School Swing Site – 9th Grade )" Issue 14 School West Park - 3805 West 157th Street McKinley Almira *# Wilbur Wright *# Rockport - 4421 West 140th Street )" Non-Issue 14 School *# Four (4) new schools were constructed in this cluster since 2005: CMSD Site\Building Total population .....................................................................57,009 Riverside (2005), Artemus Ward (2009) and Garfield (2009), and Not currently CMSD School Cleveland Boundary Nathaniel Hawthorne School-age population ages 5–17 ...........................................9,553 Robinson G.
    [Show full text]
  • Cleveland Metropolitan School District Human Ware Audit: Findings and Recommendations
    ® AMERICAN INSTITUTES FOR RESEARCH CLEVELAND METROPOLITAN SCHOOL DISTRICT HUMAN WARE AUDIT: FINDINGS AND RECOMMENDATIONS AUGUST 12, 2008 Updated September 8, 2008 SUBMITTED TO : Eugene T.W. Sanders Chief Executive Officer Cleveland Metropolitan School District 1380 East 6th Street Cleveland, OH 44114 PREPARED BY : American Institutes for Research ® 1000 Thomas Jefferson Street, NW Washington, DC 20007-3835 AUTHORS : David Osher, Ph.D. Jeffrey M. Poirier, M.A. Kevin P. Dwyer, M.A., NCSP Regenia Hicks, Ph.D. Leah J. Brown, B.A. Stephanie Lampron, M.A. Carlos Rodriguez, Ph.D. Notice of Trademark: “AMERICAN INSTITUTES FOR RESEARCH” and “AIR” are registered trademarks. All other brand, product, or company names are trademarks or registered trademarks of their respective owners. 1000 THOMAS JEFFERSON STREET , NW | WASHINGTON , DC 20007-3835 Cleveland Metropolitan School District Human Ware Audit ACKNOWLEDGMENTS The report authors express appreciation for the thoughtful input of the AIR senior staff members who have contributed to the work, including Dr. Libi Gil; Dr. Jennifer O’Day; Ms. Maria Guasp, M.S.; and Ms. Sandra Keenan, M.Ed. We also acknowledge the contributions of other AIR staff, including Dr. Sarah Jones, who supported the review of qualitative data; Drs. Kimberly Kendziora and Lorin Mueller as well as numerous staff in AIR’s Assessment Program who assisted with various activities related to the Conditions for Learning survey; and Mr. Phil Esra and Ms. Holly Baker, who assisted with report editing and formatting. We recognize Cleveland Mayor Frank G. Jackson and Dr. Eugene Sanders, chief executive officer of the Cleveland Metropolitan School District (the District), for their commitment to not limiting the scope of the Human Ware Audit activities and to a systemic approach to the recommendations.
    [Show full text]
  • Fall 2009 Public College Enrollment and Developmental Course
    Fall 2009 Public College Enrollment and Developmental Course Enrollment Rates High School Graduates in 2009 Enrolling as First‐Time College Students at an Ohio Public College or University in Summer or Fall 2009 Results by High School of Graduation Prepared by August 2011 Fall 2009 Public College Enrollment and Developmental Course Enrollment Rates, 2008‐09 Ohio High School Graduates Summary College entry and preparation among recent high school graduates preparation in high school and improving outcomes for students are key factors influencing the number of Ohioans who earn who begin college with developmental course needs. The “Ohio degrees and certificates. In fall 2009, 52,782 recent Ohio high school Core” legislation requires that college preparatory courses become graduates enrolled in Ohio public colleges and universities as first‐ the default curriculum for graduates of Ohio’s public high schools, time freshmen. Seventy two percent of these freshmen enrolled in beginning with the 2013‐2014 graduating seniors. In addition, the public university main or regional campuses and 28% enrolled in funding formulas for public higher education institutions have been public community colleges. The percentage of students that redesigned to reward colleges for increasing student success, with continue their studies after high school is a positive development, increased payments made for successful outcomes for students but a large proportion of them are not prepared for college‐level with preparation needs. work in either mathematics or English. Forty one percent of these college freshmen enrolled in at least one developmental course in In addition to reporting data for the state as a whole, this report their first year of college.
    [Show full text]
  • Sdp College-Going Diagnostic
    SDP COLLEGE-GOING DIAGNOSTIC Cleveland Metropolitan School District April 2015 THE STRATEGIC DATA PROJECT (SDP) MISSION AND VISION Since 2008, SDP has partnered with 75 school districts, charter school networks, state agencies, and nonprofit organizations to bring high-quality research methods and data analysis to bear on strategic management and policy decisions. Our mission is to transform the use of data in education to improve student achievement. Part of the Center for Education Policy Research at Harvard University, SDP was formed on two fundamental premises: 1. Policy and management decisions can directly influence schools’ and teachers’ ability to improve student achievement. 2. Valid and reliable data analysis significantly improves the quality of decision making. THEORY OF ACTION SDP believes that if we are able to bring together the right people, assemble the right data, and perform the right analysis, we can help leaders make better decisions—ultimately improving student achievement significantly. To make this happen, SDP pursues three strategies: Strengthening Analytic Capacity Placing and supporting data strategists in partner organizations who will influence policy at the local, state, and national levels Uncovering New Insights through Applied Research Creating policy- and management-relevant analyses for districts and states Supporting Network Growth and Improved Decision-Making Transforming how data is used in the education sector through broad dissemination of analytic tools, methods, and best practices The project is supported by the Bill & Melinda Gates Foundation. 2 SDP College-Going Diagnostic for Cleveland Metropolitan School District SDP COLLEGE-GOING DIAGNOSTIC Introduction and Background The College-Going Diagnostic was a timely research Contents collaboration in light of the recent initiatives related to college going in Cleveland.
    [Show full text]
  • High School Choices2015-2016
    Cleveland Metropolitan School District HIGH SCHOOL CHOICES 2015-2016 TO CMSD STUDENTS AND FAMILIES: The Cleveland Metropolitan School District is committed to providing high- quality school choices across the city to enable families to find the right fit for their child’s unique interests, needs and talents. This showcase of CMSD’s ever-expanding list of high schools was created to help families select the right high school to prepare their sons and daughters for the colleges and careers that await them. Students have five more options to select from this year, all in new buildings: three small schools at the John Marshall Campus, a Cleveland School of the Arts that will enhance both arts and core academic offerings and a Max S. Hayes High School that is retooling its career-technical programs for the 21st Century. The District is sharpening the focus of all five of its career-technical schools under the label of “The Academies of Cleveland.” Parents and caregivers: CMSD’s “Portfolio Strategy” is part of a growing If you are artistic, if you “ national trend in education that is based on the belief that offering diverse love computers, if you are school choices is the most effective way to help students achieve at their highest level. Parents play a key role in student success and are encouraged fascinated by robotics or to take an active part in selecting the right high school for their child. plant and animal science, Students: As you prepare for your high school experience, now is the time if you are interested in a to think carefully about your unique talents, your keen interests in certain career in food service, subjects, your current skills and your individual academic needs.
    [Show full text]