STUDENT ACADEMIC OUTCOMES REPORT November, 2013 TABLE OF CONTENTS Introduction .. ... ...................................... .. ........ ................................................................. 1 Executive Summary .... .................................. ... .. ... ........ .............. ...... ... ... .... .... .. ...... .. .... ... 5 SPP (Special Perfonnance Profile) ..... ........... ........................................ .......................... 9 PSSA (Pennsylvania System of School Assessment) Oata ........................................... 11 Keystone Exam .. .. .................................................................................. ........................ 26 PVAAS ....................... ...................... ...................... .. ......... ...... ....... .. ........... .. ................. 28 SAT Reasoning (College Board) ...... .................... ............. .... ........... .. ... ................. .... .... 35 SAT Ranking of Top 20 Schools and Comparator Schools in Pennsylvania ................. 43 Preliminary Scholastic Assessment Test (PSAT)/National Merit Scholarship Qualifying Test (NMSQT) Data .................................................. ... ... ..... ... .... ............ ...... 49 American College Test (ACT) Scores ....... ....... .............. ... .. ............... ........ ...... .. ............ 53 Advanced Placement (AP) Scores .. ..................... .... ......... ...................... .......... ............. 57 Early Graduation Infonnation .. ....................................................... ............. .. ...... .. .... ..... 70 Post Graduation Activities ....................... ................................... .................................... 72 Analysis of College Attendance by Competitiveness .. ................................... ................ 76 College Admissions Selector ...... ... ......... .. .. .................. ...... .. .... .. ...... .. ... .. ... .. .................80 INTRODUCTION The 2013 Student Academic Outcomes Report is a collection of data used as indicators of student success. To the extent possible, the Student Outcomes Report reflects trend data so these trends can be analyzed, addressed, and/or celebrated accordingly. It is important to note that data reflecting any single year is not Indicative of a trend. It should be expected that there will be slight fluctuations in the data from year to year. Only through an analysis of a collection of results over time can valid conclusions be drawn regarding changes in student performance. As a recent feature, the Student Outcomes Report also includes data from 15 Pennsylvania Comparator School Districts. These 15 school districts were selected based on their high and consistent performance on the PSSA and SAT. The comparator districts include: Central Bucks, Fox Chapel, Great Valley, Hampton, Lower Merion, Lower Moreland, North Allegheny, Peters Township, Radnor, South Fayette, Tredyffrin-Easttown, Unionville-Chadds Ford, Upper Dublin, Upper St. Clair, and Wallingford-Swarthmore. This report represents only a small portion of the data that is gathered and reported by the School District. We are required to gather and then submit various types of data in order to meet state and federal guidelines. This includes data on student attendance, diSCipline, and graduation rates. We also choose to gather data to assist with program planning and evaluation. The data gathered from the graduate survey falls into this category. Additionally, we receive data from a variety of sources. For example, the Department of Education provides us with a wealth of information on our PSSA results. Data is broken down, or disaggregated, by scores on each state standard, grade level, performance category, and gender and ethnic subgroups. Data reporting mechanisms vary depending on the data source and Its intended purpose. Some data, such as the Building School Performance Profiles, is reported publicly through our web site. Other data is shared with staff at the building level in order to assist with planning. Data analysis is an integral component of the decision-making process and the StrategiC Plan. Data for the Strategic Plan is reported on the Balanced Scorecard. Data Is also used as part of the Plan, Do, Study, Act (PDSA) cycle. This cycle is detailed on the following page. Typically, the administration uses information to develop individual, grade level, building level and district level improvement plans. The four types of plans are described below. When data is provided to the administrator, a team of professionals is asked to review individual student achievement information. For the current 2013-2014 school year, the Superintendent is requiring that Individualized Learning Plans be developed for all students who were not proficient on the PSSA. Support may be provided in the regular classroom through differentiation or in-class remediation (Levell Support). However, it may be determined the student Is in need of more 2 intensive support (Level 11 Support). In this case, in addition to regular education in-class remediation, support may also occur by specialists. Instructional Support, Strive, and the services of the reading speCialist are examples of Level 11 interventions. If this level of support proves unsuccessful, the student may be considered for more intensive or Level III support. Frequent data is gathered during Levels I, 11, and 111 to determine intervention effectiveness and student learning plans are modified as appropriate. PLAN Building principals also analyze data at each grade level. If data suggests there is a concern across a particular grade level, a PDSA cycle is implemented for the entire grade. Data is monitored and the team determines if the intervention has been successful. Plans for professional development are derived from this analysis. 3 Building principals are also required to develop building level plans. The principal and staff review all available data in order to develop building plans. Principals have been asked to address three key factors: content, process, and motivation in their building plans. Professional development activities also emanate from these discussions. Additionally, secondary department chairs and elementary curriculum facilitators are asked to develop departmental plans. At this level, data is collected to determine district level effectiveness. At times, major curricular revisions occur based on the data analysis. Other plans may involve minor curricular adjustments. We use data to describe our current condition and compare that to our target conditions. When discrepancies are found, a series of interventions occur to correct the course (PDSA cycle). 4 EXECUTIVE SUMMARY 5 The data collected in the 2013 Student Outcomes Report is positive. Mt. Lebanon students continue to meet or exceed the high expectations inherent In our educational system. Thus, it appears that the School District is moving toward meeting its mission of providing the best education possible for each and every student. Below are some highlights of this report. SPP (School Performance Profile) • SPP is a collection of data that provides a broader perspective of student achievement in each building. Nine out of 10 buildings have a SPP above 90% with one school receiving a score in the high 80's placing us among the highest performing school districts in the State. PSSA • District PSSA composite scores are above 90% proficiency in Reading, Math, Science and Writing. • Scores on all measures and at all grade levels far exceed state averages. • Elementary scores are consistently strong, scoring well above the State average. • Secondary scores are conSistently strong, scoring well above the State averages in each tested subject area. • Trend data Indicates over 91 % of third graders have demonstrated proficiency on both Reading and Math over the last 3 years. • Trend data in 5th grade has shown Increases in both Reading and Math proficiency. • Middle School results remain strong. • High School results remain strong. Student performance on the Keystone Exams has exceeded past performances on the PSSA. The High School continues to outperform the top schools in the region and State. • An analysis of the composite scores with the 15 comparator districts indicates that we ranked gill In Math and 3rd in Reading. Keystone Exams: • The 2011-12 school year was a year of transition from the PSSA for the high school to end-of-course Keystone Exams in Algebra 1 (administered in 8th grade) Biology, and English Literature. • The overall proficiency rate for the 11th grade cohort in 2012-2103 (Class of 2014) in Algebra 1 was 91.5%. In comparison, the prior years' PSSA math proficiency rate was 88.1 %. • The overall proficiency rate for the 11th grade cohort in 2012-2013 (Class of 2014) in Biology was 83%. In comparison, the prior year's PSSA science proficiency rate was 73.5%. • The overall proficiency rate for the 11th grade cohort in 2012-2013 (Class of 2014) in English Literature was 95%. In comparison, the prior year's PSSA reading proficiency rate was 92.8%. 6 PVAAS • There is moderate evidence showing that the School District exceeded the standard for PA Academic Growth in grades 4-8 in Reading and significant evidence showing the School District exceeded the standard in Math. SAT • The SAT (College Board) Critical Reading average score of 553, the Mathematics average score of 573, and the Writing average score of 559 are significantly better than both the state and national