Student Performance Diagnostic
Student Performance
Diagnostic
Carter-Parramore Academy
Gadsden County School District
Ms. Pauline West, Principal 631 S
Stewart St Quincy, FL 32351-3843
Document Generated On December 13, 2012
TABLE OF CONTENTS
Introduction 1 Assessment Scores 2 Areas of Notable Achievement
3 Areas in Need of Improvement 4
The Student Performance Diagnostic provides an institution with
a process to report summative student assessments. This diagnostic
is significant to the accreditation and continuous improvement
process as it serves as a resource for schools to view content area
assessment results required by the state, district, or other
entities, determine the quality and reliability of the given
assessments, and show the alignment of the assessments to the
school's curriculum. The performance level computed at the
completion of the diagnostic is used by the external review team as
a comprehensive report to understand fully the institution's
assessment program; the diagnostic should be used in the same
manner by the institution as it engages in improvement
planning.
Label
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Question
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Value
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1. Quality Score
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Enter the average assessment quality score from the Student
Performance Worksheet (this average is based on the score for each
assessment based on the rubric below).
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4.0
|
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Label
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Question
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Value
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2. Alignment Score
|
Enter the average assessment alignment score from the Student
Performance Worksheet (this average is based on the score for each
assessment based on the rubric below).
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4.0
|
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Label
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Question
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Value
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3. Disaggregation/Analysis Score
|
Enter the average disaggregation/analysis score from the Student
Performance Worksheet (this average is based on the score for each
assessment based on the rubric below ).
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4.0
|
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Label
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Question
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Value
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4. Student Results Status Score
|
Enter the average student results status score from the Student
Performance Worksheet.
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6.0
|
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Label
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Question
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Value
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5. Improvement Score
|
Enter the average improvement score from the Student Performance
Worksheet.
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0.0
|
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Label
|
Question
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Value
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6. Overall Student Performance Score
|
Enter the average overall student performance score from the
Student Performance Worksheet.
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18.0
|
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Which area(s) are above the
expected levels of performance?
None of the areas are at or above the expected levels of
performance of the school; to the contrary, performance fluctuates
from year to year due to extreme mobility and instability of both
the faculty and student body. While this is not intentional, it is
due to the structure of the complex. Students are enrolled on a
voluntary basis and remain or withdraw at will. It is highly
recommended that students commit to a year to two year plan so that
baseline results compared to future data can reflect the
effectiveness and benefit of attending such a program.
Describe the area(s) that show a positive trend in
performance.
Reading has shown a positive trend from 2010 to 2012. Learning
gains have increased for student in grades 4th through 10th from
36% (2010) to 37% (2011) to 42% (2012).
Which area(s) indicate the overall highest
performance?
Reading as measured by FCAT Reading has the overall highest
performance.
Which subgroup(s) show a trend toward increasing
performance?
African-Americans and economic disadvantaged students are
predominately the largest subgroups on the complex. Over the past
three years, they have experience minimal growth and improvement in
the area of reading.
Between which subgroups is the achievement gap
closing?
African-Americans and the economically disadvantaged are two
groups that are showing the greatest improvement because of the
fact their populations represent 87 to 94% of the school's
population.
Which of the above reported findings are consistent with
findings from other data sources?
Performance in reading learning gains as documented by the end
of the year FCAT Reading assessment and the District Reading
assessment substantiates the fact that students are performing
consistently (minimally).
Which area(s) are below the
expected levels of performance?
Currently, mathematics is far below the expected level of
performance. Learning gains from 2011 to 2012 reflect a 41% loss
among all students.
Describe the area(s) that show a negative trend in
performance.
Mathematics reflects a negative trend in performance. From 2010
to 2012, FCAT Mathematics results show learning gains as 30% in
2010; 61% in 2011 and 20% in 2012.
Which area(s) indicate the overall lowest
performance?
Mathematics indicated the overall lowest performance; a 41%
decrease (2012) after experiencing a 31% increase (2011) the
previous year.
Which subgroup(s) show a trend toward decreasing
performance?
African-American and economically disadvantaged students show
the greatest trend toward decreasing performance. Many of the
students entering the program, have major deficits not only
mathematically, but in reading and problem solving skills as
well.
Between which subgroups is the achievement gap becoming
greater?
African-Americans and economically disadvantaged students
dominate the complex's population, hence there are fewer members of
the body with which to fairly compare.
Which of the above reported findings are consistent with
findings from other data sources?
Performance in mathematics learning gains as documented by the
end of the year FCAT Mathematics assessment and the District
Mathematics assessment substantiates the fact that students are
performing consistently .