Over a three-year period, Winnetka D36 students generally scored lower than students in other New Trier feeder districts and below the independent school norm on the ERB test in all subject areas. Specifically, Winnetka had a lower percentage of students scoring above average in verbal reasoning, reading comprehension, quantitative reasoning, and mathematics compared to other districts and the norm. Winnetka also lagged in the percentage of top scoring students in the ninth stanine across subjects.
The data in this presentation is publicly available information about Winnetka District 36 schools. We urge residents to attend School Board meetings to demonstrate concern, demand improvement and hold our administrators accountable for high-quality schools.
The next School Board meeting is:
Tuesday, February 22 at 7:15 at Washburne
Reporting on public education too often subscribes to the “if it bleeds, it leads” school of journalism. Yet good things are happening in our schools every day. Here, CPE shares our Top 10 list of good things happening in public education, though it’s far from an exhaustive list.
The data in this presentation is publicly available information about Winnetka District 36 schools. We urge residents to attend School Board meetings to demonstrate concern, demand improvement and hold our administrators accountable for high-quality schools.
The next School Board meeting is:
Tuesday, February 22 at 7:15 at Washburne
Reporting on public education too often subscribes to the “if it bleeds, it leads” school of journalism. Yet good things are happening in our schools every day. Here, CPE shares our Top 10 list of good things happening in public education, though it’s far from an exhaustive list.
Fredericksburg Academy Parent Meeting 2015bhunsinger
This is a presentation delivered by Fredericksburg Academy Head of School Karen Moschetto to FA parents in February 2015. It shares the feedback provided by parents in our 2014-2015 FA Parent Survey, updates the school's progress on the Strategic Plan, and puts Fredericksburg Academy in context by providing statistics about independent schools in Virginia and the U.S.
I just had the opportunity of presenting at the inaugural 'World Congress on Access to Post-Secondary Education' in Montreal. It was my first attempt at a synthesis of four projects that the Pearson Think Tank is involved in; on rising tuition fees, school-based careers guidance, university admissions and open education data. In different ways all of these projects explore the 'wicked problem' (complex, evolving and interdependent) of fair access to higher education.
The work highlights three of the common barriers that restrict fair access to higher education;
1) Information asymmetry
2) Unequal distribution of resources
3) Variable and sometimes unequal access
As well as three potential solutions that have been developed over the course of the projects:
1) Deliver truly personalised information and support
2) Develop sustainable local learning ecosystems
3) Make appropriate use of open data
This is an emerging strand of thinking so please do share your feedback.
Breaking Down the "Surveying the Military" ReportEdChoice
Our survey of military servicemembers, veterans and their spouses is the first of its kind and methodology to delve deeper this important population's thoughts on K–12 education in America. This new research aims to help policymakers and the public better understand military families' perspectives on school choice policies, the military profession and more. Click through to get the key findings, complete with critical data you should know.
To download the full report, visit www.edchoice.org/Military Survey.
Choice Watch Presentation for Magnet Schools of America National Conference -...rocotto
Part 1 of Presentation Entitled, "Who Chooses Magnet Schools and How? Findings from Three Studies in Hartford, CT.
Robert Cotto, Jr., Hartford Board of Education, Elected Member
“Choice Watch” – CT School Choice Enrollment Data.
Commuting Concerns & Transporting K-12 School Choice StudentsEdChoice
We combined the key findings from two of our 2020 research reports evaluating families' concerns with transporting their kids to school and which state transportation laws support (or lack support for) school choice students.
Family and school are nowadays the contexts of development and education par excellence. The importance that these educational environments have on the development of children and the relationships established between the family and school are crucial in the development of children.
The aim of the research was to study how and what occurs here understand how the first transition, the transition from the home environment to education. The term transition is used in sociology to describe any significant movement either in the school setting (the move from kindergarten to primary education, primary to secondary education or high school to college would also be valid examples) or in other areas of peoples life (like the school to work transition). In particular, the transition from home to school environment is an important milestone in the life of people as is also linked to other maturational stages and life events such as the development of autonomy and socialization with other significant.
Therefore the transition from the home environment to the school system is an important event both for individuals and for families. The growing diversification of early age (0-3 years) care facilities on the one hand, and the (often) strong link of these facilities to the further education track on the other hand mean that parents have more choice but also responsibility regarding the education of their children (Fernandez Esquinas, 2004). Moreover, many of these decisions have to be taken already by choosing the early care center. These choices are, however, conditioned by various social factors such as economic, social and cultural resources of the families (Glaesser and Cooper, 2013; Olmedo and Santa Cruz, 2011; ).
The current study aims at understanding the role of family diversity in shaping their selection of external care facilities or kindergarten. Te central research questions of the study are: in which grounds do families differ in choosing kindergarten? And if so, do those differences relate to specific parental profiles?
The study analyses original data coming from the project "Parental Models and Educational Demands" and was collected through 18 early care centers and compiled data from families that have enrolled their children (0-3 years old) in early day care centers or kindergarten in the city of Valencia, Spain. In the study 250 families participated in answering a questionnaire and providing information about their parenting styles and educational demands.
President Donald Trump’s nomination of philanthropist and education advocate Betsy DeVos for Secretary of Education thrust Michigan education into the national spotlight. Because DeVos doesn’t have a track record as a government official or school system leader, her work in Michigan on education issues provides some of the only information about her track record and what she might do as Secretary. Yet, DeVos’ critics and her boosters alike are making a variety of claims about Michigan that are confusing and contradictory.
To help clarify some of these questions, a new analysis from Bellwether Education Partners provides a comprehensive look at the education policy landscape in Michigan.
Presentation given at Gendered dimensions of migration: Material and social outcomes of South-South migration. 30 June - 2 July 2015 at the Asia Research Institute, National University of Singapore http://migratingoutofpoverty.dfid.gov.uk/research/womenandchildren/gendered_dimensions
The School Voucher Audit: Do Publicly Funded Private School Choice Programs S...EdChoice
Today, the Friedman Foundation released a one-of-a-kind fiscal assessment that covers the operational life spans of school voucher programs. What fiscal effects do vouchers have on states, schools, and taxpayers?
In it, Jeff Spalding, our director of fiscal policy and analysis, addressed the following questions:
-What is the proper way to measure school vouchers' fiscal impact?
-Why are the fiscal effects of voucher programs so often misunderstood?
-What are the annual and long-term fiscal impacts of school vouchers?
2018 First 5 California Summit Presentation: Narrowing the Kindergarten Readi...appliedsurveyresearch
Representatives from ASR, First 5 Santa Clara, the Alum Rock Union Elementary School District, and SOMOS Mayfair, presented on a prenatal to third grade initiative launched in the Alum Rock neighborhood of East San Jose.
A First Look at Trends and Bright Spots in St. Louis School Performance Post...The Opportunity Trust
In partnership with Exponent Education, a highly regarded education data group, you are invited to a discussion on the recently released state education data – our first look at how children and schools are doing post-pandemic.
A First Look at Trends and Bright Spots in St. Louis School Performance Post...The Opportunity Trust
In partnership with Exponent Education, a highly regarded education data group, you are invited to a discussion on the recently released state education data – our first look at how children and schools are doing post-pandemic.
The Connecticut Coalition for Achievement Now (ConnCAN) has provided an in-depth analysis of state and district level results that includes a breakdown of results by student group, provides a look into the performance of the state’s five largest districts, and highlights standout districts that are exceeding the state average performance for Connecticut’s students of color and low-income students.
Fredericksburg Academy Parent Meeting 2015bhunsinger
This is a presentation delivered by Fredericksburg Academy Head of School Karen Moschetto to FA parents in February 2015. It shares the feedback provided by parents in our 2014-2015 FA Parent Survey, updates the school's progress on the Strategic Plan, and puts Fredericksburg Academy in context by providing statistics about independent schools in Virginia and the U.S.
I just had the opportunity of presenting at the inaugural 'World Congress on Access to Post-Secondary Education' in Montreal. It was my first attempt at a synthesis of four projects that the Pearson Think Tank is involved in; on rising tuition fees, school-based careers guidance, university admissions and open education data. In different ways all of these projects explore the 'wicked problem' (complex, evolving and interdependent) of fair access to higher education.
The work highlights three of the common barriers that restrict fair access to higher education;
1) Information asymmetry
2) Unequal distribution of resources
3) Variable and sometimes unequal access
As well as three potential solutions that have been developed over the course of the projects:
1) Deliver truly personalised information and support
2) Develop sustainable local learning ecosystems
3) Make appropriate use of open data
This is an emerging strand of thinking so please do share your feedback.
Breaking Down the "Surveying the Military" ReportEdChoice
Our survey of military servicemembers, veterans and their spouses is the first of its kind and methodology to delve deeper this important population's thoughts on K–12 education in America. This new research aims to help policymakers and the public better understand military families' perspectives on school choice policies, the military profession and more. Click through to get the key findings, complete with critical data you should know.
To download the full report, visit www.edchoice.org/Military Survey.
Choice Watch Presentation for Magnet Schools of America National Conference -...rocotto
Part 1 of Presentation Entitled, "Who Chooses Magnet Schools and How? Findings from Three Studies in Hartford, CT.
Robert Cotto, Jr., Hartford Board of Education, Elected Member
“Choice Watch” – CT School Choice Enrollment Data.
Commuting Concerns & Transporting K-12 School Choice StudentsEdChoice
We combined the key findings from two of our 2020 research reports evaluating families' concerns with transporting their kids to school and which state transportation laws support (or lack support for) school choice students.
Family and school are nowadays the contexts of development and education par excellence. The importance that these educational environments have on the development of children and the relationships established between the family and school are crucial in the development of children.
The aim of the research was to study how and what occurs here understand how the first transition, the transition from the home environment to education. The term transition is used in sociology to describe any significant movement either in the school setting (the move from kindergarten to primary education, primary to secondary education or high school to college would also be valid examples) or in other areas of peoples life (like the school to work transition). In particular, the transition from home to school environment is an important milestone in the life of people as is also linked to other maturational stages and life events such as the development of autonomy and socialization with other significant.
Therefore the transition from the home environment to the school system is an important event both for individuals and for families. The growing diversification of early age (0-3 years) care facilities on the one hand, and the (often) strong link of these facilities to the further education track on the other hand mean that parents have more choice but also responsibility regarding the education of their children (Fernandez Esquinas, 2004). Moreover, many of these decisions have to be taken already by choosing the early care center. These choices are, however, conditioned by various social factors such as economic, social and cultural resources of the families (Glaesser and Cooper, 2013; Olmedo and Santa Cruz, 2011; ).
The current study aims at understanding the role of family diversity in shaping their selection of external care facilities or kindergarten. Te central research questions of the study are: in which grounds do families differ in choosing kindergarten? And if so, do those differences relate to specific parental profiles?
The study analyses original data coming from the project "Parental Models and Educational Demands" and was collected through 18 early care centers and compiled data from families that have enrolled their children (0-3 years old) in early day care centers or kindergarten in the city of Valencia, Spain. In the study 250 families participated in answering a questionnaire and providing information about their parenting styles and educational demands.
President Donald Trump’s nomination of philanthropist and education advocate Betsy DeVos for Secretary of Education thrust Michigan education into the national spotlight. Because DeVos doesn’t have a track record as a government official or school system leader, her work in Michigan on education issues provides some of the only information about her track record and what she might do as Secretary. Yet, DeVos’ critics and her boosters alike are making a variety of claims about Michigan that are confusing and contradictory.
To help clarify some of these questions, a new analysis from Bellwether Education Partners provides a comprehensive look at the education policy landscape in Michigan.
Presentation given at Gendered dimensions of migration: Material and social outcomes of South-South migration. 30 June - 2 July 2015 at the Asia Research Institute, National University of Singapore http://migratingoutofpoverty.dfid.gov.uk/research/womenandchildren/gendered_dimensions
The School Voucher Audit: Do Publicly Funded Private School Choice Programs S...EdChoice
Today, the Friedman Foundation released a one-of-a-kind fiscal assessment that covers the operational life spans of school voucher programs. What fiscal effects do vouchers have on states, schools, and taxpayers?
In it, Jeff Spalding, our director of fiscal policy and analysis, addressed the following questions:
-What is the proper way to measure school vouchers' fiscal impact?
-Why are the fiscal effects of voucher programs so often misunderstood?
-What are the annual and long-term fiscal impacts of school vouchers?
2018 First 5 California Summit Presentation: Narrowing the Kindergarten Readi...appliedsurveyresearch
Representatives from ASR, First 5 Santa Clara, the Alum Rock Union Elementary School District, and SOMOS Mayfair, presented on a prenatal to third grade initiative launched in the Alum Rock neighborhood of East San Jose.
A First Look at Trends and Bright Spots in St. Louis School Performance Post...The Opportunity Trust
In partnership with Exponent Education, a highly regarded education data group, you are invited to a discussion on the recently released state education data – our first look at how children and schools are doing post-pandemic.
A First Look at Trends and Bright Spots in St. Louis School Performance Post...The Opportunity Trust
In partnership with Exponent Education, a highly regarded education data group, you are invited to a discussion on the recently released state education data – our first look at how children and schools are doing post-pandemic.
The Connecticut Coalition for Achievement Now (ConnCAN) has provided an in-depth analysis of state and district level results that includes a breakdown of results by student group, provides a look into the performance of the state’s five largest districts, and highlights standout districts that are exceeding the state average performance for Connecticut’s students of color and low-income students.
ConnCAN State & Districts SBAC analysis 9 3-15ConnCAN
The Connecticut Coalition for Achievement Now (ConnCAN) has provided an in-depth analysis of state and district level results that includes a breakdown of results by student group, provides a look into the performance of the state’s five largest districts, and highlights standout districts that are exceeding the state average performance for Connecticut’s students of color and low-income students.
Professor Ian Anderson's keynote address to the Aboriginal and Torres Strait Islander Mathematics Alliance conference, Creating Connections and Growing Understanding in Adelaide, November 2014.
Learning to Improve: A First Look at Trends and Bright Spots in School Syst...The Opportunity Trust
In partnership with Exponent Education, a highly regarded education data group, you are invited to a discussion on the recently released state education data – our first look at how children and schools are doing post-pandemic.
We share a new and novel analysis of state and regional trends with a focus on bright spots – where we are seeing progress that can help all schools and systems improve faster.
We hope this analysis is a resource for all of us working to increase access to educational opportunities for our most vulnerable children, and that it helps us individually and collectively allocate our time and resources to make the greatest impact possible.
AECT 2012 - The Landscape of K-12 Online Learning: Examining What Is KnownMichael Barbour
Barbour, M. K. (2012, November). The landscape of K-12 online learning: Examining what is known. A paper presented at the annual convention of the Association for Educational Communication and Technology, Louisville, KY.
While the use of online learning at the K-12 level of growing exponentially, the availability of empirical evidence to help guide this growth is severely lacking. The presenter provides an overview of the nature of K-12 online learning today and a critical examination of the literature and – lack of research – supporting its use. The presenter further describes some of the methodological issues surround the limited among of existing research.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. ERB
About the ERB
• Provides the CPT-4 test for assessment, which is more rigorous than the ISAT
• Administered by New Trier to all incoming 8th graders in the fall of 8th grade year
• Used for placement into leveled classes at NT
About the Data
• Educational research professionals and D36 like to have three years of data which makes the trend
analysis more credible
• The three feeder districts to New Trier that have less than 100 students per grade, Avoca,
Kenilworth and Sunset Ridge, are likely to have more variability than the larger districts of
Wilmette, Glencoe and Winnetka.
• The ERB provides data on how students rank compared to the National, Suburban and Independent
Norm. D36 typically analyzes performance relative to the Independent School Norm because those
schools are most like Winnetka in demographic and performance profile.
3. Executive Summary: 3-year ERB data trend shows Winnetka students are
not performing as well as students from other New Trier feeder districts.
• The ERB is used for placement into academic levels at New Trier.
• In all test areas, Winnetka had a lower percentage of students scoring “above
average” (in the seventh through ninth stanines) than the independent norm
and/or most feeder districts.
• At the high end of achievement, typically the other districts have at least double
the percentage of students as Winnetka scoring in the top (ninth) stanine in
mathematics and quantitative reasoning.
4. In the three-year trend, Winnetka lagged other New Trier feeder districts
and the independent norm in the percentage of students who scored above
average in verbal reasoning achievement.
17%
14%
17%
16%
12%
17%
16%
15%
21%
26%
20%
23%
22%
16%
11%
13%
11%
0%
5%
10%
15%
20%
25%
30%
2012 2013 2014
% Students Scoring Above Average (Stanines 7-9)
compared to the Independent School Norm
ERB Verbal Reasoning
Avoca
Glencoe
Kenilworth
Sunset Ridge
Wilmette
Winnetka
Independent norm is 23%
* Wilmette data not available for 2012
5. In 2013 and 2014, Winnetka lagged most feeder districts and the
independent school norm in the percentage of students who scored above
average in reading comprehension achievement.
24%
15%
33%
23%
19%
28%
19%
30%
31%
33%
31%
29%29%
24%24%
20%
17%
0%
5%
10%
15%
20%
25%
30%
35%
2012 2013 2014
% Students Scoring Above Average (Stanines 7-9)
compared to the Independent Schools Norm
ERB Reading Comprehension
Avoca
Glencoe
Kenilworth
Sunset Ridge
Wilmette
Winnetka
Independent norm is 23%
* Wilmette data not available for 2012
6. Winnetka generally lagged other feeder districts but was on par with the
Independent School norm in the percentage of students who scored above
average in quantitative achievement.
42%
22%
31%
20%
28%
35%
33%
27%
36%
27%
20%
25%26% 25%
22% 23% 23%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
2012 2013 2014
% Students Scoring Above Average (Stanines 7-9)
compared to the Independent Schools Norm
ERB Quantitative Reasoning
Avoca
Glencoe
Kenilworth
Sunset Ridge
Wilmette
Winnetka
Independent norm is 23%
* Wilmette data not available for 2012
7. Of all the test areas, mathematics scores were somewhat better, but still not
on par with the performance of better scores from many feeder districts.
42%
31%
33%
31% 30%
36%
32%
26%
42%
34%
32% 32%
27%
25%
28% 27%
30%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
2012 2013 2014
% Students Scoring Above Average (stanines 7-9)
compared to the Independent Schools Norm
ERB Mathematics
Avoca
Glencoe
Kenilworth
Sunset Ridge
Wilmette
Winnetka
Independent norm is 23%
* Wilmette data not available for 2012
8. Over the three year trend, most districts struggle to meet the independent
norm in verbal reasoning, with Winnetka having half the percentage of kids
in 9th stanine as the independent norm.
0%
3%
4%
2%
1%
2%2% 2%
3%
5%
4%
3%
4%
3%
1%
2% 2%
0%
1%
2%
3%
4%
5%
6%
2012 2013 2014
% Students Scoring in the Top (Ninth) Stanine
compared to the Independent Schools Norm
ERB Verbal Reasoning
Avoca
Glencoe
Kenilworth
Sunset Ridge
Wilmette
Winnetka
Independent norm is 4%
* Wilmette data not available for 2012
9. In verbal reasoning performance at the top stanine, Winnetka slightly but
consistently lagged the feeders and the independent norm.
3%
4%
6%
1%
3% 3%
2% 2%
5%
8%
4%
5%
4%
3%
2% 2%
3%
0%
1%
2%
3%
4%
5%
6%
7%
8%
9%
2012 2013 2014
% Students Scoring in the Top (Ninth) Stanine
compared to the Independent Schools Norm
ERB Reading Comprehension
Avoca
Glencoe
Kenilworth
Sunset Ridge
Wilmette
Winnetka
Independent norm is 4%
* Wilmette data not available for 2012
10. 9%
5%
6%
5%
6%
8%
5%
2%
3%
8%
4%
8%8%
5%
2%
3%
2%
0%
1%
2%
3%
4%
5%
6%
7%
8%
9%
10%
2012 2013 2014
% Students Scoring in the Top (Ninth) Stanine
compared to the Independent Schools Norm
ERB Quantitative Reasoning
Avoca
Glencoe
Kenilworth
Sunset Ridge
Wilmette*
Winnetka
Independent norm is 4%
* Wilmette data not available for 2012
In the three-year trend of achievement in the top stanine for quantitative
reasoning, Winnetka D36 students lagged most other feeders and the norm.
11. 14%
5%
10%
8%
7%
10%
7%
0%
8%8%
2%
12%
8%
7%
3%
6%
5%
0%
2%
4%
6%
8%
10%
12%
14%
16%
2012 2013 2014
% Students Scoring in the Top (Ninth) Stanine
compared to the Independent Schools Norm
ERB Mathematics
Avoca
Glencoe
Kenilworth
Sunset Ridge
Wilmette*
Winnetka
Independent norm is 4%
* Wilmette data not available for 2012
In performance at the top stanine for mathematics, again Winnetka lagged
other feeder districts.
