This document summarizes attendance data for students in care over 1 year from September 2016 to March 2017. It includes data for in-borough schools, out-of-borough schools, and all schools combined. Attendance rates are provided by year group for primary and secondary schools separately, with overall rates for each category and a comparison to the target rate of 90%.
The document summarizes test score data from the 2013 New England Common Assessment Program (NECAP) for Rhode Island, Newport, Middletown, Portsmouth, and Jamestown. It shows the percentage of students who were proficient or above in reading and mathematics at various grade levels, with a focus on comparing scores of low socioeconomic status students versus others. The Rhode Island STEAM Academy charter school proposal cites this data to demonstrate the need to close achievement gaps and raise standards in STEAM disciplines.
The document presents data on NJASK math scores from 2006 to 2014 for grades 3 through 5 in 12 suburban school districts. It includes line graphs showing average scores by grade over time have generally increased from the 80s/90s to the high 80s, tables listing the exact scores for each district and grade by year, and rankings of districts' scores by grade for selected years. The data shows trends in math scores across districts and grades over the studied period.
Analytics: From Reflective to PredictiveCasey Iannone
NCAIR 2016 Conference Presentation:
As the spotlight for increased transparency and accountability continue to shine upon higher education a need for more granular data regarding student retention and graduation has become a critical component in the decision making process for both faculty and staff. Developing an extensive program-level retention and graduation report is needed to inform faculty and staff as to the outcomes of their efforts and how to improve for the future. And while this kind of data is great for reflection and summative assessment, there has become an increasing need for data to become more predictive so preventative steps may be taken in a more formative assessment style. This session will explore the reporting of program-level retention and graduation and what the future holds for more predictive insights through the use of data mining and machine learning.
West Potomac High School released its 1st quarter grading data for the 2021-2022 school year. The number of students receiving As decreased slightly from the previous year, while the number of Bs and Cs increased slightly. For AP courses specifically, the percentage of students receiving As decreased from the previous year, while the percentage receiving A- and B+ grades increased. Overall, the percentage of students making the A/B honor roll remained steady at around 38.7% compared to the previous year.
This document provides health, safety, and environment (HSE) statistics for a construction project up to February 18, 2016. Some key details include:
- The project has had 1,194 total workers and over 1.9 million man-hours worked with 36 HSE officers on site.
- A total of 1,780 observations have been made regarding HSE issues, with work at heights/scaffolding and housekeeping being among the top issues.
- There have been 467 reported incidents so far with lifting operations, scaffolding/heights, and vehicles/equipment being top causes of near misses.
- Management walkdowns show high compliance rates with over 1,000 completed and welfare/housekeeping/
YOUR BUSINESS IS YOUR PROFITABILITY IN CONCEPT HOTEL FUTURIST. SEE YOUR FUTURE AS YOUR PRESENT AND INVEST IN CREATIVITY THAT MAKES SENSE AND REALITY FOR BOTH GUESTS, MANAGEMENT AND STAFF. A NEW VISION AT SHORT TERM, MID TERM OR LONG TERM QUALITY AND TECHNOLOGY HOSPITALITY INDUSTRY.
Este documento describe la Universidad de Ciencias Aplicadas y Ambientales, que ofrece un programa de nueve semestres para obtener el título de Enfermero o Enfermera. La universidad está ubicada en la ciudad de Bogotá y busca formar profesionales de enfermería comprometidos con la salud de las personas, familias y comunidades desde una perspectiva de desarrollo humano sostenible.
The document provides an overview of procedures and features for teachers utilizing an iPad lab, including:
1) Teachers are to assign iPads to students, ensure they are plugged in and charging after use, and lock up the charging cart.
2) Airplay allows projecting the iPad screen or mirroring its image.
3) An overview is given of basic iPad parts, settings like keyboards and accessibility options, and apps from Maps.
4) Techniques are demonstrated like taking screenshots, using the cameras, browsing safely with Safari, creating folders, and using the Notes app.
The document summarizes test score data from the 2013 New England Common Assessment Program (NECAP) for Rhode Island, Newport, Middletown, Portsmouth, and Jamestown. It shows the percentage of students who were proficient or above in reading and mathematics at various grade levels, with a focus on comparing scores of low socioeconomic status students versus others. The Rhode Island STEAM Academy charter school proposal cites this data to demonstrate the need to close achievement gaps and raise standards in STEAM disciplines.
The document presents data on NJASK math scores from 2006 to 2014 for grades 3 through 5 in 12 suburban school districts. It includes line graphs showing average scores by grade over time have generally increased from the 80s/90s to the high 80s, tables listing the exact scores for each district and grade by year, and rankings of districts' scores by grade for selected years. The data shows trends in math scores across districts and grades over the studied period.
Analytics: From Reflective to PredictiveCasey Iannone
NCAIR 2016 Conference Presentation:
As the spotlight for increased transparency and accountability continue to shine upon higher education a need for more granular data regarding student retention and graduation has become a critical component in the decision making process for both faculty and staff. Developing an extensive program-level retention and graduation report is needed to inform faculty and staff as to the outcomes of their efforts and how to improve for the future. And while this kind of data is great for reflection and summative assessment, there has become an increasing need for data to become more predictive so preventative steps may be taken in a more formative assessment style. This session will explore the reporting of program-level retention and graduation and what the future holds for more predictive insights through the use of data mining and machine learning.
West Potomac High School released its 1st quarter grading data for the 2021-2022 school year. The number of students receiving As decreased slightly from the previous year, while the number of Bs and Cs increased slightly. For AP courses specifically, the percentage of students receiving As decreased from the previous year, while the percentage receiving A- and B+ grades increased. Overall, the percentage of students making the A/B honor roll remained steady at around 38.7% compared to the previous year.
This document provides health, safety, and environment (HSE) statistics for a construction project up to February 18, 2016. Some key details include:
- The project has had 1,194 total workers and over 1.9 million man-hours worked with 36 HSE officers on site.
- A total of 1,780 observations have been made regarding HSE issues, with work at heights/scaffolding and housekeeping being among the top issues.
- There have been 467 reported incidents so far with lifting operations, scaffolding/heights, and vehicles/equipment being top causes of near misses.
- Management walkdowns show high compliance rates with over 1,000 completed and welfare/housekeeping/
YOUR BUSINESS IS YOUR PROFITABILITY IN CONCEPT HOTEL FUTURIST. SEE YOUR FUTURE AS YOUR PRESENT AND INVEST IN CREATIVITY THAT MAKES SENSE AND REALITY FOR BOTH GUESTS, MANAGEMENT AND STAFF. A NEW VISION AT SHORT TERM, MID TERM OR LONG TERM QUALITY AND TECHNOLOGY HOSPITALITY INDUSTRY.
Este documento describe la Universidad de Ciencias Aplicadas y Ambientales, que ofrece un programa de nueve semestres para obtener el título de Enfermero o Enfermera. La universidad está ubicada en la ciudad de Bogotá y busca formar profesionales de enfermería comprometidos con la salud de las personas, familias y comunidades desde una perspectiva de desarrollo humano sostenible.
The document provides an overview of procedures and features for teachers utilizing an iPad lab, including:
1) Teachers are to assign iPads to students, ensure they are plugged in and charging after use, and lock up the charging cart.
2) Airplay allows projecting the iPad screen or mirroring its image.
3) An overview is given of basic iPad parts, settings like keyboards and accessibility options, and apps from Maps.
4) Techniques are demonstrated like taking screenshots, using the cameras, browsing safely with Safari, creating folders, and using the Notes app.
CDM Potential of Renewable Energy Technologies in IndiaPallav Purohit
This document summarizes the potential for renewable energy technologies to generate carbon credits through the Clean Development Mechanism (CDM) in India. It outlines India's estimated potential for various renewable technologies like solar, wind, biomass and small hydro. It also estimates the annual CDM potential in terms of Certified Emission Reductions (CERs) that could be generated from each technology by 2020 and 2030. The document concludes that India's total estimated annual CER generation potential from renewable energy technologies could reach over 500 million tonnes per year through the CDM.
This document provides information about introducing oneself and talking about personal details in English. It includes:
1. Expressions for introducing oneself such as mentioning your name, occupation, place of origin, address, family, hobbies, and contact information.
2. An explanation of the simple present tense, including its uses and conjugation patterns.
3. A definition and overview of pronouns, including different types like personal, possessive, and reflexive pronouns, as well as pronoun rules.
Max Ciociola founded Musixmatch, which has a catalogue of over 5 million lyrics that can be accessed through their API. Their lyrics database is the largest legal one in the world, containing lyrics in many languages. Musixmatch also offers a social music plugin that allows users to add, correct, rate, translate and share lyrics.
The document discusses introductory signals and parenthetical citations. Introductory signals are used to introduce source material being incorporated into writing and help separate the writer's ideas from those of sources. Quotations, paraphrases, and summaries all require introductory signals and parenthetical citations. Quotations must use the exact words from the source and follow rules for punctuation. Paraphrases restate the source in the writer's own words and also require citation. Summaries condense longer source material while still citing the source.
The document provides information about the Samir Modi Azadi Plan offered by Modicare, a direct selling company. It outlines 8 areas of income the plan offers, including savings on consumption, retail profits, performance bonuses up to 22%, and director bonuses of 14%. It also details how consultants can progress through different title levels based on their personal and group business volumes. The plan aims to help people earn lacks of rupees and achieve financial freedom through this business opportunity.
C1.ics.p3.s5. las y los jóvenes en méxico y en sonoraMartín Ramírez
El documento presenta información estadística y de opinión sobre jóvenes en México y Sonora. Describe datos demográficos, de hogares, escolaridad, salud, relaciones sociales y creencias. Los jóvenes enfrentan problemas como embarazo temprano, obesidad, consumo de alcohol y tabaco. Muchos se sienten satisfechos con su vida pero desinteresados en política. El documento concluye pidiendo una reflexión sobre los desafíos actuales y futuros de los jóvenes.
The document discusses 10 different topics ranging from a timid salesman to a well-equipped high school laboratory. It touches on subjects like conducting a musical score, traveling to San Francisco, job requirements, summer camp activities, reviews of a play, architect preferences, city planning suggestions, and demonstrating decisiveness. The paragraphs provide brief details on unrelated subjects in only 1-2 sentences each.
Descriptive statistics and analytics about human resources with in-depth look into turnover rate:
- annually / monthly
- among new hires
- among different types of employees (age groups, generation type, education, qualification etc.)
The document provides data on student performance on standardized tests in the Jefferson Township School District from 2006 to 2014. It shows the percentage of students who achieved proficiency on the New Jersey Assessment of Skills and Knowledge Tests for grades 3 through 8 in language arts and literacy. Performance is broken down by school (Stanlick Elementary School and White Rock Elementary School) and grade level over time. Overall, proficiency rates were higher at White Rock Elementary compared to Stanlick Elementary across most years and grades.
Creating a Culture of Performance - Emcare - Christian Claudio - Alliance-HCA...Christian Claudio
The document discusses establishing a culture of performance in recruiting. It recommends aligning individual and team goals, establishing clear behaviors and expectations, monitoring progress regularly through metrics, and rewarding good performance. The document provides examples of activity, result, and ratio metrics to measure individual recruiter and team performance, including openings, interviews, placements, time to hire, interview to offer ratios, and progress towards annual goals. It analyzes the performance of Recruiter A over time according to these various metrics.
PUERTO ELEMENTARY SCHOOL SECOND QUARTER ramildamiles1
This document summarizes various metrics and programs for Puerto Elementary School from 2014-2017. It shows graduation, participation, transition, and completion rates that were generally above 90% each year. It also lists various impact programs implemented like feeding programs and reading camps. Classroom instruction time averages are provided for each grade and subject area, generally meeting or exceeding standards. Test results and proficiency levels increased each year. The school's MOOE funds were over 90% utilized and liquidated each quarter from 2017 budget allocations. The feeding program funds for 2017-2018 were 90.49% utilized.
This document contains a six-month sales and inventory plan for a department. Key details include:
- Total sales are projected to increase 3.0% from last year's $6,950,000 to the plan of $7,158,500.
- Markdown dollars are projected to increase slightly from $1,317,400 last year to $1,331,500 in the plan.
- Average inventory is projected to increase slightly from $3,093,800 last year to $3,113,100 in the plan.
- Purchases are projected to increase 2.7% from $8,267,400 last year to $8,490,000 in the plan.
This document analyzes NJASK test scores in language arts and literacy for grades 3 through 8 in the Kinnelon School District from 2006 to 2014. It shows that:
1) Proficiency rates were consistently high, averaging above 80% for each grade, though there was some variability from year to year.
2) Grade 3 typically had the highest proficiency rates, averaging around 87%, while grade 5 averaged around 87% and grade 4 averaged around 83%.
3) Overall, proficiency rates remained largely stable over this period, with a general trend of smaller percentages of students scoring partially proficient and larger percentages scoring advanced proficient.
WOLLONGONG GOLF CLUB CART ANALYSIS REPORTDarius Gear
The document analyzes cart usage data from Wollongong Golf Club following the introduction of "Crazy Golf Deals" in August 2015. It finds that social rounds and cart usage increased substantially from pre-August 2015 levels. Monthly cart usage was up 24-98% in the post-period. The club risks running out of carts to meet demand during peak summer months. Expansion of the cart fleet from 15 to 30 carts over time could generate additional revenue of $240,955 by 2021 to help cover the rising labor and maintenance costs required to service more golfers.
PUERTO ELEMENTARY SCHOOL FIRST QUARTER ramildamiles1
The document contains data and charts about enrollment, drop-out rates, completion rates, test results, and budget information for the school-based feeding program of Puerto Elementary School. A pareto chart shows that 26% of dropouts were from Grade 6 and 48% from Grade 5. The charts also show that the actual spending was close to the planned budget each month, with the highest slippage being 1.791% in January. Overall, the data provides statistics on student performance and budget execution for the school's feeding program.
The document presents results from a consumer confidence survey conducted in Q3 2016. It includes demographic information about respondents such as gender, region, age, education level, nationality, employment status, income and years living in Aruba. Tables also show respondents' perceptions about their current and future personal financial situations as well as the current and future business and economic conditions in Aruba. The majority of respondents felt their personal financial position was the same as 6 months ago but expected it to improve in the next 6 months. Respondents were more negative about current business conditions compared to 6 months ago but more positive about conditions improving in the future.
- Residential real estate activity in San Francisco saw median home sale prices increase 5.4% year-over-year for single family homes but decrease 2.6% for condos from September 2015 to September 2016.
- New listings were down slightly while pending sales decreased more significantly, and months of inventory increased, indicating a softening market.
- Demand has remained high through 2016 due to factors like millennials buying homes and low interest rates, but lower inventory and months of supply point to a cooling real estate market.
This document compares the results of several national public opinion polls in Mexico from August 2009 to June 2012. It shows the number of people surveyed, margin of error, and results on how people get their news, their economic outlook, ratings of President Felipe Calderón, and party sympathies. The polls generally found television to be the main source of news. Economic expectations were most often that the situation would be the same or worse than the previous year. Ratings of Calderón were average around 6 on a 0-10 scale. The PRI and PAN were usually the parties with the most sympathizers.
02B Engineering Subschool SAR Data Tables 2013.14 Jonathan Porter
The document contains 8 tables summarizing learner data for an education provider over 3 academic years. Table 1 shows learner responsive data for ages 16-18 by qualification level and year, including starts, retentions, achievements, and success rates. Subsequent tables provide the same type of data for learner responsive ages 19+ (Table 2), all ages (Table 3), functional skills qualifications (Table 5), ethnicity (Table 6), gender (Table 7), and learning difficulties (Table 8). The document also provides context explaining the data sources and national averages used for comparison.
CDM Potential of Renewable Energy Technologies in IndiaPallav Purohit
This document summarizes the potential for renewable energy technologies to generate carbon credits through the Clean Development Mechanism (CDM) in India. It outlines India's estimated potential for various renewable technologies like solar, wind, biomass and small hydro. It also estimates the annual CDM potential in terms of Certified Emission Reductions (CERs) that could be generated from each technology by 2020 and 2030. The document concludes that India's total estimated annual CER generation potential from renewable energy technologies could reach over 500 million tonnes per year through the CDM.
This document provides information about introducing oneself and talking about personal details in English. It includes:
1. Expressions for introducing oneself such as mentioning your name, occupation, place of origin, address, family, hobbies, and contact information.
2. An explanation of the simple present tense, including its uses and conjugation patterns.
3. A definition and overview of pronouns, including different types like personal, possessive, and reflexive pronouns, as well as pronoun rules.
Max Ciociola founded Musixmatch, which has a catalogue of over 5 million lyrics that can be accessed through their API. Their lyrics database is the largest legal one in the world, containing lyrics in many languages. Musixmatch also offers a social music plugin that allows users to add, correct, rate, translate and share lyrics.
The document discusses introductory signals and parenthetical citations. Introductory signals are used to introduce source material being incorporated into writing and help separate the writer's ideas from those of sources. Quotations, paraphrases, and summaries all require introductory signals and parenthetical citations. Quotations must use the exact words from the source and follow rules for punctuation. Paraphrases restate the source in the writer's own words and also require citation. Summaries condense longer source material while still citing the source.
The document provides information about the Samir Modi Azadi Plan offered by Modicare, a direct selling company. It outlines 8 areas of income the plan offers, including savings on consumption, retail profits, performance bonuses up to 22%, and director bonuses of 14%. It also details how consultants can progress through different title levels based on their personal and group business volumes. The plan aims to help people earn lacks of rupees and achieve financial freedom through this business opportunity.
C1.ics.p3.s5. las y los jóvenes en méxico y en sonoraMartín Ramírez
El documento presenta información estadística y de opinión sobre jóvenes en México y Sonora. Describe datos demográficos, de hogares, escolaridad, salud, relaciones sociales y creencias. Los jóvenes enfrentan problemas como embarazo temprano, obesidad, consumo de alcohol y tabaco. Muchos se sienten satisfechos con su vida pero desinteresados en política. El documento concluye pidiendo una reflexión sobre los desafíos actuales y futuros de los jóvenes.
The document discusses 10 different topics ranging from a timid salesman to a well-equipped high school laboratory. It touches on subjects like conducting a musical score, traveling to San Francisco, job requirements, summer camp activities, reviews of a play, architect preferences, city planning suggestions, and demonstrating decisiveness. The paragraphs provide brief details on unrelated subjects in only 1-2 sentences each.
Descriptive statistics and analytics about human resources with in-depth look into turnover rate:
- annually / monthly
- among new hires
- among different types of employees (age groups, generation type, education, qualification etc.)
The document provides data on student performance on standardized tests in the Jefferson Township School District from 2006 to 2014. It shows the percentage of students who achieved proficiency on the New Jersey Assessment of Skills and Knowledge Tests for grades 3 through 8 in language arts and literacy. Performance is broken down by school (Stanlick Elementary School and White Rock Elementary School) and grade level over time. Overall, proficiency rates were higher at White Rock Elementary compared to Stanlick Elementary across most years and grades.
Creating a Culture of Performance - Emcare - Christian Claudio - Alliance-HCA...Christian Claudio
The document discusses establishing a culture of performance in recruiting. It recommends aligning individual and team goals, establishing clear behaviors and expectations, monitoring progress regularly through metrics, and rewarding good performance. The document provides examples of activity, result, and ratio metrics to measure individual recruiter and team performance, including openings, interviews, placements, time to hire, interview to offer ratios, and progress towards annual goals. It analyzes the performance of Recruiter A over time according to these various metrics.
PUERTO ELEMENTARY SCHOOL SECOND QUARTER ramildamiles1
This document summarizes various metrics and programs for Puerto Elementary School from 2014-2017. It shows graduation, participation, transition, and completion rates that were generally above 90% each year. It also lists various impact programs implemented like feeding programs and reading camps. Classroom instruction time averages are provided for each grade and subject area, generally meeting or exceeding standards. Test results and proficiency levels increased each year. The school's MOOE funds were over 90% utilized and liquidated each quarter from 2017 budget allocations. The feeding program funds for 2017-2018 were 90.49% utilized.
This document contains a six-month sales and inventory plan for a department. Key details include:
- Total sales are projected to increase 3.0% from last year's $6,950,000 to the plan of $7,158,500.
- Markdown dollars are projected to increase slightly from $1,317,400 last year to $1,331,500 in the plan.
- Average inventory is projected to increase slightly from $3,093,800 last year to $3,113,100 in the plan.
- Purchases are projected to increase 2.7% from $8,267,400 last year to $8,490,000 in the plan.
This document analyzes NJASK test scores in language arts and literacy for grades 3 through 8 in the Kinnelon School District from 2006 to 2014. It shows that:
1) Proficiency rates were consistently high, averaging above 80% for each grade, though there was some variability from year to year.
2) Grade 3 typically had the highest proficiency rates, averaging around 87%, while grade 5 averaged around 87% and grade 4 averaged around 83%.
3) Overall, proficiency rates remained largely stable over this period, with a general trend of smaller percentages of students scoring partially proficient and larger percentages scoring advanced proficient.
WOLLONGONG GOLF CLUB CART ANALYSIS REPORTDarius Gear
The document analyzes cart usage data from Wollongong Golf Club following the introduction of "Crazy Golf Deals" in August 2015. It finds that social rounds and cart usage increased substantially from pre-August 2015 levels. Monthly cart usage was up 24-98% in the post-period. The club risks running out of carts to meet demand during peak summer months. Expansion of the cart fleet from 15 to 30 carts over time could generate additional revenue of $240,955 by 2021 to help cover the rising labor and maintenance costs required to service more golfers.
PUERTO ELEMENTARY SCHOOL FIRST QUARTER ramildamiles1
The document contains data and charts about enrollment, drop-out rates, completion rates, test results, and budget information for the school-based feeding program of Puerto Elementary School. A pareto chart shows that 26% of dropouts were from Grade 6 and 48% from Grade 5. The charts also show that the actual spending was close to the planned budget each month, with the highest slippage being 1.791% in January. Overall, the data provides statistics on student performance and budget execution for the school's feeding program.
The document presents results from a consumer confidence survey conducted in Q3 2016. It includes demographic information about respondents such as gender, region, age, education level, nationality, employment status, income and years living in Aruba. Tables also show respondents' perceptions about their current and future personal financial situations as well as the current and future business and economic conditions in Aruba. The majority of respondents felt their personal financial position was the same as 6 months ago but expected it to improve in the next 6 months. Respondents were more negative about current business conditions compared to 6 months ago but more positive about conditions improving in the future.
- Residential real estate activity in San Francisco saw median home sale prices increase 5.4% year-over-year for single family homes but decrease 2.6% for condos from September 2015 to September 2016.
- New listings were down slightly while pending sales decreased more significantly, and months of inventory increased, indicating a softening market.
- Demand has remained high through 2016 due to factors like millennials buying homes and low interest rates, but lower inventory and months of supply point to a cooling real estate market.
This document compares the results of several national public opinion polls in Mexico from August 2009 to June 2012. It shows the number of people surveyed, margin of error, and results on how people get their news, their economic outlook, ratings of President Felipe Calderón, and party sympathies. The polls generally found television to be the main source of news. Economic expectations were most often that the situation would be the same or worse than the previous year. Ratings of Calderón were average around 6 on a 0-10 scale. The PRI and PAN were usually the parties with the most sympathizers.
02B Engineering Subschool SAR Data Tables 2013.14 Jonathan Porter
The document contains 8 tables summarizing learner data for an education provider over 3 academic years. Table 1 shows learner responsive data for ages 16-18 by qualification level and year, including starts, retentions, achievements, and success rates. Subsequent tables provide the same type of data for learner responsive ages 19+ (Table 2), all ages (Table 3), functional skills qualifications (Table 5), ethnicity (Table 6), gender (Table 7), and learning difficulties (Table 8). The document also provides context explaining the data sources and national averages used for comparison.
The document is Environmental Waste Services' 2016 service calendar that lists collection and facility operating dates. It notes dates when:
1) EWS offices and facilities will be closed for holidays.
2) Collection services will be rescheduled or canceled due to closures.
3) Transfer stations, landfills, and recycling centers will have adjusted hours of operation on certain weekends and holidays.
The calendar provides a monthly view of service dates to inform customers of collection schedules and facility hours throughout the year.
This document presents NJASK Language Arts and Literacy test score data from 2006-2014 for 3rd, 4th, and 5th grade students at Stony Brook Elementary School in the Kinnelon School District. It shows the percentage of students who were proficient, partially proficient, and advanced proficient each year, and averages across years. Overall proficiency rates were highest in 3rd grade and lowest in 5th grade, with some variability between years but general stability or improvement over time.
First Learning Community Presentation Final 10-23-2012 Colby Stoever
This document summarizes retention data from Texas A&M University-Corpus Christi. It shows first-time in college retention rates have increased from 57% to 64% from 2005 to 2010. It then analyzes retention based on factors like gender (female retention is higher), admission type (normal admits retain at a higher rate), academic standing (students in good standing retain more), and high school quartile (top quarter retains most). Subsequent slides provide more detailed breakdowns of retention by characteristics of student cohorts from 2011 and 2012, identifying risk factors. The goal is to build better data resources to understand student retention.
Pesquisa XP/Ipespe que mostra Bolsonaro com 28% e Haddad com 21%diariodocentrodomundo
The document appears to be a report from a polling organization summarizing the results of presidential candidate polls in Brazil between May and September 2018. It includes data on voter demographics like region, city size, gender, age, occupation and income level, as well as the results of scenario polls for the first round of voting and a potential second round between candidates Haddad and Bolsonaro.
The report summarizes housing market trends in the Tucson Metro area in April 2016. It finds that active housing inventory decreased 17% compared to April 2015 while closed home sales increased 6%. The median home price rose 5% to $176,000. Months of housing inventory dropped to 3.2 months from 4.1 months the prior year. New properties under contract in April 2016 were up 4% year-over-year.
The monthly real estate snapshot report summarizes residential real estate activity in San Francisco for May 2016. Key metrics showed that new listings were down 10.8% for single family homes and 4.2% for condos from the previous year. Pending sales increased 18.2% for single family but decreased 3.4% for condos. Median sales prices were down slightly at 1.4% for single family homes and 1.1% for condos from the previous year. Inventory levels increased while demand remained high, putting pressure on housing supply.
This document contains data from Sta. Cruz Elementary School for the first quarter of school year 2022. It includes information on enrollment numbers by grade level and gender, literacy levels in English and Filipino, quarterly GPAs, and alternative learning programs. The key points are:
- Total enrollment is 158 students, decreasing slightly from the previous year due to some student transfers.
- There are no students failing classes or not submitting modules after 4 weeks this quarter.
- 40 students, or 25% of enrolled students, are recipients of the 4P's conditional cash transfer program.
- Literacy levels show most students are instructional with some frustration and independence.
- Quarterly GPAs have no students below average
Similar to 1609 VS Dashboard LAC over 1 Year (Sep-16) revised attainment (20)
This document provides instructions for reporting key performance indicators (PIs) related to looked after children (LAC) on a monthly basis. It outlines the source data and calculations needed to report on: 1) the percentage of LAC who have had a PEP in the last six months, 2) the percentage of LAC with persistent absence over 90%, 3) the percentage of LAC exclusions, and 4) the number of LAC not on a school roll. The completed report is sent to two individuals for management team and risk reporting purposes.
This document appears to be a report listing students, including their ID numbers, names, years of schooling, start and end dates of care, authorities, and whether their first PEP (personal education plan) was completed within 20 school days. It includes information on 27 students ranging from years 1 to 13, cared for between September 2016 and March 2017 under two local authorities and another authority. The majority had their first PEP completed within 20 school days.
160823 Ethnicity Reporting for ABSS Exec Board (draft)Max Akister
This document shows a pie chart comparing the ethnicity profile of unique beneficiaries between two periods - April 2016 to March 2017 and April 2017 to July 2017. The largest ethnic group was White British at 74.92% and 73.44% respectively. The second largest was Asian Indian at 5.79% and 7.03%. Overall the ethnicity profile was similar between the two periods.
160823 Ethnicity Reporting for ABSS Exec Board (draft) AllMax Akister
The document appears to be a bar graph showing percentages of unique beneficiaries by ethnicity and ward for two time periods: April 2016 to March 2017 and April 2017 to July 2017. The largest percentages are British (WBRI), White/Black Caribbean (MWBC), Black Caribbean (BCRB), and African (BAFR). The data is broken down by ward, with the largest percentages varying the most across wards for the different ethnic groups.
This document contains statistical data in tables and charts about special educational needs and disabilities (SEND) in a local authority. Some of the key details provided include:
- The number of children with statements of SEN or Education, Health and Care plans over time, breaking down figures by factors like gender, primary need, and school sector.
- Attainment and achievement rates at different key stages for children with and without SEN support or statements/plans.
- Exclusion and absence rates comparing children with and without SEN support or statements/plans.
- Post-16 destinations and activity rates for young people with learning difficulties or disabilities, broken down by gender and age.
- Comparisons
- The document provides data on beneficiaries of programs funded by A Better Start AN Other Borough from April to September 2016.
- A total of 301 unique beneficiaries attended programs across 4 children's centres, with the majority (60%) attending Children's Centre 2.
- Social and emotional programs saw the most attendance, with 204 unique beneficiaries (64% of the total).
6. XXX Virtual School Performance Dashboard
LAC > 1 Year
Correct as at: 11-Mar-17
LAC > 1 Year: Number of Students < 90% Attendance
AUTHORITY All Boroughs
Data Source: Welfare Call
YEAR Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
Year R 2 1 0 1 0 0
Year 1 0 0 0 0 0 0
Year 2 0 1 0 0 0 0
Year 3 0 0 0 0 0 2
Year 4 0 1 0 0 1 0
Year 5 2 0 1 1 0 0
Year 6 0 2 2 1 1 1
Sub-Total Primary 4 5 3 3 2 3
Year 7 1 1 0 4 3 0
Year 8 7 7 5 1 0 6
Year 9 4 6 6 5 1 4
Year 10 10 11 13 14 17 13
Year 11 5 7 5 7 9 9
Sub-Total Secondary 27 32 29 31 30 32
Total 31 37 32 34 32 35
Cohort 301 305 307 306 317 328
Rate 10.3% 12.1% 10.4% 11.1% 10.1% 10.7%
Target (rate) 11.0% 11.0% 11.0% 11.0% 11.0% 11.0% 11.0% 11.0% 11.0% 11.0% 11.0% 11.0%
2015/16 Rate 13.1% 14.0% 16.8% 17.0% 15.8% 14.4% 15.1% 14.5% 17.1% 16.4% 18.1% 17.4%
Primary
School
Secondary
School
Autumn 2016/17 Spring 2016/17 Summer 2016/17
<return to CONTENTS>
4 5
3 3 2 3
27
32
29
31 30
32
10.3%
12.1%
10.4%
11.1%
10.1%
10.7%
0
10
20
30
40
50
60
70
80
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
14.0%
16.0%
18.0%
20.0%
Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
Persistent Absence: All Boroughs
LAC > 1 Year
2015/16 Rate
Primary
Secondary
Rate
Target (rate)
Linear (Rate)
Location: C:UsersMaxAkisterDocumentsMJALinkedIn1702 VS Dashboard LAC over 1 Year (Feb-17) revised attainment page 6 of 17
7. XXX Virtual School Performance Dashboard
LAC > 1 Year
Correct as at: 11-Mar-17
LAC > 1 Year: Number of Students with Fixed Term Exclusions (cumulative)
AUTHORITY
Data Source: Welfare Call
YEAR Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
Year R 0 0 0 0 0 0
Year 1 0 0 0 0 0 0
Year 2 0 0 1 1 1 1
Year 3 0 0 0 0 0 0
Year 4 1 1 1 1 1 1
Year 5 0 0 0 0 0 0
Year 6 0 0 0 0 0 0
Sub-Total Primary 1 1 2 2 2 2
Year 7 0 0 2 4 7 7
Year 8 1 2 3 5 5 6
Year 9 0 1 1 2 3 4
Year 10 0 0 1 3 4 4
Year 11 1 2 2 3 3 5
Sub-Total Secondary 2 5 9 17 22 26
Total 3 6 11 19 24 28
Cohort 170 172 173 171 179 187
Rate 1.8% 3.5% 6.4% 11.1% 13.4% 15.0%
Target 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0%
2015/16 Rate 4.3% 10.6% 14.6% 14.9% 14.3% 14.0% 16.0% 15.1% 17.0% 15.8% 15.8% 14.5%
LAC > 1 Year: Number of Students with Fixed Term Exclusions (cumulative)
AUTHORITY Out-of-Borough
Data Source: Welfare Call
YEAR Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
Year R 0 0 0 0 0 0
Year 1 0 0 0 0 0 0
Year 2 0 0 0 0 0 0
Year 3 0 0 0 0 0 0
Year 4 0 0 0 0 0 0
Year 5 0 0 1 1 1 1
Year 6 0 0 0 0 1 1
Sub-Total Primary 0 0 1 1 2 2
Year 7 2 2 3 3 5 6
Year 8 0 0 0 1 1 1
Year 9 0 0 1 2 3 3
Year 10 1 2 5 5 6 6
Year 11 0 0 1 2 2 2
Sub-Total Secondary 3 4 10 13 17 18
Total 3 4 11 14 19 20
Cohort 131 133 134 135 138 141
Rate 2.3% 3.0% 8.2% 10.4% 13.8% 14.2%
Target 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0%
2015/16 Rate 3.8% 13.2% 15.1% 15.1% 19.2% 20.4% 21.4% 24.6% 25.9% 25.4% 25.4% 25.4%
Summer 2016/17
5. EXCLUSIONS MONITORING
Autumn 2016/17 Spring 2016/17
Primary
School
Primary
School
Summer 2016/17
In-Borough
Autumn 2016/17 Spring 2016/17
Secondary
School
Secondary
School
1 1
2 2 2 22
5
9
17
22
26
1.8%
3.5%
6.4%
11.1%
13.4%
15.0%
0
5
10
15
20
25
30
35
40
45
50
0.0%
2.0%
4.0%
6.0%
8.0%
10.0%
12.0%
14.0%
16.0%
18.0%
20.0%
Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
Number of Students with Fixed Term Exclusions (cumulative): In-Borough
LAC > 1 Year
2015/16 Rate
Primary
Secondary
Rate
Target
Linear (Rate)
0 0
1 1
2 2
3
4
10
13
17 18
2.3%
3.0%
8.2%
10.4%
13.8% 14.2%
0
5
10
15
20
25
30
35
40
45
50
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
Number of Students with Fixed Term Exclusions (cumulative): Out-of-Borough
LAC > 1 Year
2015/16 Rate
Primary
Secondary
Rate
Target
Linear (Rate)
Location: C:UsersMaxAkisterDocumentsMJALinkedIn1702 VS Dashboard LAC over 1 Year (Feb-17) revised attainment page 7 of 17
8. XXX Virtual School Performance Dashboard
LAC > 1 Year
Correct as at: 11-Mar-17
LAC > 1 Year: Number of Students with Fixed Term Exclusions (cumulative)
AUTHORITY All Boroughs
Data Source: Welfare Call
YEAR Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
Year R 0 0 0 0 0 0
Year 1 0 0 0 0 0 0
Year 2 0 0 1 1 1 1
Year 3 0 0 0 0 0 0
Year 4 1 1 1 1 1 1
Year 5 0 0 1 1 1 1
Year 6 0 0 0 0 1 1
Sub-Total Primary 1 1 3 3 4 4
Year 7 2 2 5 7 12 13
Year 8 1 2 3 6 6 7
Year 9 0 1 2 4 6 7
Year 10 1 2 6 8 10 10
Year 11 1 2 3 5 5 7
Sub-Total Secondary 5 9 19 30 39 44
Total 6 10 22 33 43 48
Cohort 301 305 307 306 317 328
Rate 2.0% 3.3% 7.2% 10.8% 13.6% 14.6%
Target 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0% 14.0%
2015/16 Rate 4.0% 12.0% 14.9% 15.0% 16.8% 17.3% 18.9% 20.0% 21.6% 20.7% 20.7% 19.8%
Autumn 2016/17 Spring 2016/17 Summer 2016/17
<return to CONTENTS>
Secondary
School
Primary
School
1 1 3 3 4 45
9
19
30
39
44
2.0%
3.3%
7.2%
10.8%
13.6%
14.6%
0
10
20
30
40
50
60
70
80
90
100
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
Number of Students with Fixed Term Exclusions (cumulative): All Boroughs
LAC > 1 Year
2015/16 Rate
Primary
Secondary
Rate
Target
Linear (Rate)
Location: C:UsersMaxAkisterDocumentsMJALinkedIn1702 VS Dashboard LAC over 1 Year (Feb-17) revised attainment page 8 of 17
9. XXX Virtual School Performance Dashboard
LAC > 1 Year
Correct as at: 11-Mar-17
LAC > 1 Year: Number of Students with Permanent Exclusions (cumulative)
AUTHORITY
Data Source: Welfare Call
YEAR Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
Year R 0 0 0 0 0 0
Year 1 0 0 0 0 0 0
Year 2 0 0 0 0 0 0
Year 3 0 0 0 0 0 0
Year 4 0 0 0 0 0 0
Year 5 0 0 0 0 0 0
Year 6 0 0 0 0 0 0
Sub-Total Primary 0 0 0 0 0 0
Year 7 0 0 0 0 0 0
Year 8 0 0 0 0 0 0
Year 9 0 0 0 1 1 1
Year 10 0 0 0 0 0 0
Year 11 0 0 0 0 0 0
Sub-Total Secondary 0 0 0 1 1 1
Total 0 0 0 1 1 1
Cohort 170 172 173 171 179 187
Rate 0.0% 0.0% 0.0% 0.6% 0.6% 0.5%
Target 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
2015/16 Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
LAC > 1 Year: Number of Students with Permanent Exclusions (cumulative)
AUTHORITY Out-of-Borough
Data Source: Welfare Call
YEAR Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
Year R 0 0 0 0 0 0
Year 1 0 0 0 0 0 0
Year 2 0 0 0 0 0 0
Year 3 0 0 0 0 0 0
Year 4 0 0 0 0 0 0
Year 5 0 0 0 0 0 0
Year 6 0 0 0 0 0 0
Sub-Total Primary 0 0 0 0 0 0
Year 7 0 0 0 0 0 0
Year 8 0 0 0 0 0 0
Year 9 0 0 0 0 0 0
Year 10 0 0 0 0 0 0
Year 11 0 0 0 0 0 0
Sub-Total Secondary 0 0 0 0 0 0
Total 0 0 0 0 0 0
Cohort 131 133 134 135 138 141
Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Target 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
2015/16 Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
LAC > 1 Year: Number of Students with Permanent Exclusions (cumulative)
AUTHORITY All Boroughs
Data Source: Welfare Call
YEAR Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
Year R 0 0 0 0 0 0
Year 1 0 0 0 0 0 0
Year 2 0 0 0 0 0 0
Year 3 0 0 0 0 0 0
Year 4 0 0 0 0 0 0
Year 5 0 0 0 0 0 0
Year 6 0 0 0 0 0 0
Sub-Total Primary 0 0 0 0 0 0
Year 7 0 0 0 0 0 0
Year 8 0 0 0 0 0 0
Year 9 0 0 0 1 1 1
Year 10 0 0 0 0 0 0
Year 11 0 0 0 0 0 0
Sub-Total Secondary 0 0 0 1 1 1
Total 0 0 0 1 1 1
Cohort 301 305 307 306 317 328
Rate 0.0% 0.0% 0.0% 0.3% 0.3% 0.3%
Target 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
2015/16 Rate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
Primary
School
In-Borough
Autumn 2016/17 Spring 2016/17 Summer 2016/17
5. EXCLUSIONS MONITORING (continued)
Secondary
School
<return to CONTENTS>
Autumn 2016/17 Spring 2016/17 Summer 2016/17
Autumn 2016/17 Spring 2016/17 Summer 2016/17
Secondary
School
Secondary
School
Primary
School
Primary
School
Location: C:UsersMaxAkisterDocumentsMJALinkedIn1702 VS Dashboard LAC over 1 Year (Feb-17) revised attainment page 9 of 17
10. XXX Virtual School Performance Dashboard
LAC > 1 Year
Correct as at: 11-Mar-17
LAC > 1 Year: Autumn 2016/17
AUTHORITY
YEAR Yes No (blank) Yes No (blank) Yes No (blank) Yes No (blank)
Year R N/A N/A N/A N/A N/A N/A N/A N/A N/A
Year 1 0.0% 0.0% 100.0% 0.0% 0.0% 100.0% 0.0% 0.0% 100.0%
Year 2 0.0% 0.0% 100.0% 0.0% 0.0% 100.0% 0.0% 0.0% 100.0%
Year 3 33.3% 0.0% 66.7% 0.0% 33.3% 66.7% 33.3% 0.0% 66.7%
Year 4 33.3% 0.0% 66.7% 33.3% 0.0% 66.7% 33.3% 0.0% 66.7%
Year 5 20.0% 0.0% 80.0% 20.0% 0.0% 80.0% 0.0% 20.0% 80.0%
Year 6 0.0% 0.0% 100.0% 0.0% 0.0% 100.0% 0.0% 0.0% 100.0%
Sub-Total Primary 14.3% 0.0% 85.7% 9.5% 4.8% 85.7% 9.5% 4.8% 85.7%
Year 7 100.0% 0.0% 0.0% 50.0% 50.0% 0.0%
Year 8 33.3% 16.7% 50.0% 33.3% 16.7% 50.0%
Year 9 14.3% 28.6% 57.1% 28.6% 14.3% 57.1%
Year 10 0.0% 60.0% 40.0% 30.0% 30.0% 40.0%
Year 11 0.0% 18.2% 81.8% 18.2% 0.0% 81.8%
Sub-Total Secondary 13.9% 30.6% 55.6% 27.8% 16.7% 55.6%
All 14.0% 19.3% 66.7% 27.8% 16.7% 55.6% 9.5% 4.8% 85.7% 9.5% 4.8% 85.7%
Summer 2015/16 38.0% 8.0% 54.0% 34.4% 3.1% 62.5% 50.0% 11.1% 38.9% 44.4% 16.7% 38.9%
LAC > 1 Year: Autumn 2016/17
AUTHORITY
YEAR Yes No (blank) Yes No (blank) Yes No (blank) Yes No (blank)
Year R N/A N/A N/A N/A N/A N/A N/A N/A N/A
Year 1 0.0% 0.0% 100.0% 0.0% 0.0% 100.0% 0.0% 0.0% 100.0%
Year 2 0.0% 0.0% 100.0% 0.0% 0.0% 100.0% 0.0% 0.0% 100.0%
Year 3 N/A N/A N/A N/A N/A N/A N/A N/A N/A
Year 4 33.3% 33.3% 33.3% 66.7% 0.0% 33.3% 66.7% 0.0% 33.3%
Year 5 0.0% 0.0% 100.0% 0.0% 0.0% 100.0% 0.0% 0.0% 100.0%
Year 6 0.0% 0.0% 100.0% 0.0% 0.0% 100.0% 0.0% 0.0% 100.0%
Sub-Total Primary 9.1% 9.1% 81.8% 15.4% 0.0% 84.6% 15.4% 0.0% 84.6%
Year 7 11.1% 0.0% 88.9% 0.0% 0.0% 100.0%
Year 8 37.5% 0.0% 62.5% 37.5% 0.0% 62.5%
Year 9 0.0% 18.2% 81.8% 9.1% 9.1% 81.8%
Year 10 40.0% 0.0% 60.0% 40.0% 0.0% 60.0%
Year 11 0.0% 0.0% 100.0% 0.0% 0.0% 100.0%
Sub-Total Secondary 13.0% 4.3% 82.6% 13.0% 2.2% 84.8%
All 11.9% 5.1% 83.1% 13.0% 2.2% 84.8% 15.4% 0.0% 84.6% 15.4% 0.0% 84.6%
Summer 2015/16 23.2% 7.2% 69.6% 21.4% 2.4% 76.2% 42.9% 0.0% 57.1% 35.7% 7.2% 57.1%
LAC > 1 Year: Autumn 2016/17
AUTHORITY
YEAR Yes No (blank) Yes No (blank) Yes No (blank) Yes No (blank)
Year R N/A N/A N/A N/A N/A N/A N/A N/A N/A
Year 1 0.0% 0.0% 100.0% 0.0% 0.0% 100.0% 0.0% 0.0% 100.0%
Year 2 0.0% 0.0% 100.0% 0.0% 0.0% 100.0% 0.0% 0.0% 100.0%
Year 3 33.3% 0.0% 66.7% 0.0% 33.3% 66.7% 33.3% 0.0% 66.7%
Year 4 33.3% 16.7% 50.0% 50.0% 0.0% 50.0% 50.0% 0.0% 50.0%
Year 5 14.3% 0.0% 85.7% 14.3% 0.0% 85.7% 0.0% 14.3% 85.7%
Year 6 0.0% 0.0% 100.0% 0.0% 0.0% 100.0% 0.0% 0.0% 100.0%
Sub-Total Primary 11.8% 2.9% 85.3% 11.8% 2.9% 85.3% 11.8% 2.9% 85.3%
Year 7 27.3% 0.0% 72.7% 9.1% 9.1% 81.8%
Year 8 35.7% 7.1% 57.1% 35.7% 7.1% 57.1%
Year 9 5.6% 22.2% 72.2% 16.7% 11.1% 72.2%
Year 10 13.3% 40.0% 46.7% 33.3% 20.0% 46.7%
Year 11 0.0% 8.3% 91.7% 8.3% 0.0% 91.7%
Sub-Total Secondary 13.4% 15.9% 70.7% 19.5% 8.5% 72.0%
All 12.9% 12.1% 75.0% 19.5% 8.5% 72.0% 11.8% 2.9% 85.3% 11.8% 2.9% 85.3%
Summer 2015/16 30.2% 7.5% 62.3% 27.0% 2.7% 70.3% 46.9% 6.2% 46.9% 40.6% 12.5% 46.9%
6. MAKING EXPECTED PROGRESS
English
Writing
Primary
School
Primary
School
Secondary
School
Secondary
School
Data Source: Questionnaire as
recorded by designated
teacher/school
Primary
School
Data Source: Questionnaire as
recorded by designated
teacher/school
Data Source: Questionnaire as
recorded by designated
teacher/school
In-Borough
Maths English
Out-of-Borough
Maths
Secondary
School
All Boroughs
Maths English
<return to CONTENTS>
Writing
Writing
Reading
Reading
Reading
Location: C:UsersMaxAkisterDocumentsMJALinkedIn1702 VS Dashboard LAC over 1 Year (Feb-17) revised attainment page 10 of 17
11. XXX Virtual School Performance Dashboard
LAC > 1 Year
Correct as at: 11-Mar-17
LAC > 1 Year: Feb-17
AUTHORITY
Data Source: Virtual School Portal
SEN
Status
None Statement
School Action
Plus
SEN
Support
School Action
EHC
Plan
Year R 3 1 0 1 0 1
Year 1 2 0 0 0 0 1
Year 2 2 1 0 2 1 0
Year 3 6 2 1 2 1 4
Year 4 6 1 0 1 0 5
Year 5 8 3 0 4 1 5
Year 6 7 1 0 2 1 6
Primary 34 9 1 12 4 22
Rate 41.5% 11.0% 1.2% 14.6% 4.9% 26.8%
Year 7 11 3 1 2 0 4
Year 8 4 2 0 1 0 4
Year 9 4 1 0 0 1 8
Year 10 12 4 0 4 1 4
Year 11 13 7 0 4 2 8
Secondary 44 17 1 11 4 28
Rate 41.9% 16.2% 1.0% 10.5% 3.8% 26.7%
Total 78 26 2 23 8 50
Rate 41.7% 13.9% 1.1% 12.3% 4.3% 26.7%
LAC > 1 Year: Feb-17
AUTHORITY
Data Source: Virtual School Portal
SEN
Status
None Statement
School Action
Plus
SEN
Support
School Action
EHC
Plan
Year R 0 0 0 0 0 1
Year 1 0 0 0 0 0 0
Year 2 1 1 0 1 0 1
Year 3 1 0 0 1 0 1
Year 4 0 0 0 1 0 0
Year 5 2 2 0 2 0 5
Year 6 1 1 0 1 1 3
Primary 5 4 0 6 1 11
Rate 18.5% 14.8% 0.0% 22.2% 3.7% 40.7%
Year 7 4 2 1 2 0 7
Year 8 7 3 0 5 1 10
Year 9 8 1 1 5 1 7
Year 10 11 3 2 5 0 9
Year 11 4 1 0 7 0 7
Secondary 34 10 4 24 2 40
Rate 29.8% 8.8% 3.5% 21.1% 1.8% 35.1%
Total 39 14 4 30 3 51
Rate 27.7% 9.9% 2.8% 21.3% 2.1% 36.2%
LAC > 1 Year: Feb-17
AUTHORITY
Data Source: Virtual School Portal
SEN
Status
None Statement
School Action
Plus
SEN
Support
School Action
EHC
Plan
Year R 3 1 0 1 0 2
Year 1 2 0 0 0 0 1
Year 2 3 2 0 3 1 1
Year 3 7 2 1 3 1 5
Year 4 6 1 0 2 0 5
Year 5 10 5 0 6 1 10
Year 6 8 2 0 3 2 9
Primary 39 13 1 18 5 33
Rate 35.8% 11.9% 0.9% 16.5% 4.6% 30.3%
Year 7 15 5 2 4 0 11
Year 8 11 5 0 6 1 14
Year 9 12 2 1 5 2 15
Year 10 23 7 2 9 1 13
Year 11 17 8 0 11 2 15
Secondary 78 27 5 35 6 68
Rate 35.6% 12.3% 2.3% 16.0% 2.7% 31.1%
Total 117 40 6 53 11 101
Rate 35.7% 12.2% 1.8% 16.2% 3.4% 30.8%
Sub-Total
Sub-Total
Sub-Total
Sub-Total
Primary
School
Primary
School
Primary
School
Sub-Total
Secondary
School
In-Borough
Out-of-Borough
All Boroughs
7. SEN SNAPSHOT
Sub-Total
<return to CONTENTS>
Secondary
School
Secondary
School
41.7%
13.9%
1.1%
12.3%4.3%
26.7%
SEN Status: In-Borough
LAC > 1 Year
None
Statement
School Action Plus
SEN
Support
School Action
EHC
Plan
27.7%
9.9%
2.8%
21.3%
2.1%
36.2%
SEN Status: Out-of-Borough
LAC > 1 Year
None
Statement
School Action Plus
SEN
Support
School Action
35.7%
12.2%
1.8%
16.2%
3.4%
30.8%
SEN Status: All Boroughs
LAC > 1 Year
None
Statement
School Action Plus
SEN
Support
School Action
Location: C:UsersMaxAkisterDocumentsMJALinkedIn1702 VS Dashboard LAC over 1 Year (Feb-17) revised attainment page 11 of 17
12. XXX Virtual School Performance Dashboard
LAC > 1 Year
Correct as at: 11-Mar-17
LAC > 1 Year: PEP in Last 6 Months
AUTHORITY
Data Source: Care First - Report Manager Portal
YEAR Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
Year R 0.0% 74.3% 88.9% 90.6% 87.6% 96.7%
Year 1 99.8% 99.8% 97.3% 95.1% 90.6% 93.1%
Year 2 100.0% 100.0% 95.1% 94.3% 89.3% 92.4%
Year 3 100.0% 100.0% 100.0% 74.9% 73.2% 88.7%
Year 4 100.0% 100.0% 100.0% 98.3% 93.6% 93.8%
Year 5 100.0% 100.0% 97.1% 91.3% 90.1% 91.3%
Year 6 100.0% 95.3% 91.3% 88.2% 85.2% 97.1%
Sub-Total Primary 91.7% 92.3% 93.8% 90.8% 88.6% 96.9%
Year 7 80.0% 88.1% 90.4% 76.2% 74.9% 88.4%
Year 8 100.0% 100.0% 100.0% 85.1% 79.1% 90.1%
Year 9 100.0% 100.0% 100.0% 100.0% 85.3% 93.6%
Year 10 62.5% 76.9% 88.1% 84.2% 80.7% 87.1%
Year 11 90.0% 92.1% 92.3% 90.8% 85.3% 92.3%
Sub-Total Secondary 84.8% 89.6% 91.0% 85.1% 81.1% 89.7%
Total 148 156 159 153 149 176
Cohort 170 172 173 171 179 187
Rate 87.1% 90.7% 91.9% 89.5% 83.2% 94.1%
Target 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0%
2015/16 Rate 91.3% 91.5% 93.8% 95.7% 91.8% 98.0% 96.0% 90.6% 77.4% 94.7% 98.2% 90.3%
LAC > 1 Year: PEP in Last 6 Months
AUTHORITY Out-of-Borough
Data Source: Care First - Report Manager Portal
YEAR Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
Year R N/A N/A 100.0% 100.0% 99.3% 97.6%
Year 1 N/A N/A N/A N/A N/A N/A
Year 2 100.0% 100.0% 99.6% 95.1% 96.1% 97.4%
Year 3 100.0% 100.0% 100.0% 98.4% 100.0% 100.0%
Year 4 N/A N/A N/A 100.0% 100.0% 100.0%
Year 5 100.0% 100.0% 99.7% 98.2% 99.4% 100.0%
Year 6 100.0% 98.2% 98.7% 98.1% 98.7% 100.0%
Sub-Total Primary 100.0% 99.7% 98.1% 97.3% 98.8% 99.1%
Year 7 100.0% 95.1% 93.2% 90.8% 91.2% 90.4%
Year 8 55.6% 75.3% 88.1% 87.3% 85.6% 88.1%
Year 9 87.5% 90.8% 89.3% 88.4% 87.3% 89.6%
Year 10 63.6% 82.9% 88.7% 88.6% 84.9% 90.2%
Year 11 100.0% 91.4% 93.5% 91.0% 97.6% 93.1%
Sub-Total Secondary 76.3% 83.9% 89.4% 87.1% 86.5% 87.6%
Total 107 116 125 124 129 131
Cohort 131 133 134 135 138 141
Rate 81.7% 87.2% 93.3% 91.9% 93.5% 92.9%
Target 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0%
2015/16 Rate 90.6% 92.5% 92.5% 90.6% 92.3% 90.7% 83.9% 71.9% 62.1% 81.4% 83.1% 83.1%
8. PEP MONITORING
Autumn 2016/17 Spring 2016/17 Summer 2016/17
Autumn 2016/17 Spring 2016/17 Summer 2016/17
Secondary
School
Secondary
School
Primary
School
Primary
School
In-Borough
87.1%
90.7%
91.9%
89.5%
83.2%
94.1%
75.0%
80.0%
85.0%
90.0%
95.0%
100.0%
Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
PEP Completion (< 6 months): In-Borough
LAC > 1 Year
2015/16 Rate
Primary
Secondary
All
Target
Linear (All)
81.7%
87.2%
93.3%
91.9%
93.5% 92.9%
60.0%
65.0%
70.0%
75.0%
80.0%
85.0%
90.0%
95.0%
100.0%
105.0%
Sep-16 Oct-16 Nov-16 Dec-16 Jan-17 Feb-17 Mar-17 Apr-17 May-17 Jun-17 Jul-17 Aug-17
PEP Completion (< 6 months): Out-of-Borough
LAC > 1 Year
2015/16 Rate
Primary
Secondary
All
Target
Linear (All)
Location: C:UsersMaxAkisterDocumentsMJALinkedIn1702 VS Dashboard LAC over 1 Year (Feb-17) revised attainment page 12 of 17
13. XXX Virtual School Performance Dashboard
LAC > 1 Year
Correct as at: 11-Mar-17
LAC > 1 Year: PEP in Last 6 Months
AUTHORITY All Boroughs
Data Source: Care First - Report Manager Portal
YEAR Sep-15 Oct-15 Nov-15 Dec-15 Jan-16 Feb-16 Mar-16 Apr-16 May-16 Jun-16 Jul-16 Aug-16
Year R 0.0% 74.3% 94.5% 95.3% 93.5% 97.2%
Year 1 99.8% 99.8% 97.3% 95.1% 90.6% 93.1%
Year 2 100.0% 100.0% 97.4% 94.7% 92.7% 94.9%
Year 3 100.0% 100.0% 100.0% 86.7% 86.6% 94.4%
Year 4 100.0% 100.0% 100.0% 99.2% 96.8% 96.9%
Year 5 100.0% 100.0% 98.4% 94.8% 94.8% 95.7%
Year 6 100.0% 96.8% 95.0% 93.2% 92.0% 98.6%
Sub-Total Primary 95.8% 96.0% 96.0% 94.1% 93.7% 98.0%
Year 7 90.0% 91.6% 91.8% 83.5% 83.1% 89.4%
Year 8 77.8% 87.7% 94.1% 86.2% 82.4% 89.1%
Year 9 93.8% 95.4% 94.7% 94.2% 86.3% 91.6%
Year 10 63.1% 79.9% 88.4% 86.4% 82.8% 88.7%
Year 11 95.0% 91.8% 92.9% 90.9% 91.5% 92.7%
Sub-Total Secondary 80.6% 86.8% 90.2% 86.1% 83.8% 88.7%
Total 255 272 284 277 278 307
Cohort 301 305 307 306 317 328
Rate 84.7% 89.2% 92.5% 90.5% 87.7% 93.6%
Target 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0% 90.0%
2015/16 Rate 90.9% 92.0% 93.1% 93.0% 92.1% 94.2% 89.6% 80.9% 69.4% 87.9% 90.5% 86.8%
<return to CONTENTS>
Autumn 2016/17
Secondary
School
Spring 2016/17 Summer 2016/17
Primary
School
84.7%
89.2%
92.5%
90.5%
87.7%
93.6%
65.0%
70.0%
75.0%
80.0%
85.0%
90.0%
95.0%
100.0%
105.0%
Sep-15 Oct-15 Nov-15 Dec-15 Jan-16 Feb-16 Mar-16 Apr-16 May-16 Jun-16 Jul-16 Aug-16
PEP Completion (< 6 months): All Boroughs
LAC > 1 Year
2015/16 Rate
Primary
Secondary
All
Target
Linear (All)
Location: C:UsersMaxAkisterDocumentsMJALinkedIn1702 VS Dashboard LAC over 1 Year (Feb-17) revised attainment page 13 of 17
14. XXX Virtual School Performance Dashboard
LAC > 1 Year
Correct as at: 11-Mar-17
LAC > 1 Year: Summer 2016
AUTHORITY
Data Source: NCER KEYPAS
Year R 7 100.0%
Year 1 12 100.0%
Year 2 11 63.6% 72.7% 63.6% 63.6% 54.5%
Year 3
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Year 11
Summer 2015 8 100.0% 9 100.0% - - - - - -
Year R
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6 15 46.7% 53.3% 53.3% 46.7% 46.7% 33.3%
Year 7
Year 8
Year 9
Year 10
Year 11 31 19.4% 51.6% 9.7% 22.6%
Summer 2015 - - - - - - - 24 - 14.3%
LAC > 1 Year: Summer 2016
AUTHORITY
Data Source: NCER KEYPAS
Year R 5 88.3%
Year 1 7 100.0%
Year 2 5 60.0% 60.0% 100.0% 100.0% 60.0%
Year 3
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Year 11
Summer 2015 4 100.0% 4 50.0% - - - - - -
Year R
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6 17 58.8% 11.8% 23.5% 23.5% 47.1% 17.6%
Year 7
Year 8
Year 9
Year 10
Year 11 40 10.0% 22.5% 17.5% 7.5%
Summer 2015 - - - - - - - 21 - 14.3%28.6%
KS2 Attainment KS 4 Attainment
Reading
SSExp+
Writing
TA EXS+
GPS SS
Exp+
Maths SS
Exp+
Science EXS
RWM Test
Exp+
Cohort
A*-C GCSE
E&M
Cohort
English
Literature
Maths
Primary
School
English
Literature
English
Language
Science
EXS
Primary
School
YR 1 Phonics
Cohort
Year
Group
Secondary
School
Year
Group
Primary
School
KS1 Attainment
RWM
EXS+
KS2 Attainment KS 4 Attainment
Reading
SSExp+
Writing
TA EXS+
GPS SS
Exp+
Maths
50.0%
Writing
EXS+
Maths
EXS+
RWM
EXS+
Maths SS
Exp+
Science EXS
RWM Test
Exp+
Cohort
A*-C GCSE
E&M
Primary
School
Cohort
Secondary
School
Year
Group
Out-of-Borough
Science
EXS
Cohort GLD Cohort Working At
Secondary
School
Secondary
School
EYFS YR 1 Phonics
Cohort
Cohort GLD Cohort Working At
English
Language
EYFS
Reading
EXS+
9. ATTAINMENT SNAPSHOT - based on available results only
Reading
EXS+
Writing
EXS+
Maths
EXS+
Year
Group
In-Borough
KS1 Attainment
Location: C:UsersMaxAkisterDocumentsMJALinkedIn1702 VS Dashboard LAC over 1 Year (Feb-17) revised attainment page 14 of 17
15. XXX Virtual School Performance Dashboard
LAC > 1 Year
Correct as at: 11-Mar-17
LAC > 1 Year: Summer 2016
AUTHORITY
Data Source: NCER KEYPAS
Year R 12 94.2%
Year 1 19 100.0%
Year 2 16 61.8% 66.4% 81.8% 81.8% 57.3%
Year 3
Year 4
Year 5
Year 6
Year 7
Year 8
Year 9
Year 10
Year 11
Summer 2015 12 100.0% 13 75.0% - - - - - -
Year R
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6 32 52.7% 32.5% 38.4% 35.1% 46.9% 25.5%
Year 7
Year 8
Year 9
Year 10
Year 11 71 14.7% 37.1% 13.6% 15.0%
Summer 2015 - - - - - - - 45 - 14.3%39.3%
KS2 Attainment KS 4 Attainment
Reading
SSExp+
Writing
TA EXS+
GPS SS
Exp+
Maths SS
Exp+
Science EXS
RWM Test
Exp+
Cohort
A*-C GCSE
E&M
All Boroughs
Secondary
School
Year
Group
EYFS YR 1 Phonics
Maths
Cohort
Secondary
School
Year
Group
Cohort
English
Language
English
Literature
Primary
School
KS1 Attainment
RWM
EXS+
Cohort GLD Cohort Reading
EXS+
Writing
EXS+
Maths
EXS+
Working At
Primary
School
Science
EXS
<return to CONTENTS>
Location: C:UsersMaxAkisterDocumentsMJALinkedIn1702 VS Dashboard LAC over 1 Year (Feb-17) revised attainment page 15 of 17
16. XXX Virtual School Performance Dashboard
LAC > 1 Year
Correct as at: 11-Mar-17
All LAC as at month-end: Feb-17
AUTHORITY
Data Source: Virtual School Portal
Recorded
Ethnicity
ABAN -
Bangladeshi
AOTH - Any
other Asian
background
BAFR - African
BOTH - Any
other Black
background
CHNE -
Chinese
MOTH - Any
other Mixed
background
MWBA -
White/Black
African
MWBC -
White/Black
Caribbean
NOBT -
Information
not obtained
OOTH - Any
other Ethnic
group
WBRI - British
White
WOTH -
Anyother
White
background
Year R 1 0 0 1 0 0 0 0 0 0 4 0
Year 1 0 0 0 0 0 0 0 0 0 0 3 0
Year 2 0 0 0 0 0 1 0 0 1 0 4 0
Year 3 0 1 0 1 0 1 1 0 0 2 8 0
Year 4 0 1 2 0 1 0 0 2 1 0 6 0
Year 5 3 1 0 0 1 1 0 2 0 0 11 2
Year 6 2 0 0 0 1 1 0 2 0 2 9 0
Primary 6 3 2 2 3 4 1 6 2 4 45 2
Rate 7.5% 3.8% 2.5% 2.5% 3.8% 5.0% 1.3% 7.5% 2.5% 5.0% 56.3% 2.5%
Year 7 4 0 1 0 2 0 0 1 3 0 8 2
Year 8 2 0 0 1 0 1 3 0 0 1 3 0
Year 9 0 1 0 2 1 0 0 1 2 0 7 0
Year 10 3 0 1 2 1 0 2 1 1 2 11 1
Year 11 3 1 1 1 3 1 2 2 3 1 15 1
Secondary 12 2 3 6 7 2 7 5 9 4 44 4
Rate 11.4% 1.9% 2.9% 5.7% 6.7% 1.9% 6.7% 4.8% 8.6% 3.8% 41.9% 3.8%
Total 18 5 5 8 10 6 8 11 11 8 89 6
Rate 9.7% 2.7% 2.7% 4.3% 5.4% 3.2% 4.3% 5.9% 5.9% 4.3% 48.1% 3.2%
AUTHORITY
Data Source: Virtual School Portal
Recorded
Ethnicity
ABAN -
Bangladeshi
AOTH - Any
other Asian
background
BAFR - African
BOTH - Any
other Black
background
CHNE -
Chinese
MOTH - Any
other Mixed
background
MWBA -
White/Black
African
MWBC -
White/Black
Caribbean
NOBT -
Information
not obtained
OOTH - Any
other Ethnic
group
WBRI - British
White
WOTH -
Anyother
White
background
Year R 0 0 0 0 0 0 0 0 0 0 1 0
Year 1 0 0 0 0 0 0 0 0 0 0 0 0
Year 2 0 0 0 0 0 0 0 0 1 0 3 0
Year 3 0 1 0 0 0 1 0 0 0 0 1 0
Year 4 0 0 0 0 0 0 1 0 0 0 0 0
Year 5 0 0 1 0 1 0 0 0 0 1 7 1
Year 6 2 0 0 1 0 0 0 1 0 0 3 0
Primary 2 1 1 1 1 1 1 1 1 1 15 1
Rate 7.4% 3.7% 3.7% 3.7% 3.7% 3.7% 3.7% 3.7% 3.7% 3.7% 55.6% 3.7%
Year 7 1 1 2 0 1 0 0 0 3 0 8 0
Year 8 0 0 0 1 0 0 2 2 4 2 14 1
Year 9 1 0 2 0 1 1 1 2 4 1 9 1
Year 10 1 2 3 1 2 3 1 1 1 1 12 2
Year 11 0 0 2 0 0 1 1 2 5 0 7 1
Secondary 3 3 9 2 4 5 5 7 17 4 50 5
Rate 2.6% 2.6% 7.9% 1.8% 3.5% 4.4% 4.4% 6.1% 14.9% 3.5% 43.9% 4.4%
Total 5 4 10 3 5 6 6 8 18 5 65 6
Rate 3.5% 2.8% 7.1% 2.1% 3.5% 4.3% 4.3% 5.7% 12.8% 3.5% 46.1% 4.3%
Sub-Total
Secondary
School
Sub-Total
10. ETHNICITY SNAPSHOT
In-Borough
Primary
School
Sub-Total
Secondary
School
Sub-Total
Out-of-Borough
Primary
School
9.7% 2.7%
2.7%
4.3%
5.4%
3.2%
4.3%
5.9%
5.9%
4.3%
48.1%
3.2%
Recorded Ethnicity: In-Borough
All LAC
ABAN - Bangladeshi
AOTH - Any other Asian background
BAFR - African
BOTH - Any other Black background
CHNE - Chinese
MOTH - Any other Mixed background
MWBA - White/Black African
MWBC - White/Black Caribbean
NOBT - Information not obtained
OOTH - Any other Ethnic group
WBRI - British White
WOTH - Anyother White background
Location: C:UsersMaxAkisterDocumentsMJALinkedIn1702 VS Dashboard LAC over 1 Year (Feb-17) revised attainment page 16 of 17
17. XXX Virtual School Performance Dashboard
LAC > 1 Year
Correct as at: 11-Mar-17
AUTHORITY
Data Source: Virtual School Portal
Recorded
Ethnicity
ABAN -
Bangladeshi
AOTH - Any
other Asian
background
BAFR - African
BOTH - Any
other Black
background
CHNE -
Chinese
MOTH - Any
other Mixed
background
MWBA -
White/Black
African
MWBC -
White/Black
Caribbean
NOBT -
Information
not obtained
OOTH - Any
other Ethnic
group
WBRI - British
White
WOTH -
Anyother
White
background
Year R 1 0 0 1 0 0 0 0 0 0 5 0
Year 1 0 0 0 0 0 0 0 0 0 0 3 0
Year 2 0 0 0 0 0 1 0 0 2 0 7 0
Year 3 0 2 0 1 0 2 1 0 0 2 9 0
Year 4 0 1 2 0 1 0 1 2 1 0 6 0
Year 5 3 1 1 0 2 1 0 2 0 1 18 3
Year 6 4 0 0 1 1 1 0 3 0 2 12 0
Primary 8 4 3 3 4 5 2 7 3 5 60 3
Rate 7.5% 3.7% 2.8% 2.8% 3.7% 4.7% 1.9% 6.5% 2.8% 4.7% 56.1% 2.8%
Year 7 5 1 3 0 3 0 0 1 6 0 16 2
Year 8 2 0 0 2 0 1 5 2 4 3 17 1
Year 9 1 1 2 2 2 1 1 3 6 1 16 1
Year 10 4 2 4 3 3 3 3 2 2 3 23 3
Year 11 3 1 3 1 3 2 3 4 8 1 22 2
Secondary 15 5 12 8 11 7 12 12 26 8 94 9
Rate 6.8% 2.3% 5.5% 3.7% 5.0% 3.2% 5.5% 5.5% 11.9% 3.7% 42.9% 4.1%
Total 23 9 15 11 15 12 14 19 29 13 154 12
Rate 7.1% 2.8% 4.6% 3.4% 4.6% 3.7% 4.3% 5.8% 8.9% 4.0% 47.2% 3.7%
<return to CONTENTS>
All Boroughs
Primary
School
Sub-Total
Secondary
School
Sub-Total
3.5%
2.8%
7.1%
2.1%
3.5%
4.3%
4.3%
5.7%
12.8%
3.5%
46.1%
4.3%
Recorded Ethnicity: Out-of-Borough
All LAC
ABAN - Bangladeshi
AOTH - Any other Asian background
BAFR - African
BOTH - Any other Black background
CHNE - Chinese
MOTH - Any other Mixed background
MWBA - White/Black African
MWBC - White/Black Caribbean
NOBT - Information not obtained
OOTH - Any other Ethnic group
WBRI - British White
WOTH - Anyother White background
7.1%
2.8%
4.6% 3.4%
4.6%
3.7%
4.3%
5.8%
8.9%
4.0%
47.2%
3.7%
Recorded Ethnicity: All Boroughs
All LAC
ABAN - Bangladeshi
AOTH - Any other Asian background
BAFR - African
BOTH - Any other Black background
CHNE - Chinese
MOTH - Any other Mixed background
MWBA - White/Black African
MWBC - White/Black Caribbean
NOBT - Information not obtained
OOTH - Any other Ethnic group
WBRI - British White
WOTH - Anyother White background
Location: C:UsersMaxAkisterDocumentsMJALinkedIn1702 VS Dashboard LAC over 1 Year (Feb-17) revised attainment page 17 of 17