The Racial College Completion Gap by Stella M. Flores (New York University)EduSkills OECD
This presentation was given by Stella M. Flores of the New York University at the international seminar “Equity and quality on higher education: from the right of access to the challenge of graduation” on 17-18 June 2016 in Santiago, Chile.
On May 9, Civic Enterprises and the Everyone Graduates Center at Johns Hopkins University, as part of the GradNation Campaign, released the 2016 Building a Grad Nation report. Released annually, the report shows detailed progress toward the GradNation goal of a national on-time graduation rate of 90 percent by 2020.
That afternoon, expert speakers and co-authors of the report – John Bridgeland, CEO and president, Civic Enterprises,Jennifer DePaoli, senior education advisor, Civic Enterprises, and Robert Balfanz, director of the Everyone Graduates Center at Johns Hopkins University School of Education – discussed where the nation and states stand on the path to 90 percent.
The webinar was moderated by Tanya Tucker, vice president of alliance engagement, America's Promise Alliance.
In addition to audience questions, topics included:
• Where the nation and states stand on reaching the 90 percent by 2020 goal
• Threats to achieving the goal
• Setting the record straight on graduation rates
• Recommendations for moving forward
Find the report at: www.gradnation.org/2016report
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.
Benchmarks: WICHE Region 2018 presents information on the West’s progress in improving access to, success in, and financing of higher education. The information is updated annually with the most recent data available, to monitor change over time and encourage its use as a tool for informed discussion in policy and education communities. https://www.wiche.edu/benchmarks
The Racial College Completion Gap by Stella M. Flores (New York University)EduSkills OECD
This presentation was given by Stella M. Flores of the New York University at the international seminar “Equity and quality on higher education: from the right of access to the challenge of graduation” on 17-18 June 2016 in Santiago, Chile.
On May 9, Civic Enterprises and the Everyone Graduates Center at Johns Hopkins University, as part of the GradNation Campaign, released the 2016 Building a Grad Nation report. Released annually, the report shows detailed progress toward the GradNation goal of a national on-time graduation rate of 90 percent by 2020.
That afternoon, expert speakers and co-authors of the report – John Bridgeland, CEO and president, Civic Enterprises,Jennifer DePaoli, senior education advisor, Civic Enterprises, and Robert Balfanz, director of the Everyone Graduates Center at Johns Hopkins University School of Education – discussed where the nation and states stand on the path to 90 percent.
The webinar was moderated by Tanya Tucker, vice president of alliance engagement, America's Promise Alliance.
In addition to audience questions, topics included:
• Where the nation and states stand on reaching the 90 percent by 2020 goal
• Threats to achieving the goal
• Setting the record straight on graduation rates
• Recommendations for moving forward
Find the report at: www.gradnation.org/2016report
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.
Benchmarks: WICHE Region 2018 presents information on the West’s progress in improving access to, success in, and financing of higher education. The information is updated annually with the most recent data available, to monitor change over time and encourage its use as a tool for informed discussion in policy and education communities. https://www.wiche.edu/benchmarks
This summary highlights major findings about students’ academic performance in public K-12 schools in San Antonio, Texas. Performance is measured by one-year learning gains or growth students made from one school year to the next. We benchmark San Antonio students’ growth against the state average growth and then compare the progress of charter and innovation school students with that of similar traditional district school students within San Antonio, accounting for student characteristics.
In 2022, CREDO at Stanford University completed a second analysis of the performance of public schools in Austin, Texas.1 This summary highlights the findings about the academic performance of students in public K-12 schools in Austin. Performance is measured by one-year learning gains or growth students made from one school year to the next. We benchmark the growth of Austin students against the state average growth and then compare the progress of charter school students with that of similar district school students within Austin, accounting for student characteristics.
This summary highlights major findings about students’ academic performance in public K-12 schools in Houston, Texas. Performance is measured by one-year learning gains or growth students made from one school year to the next. Houston students’ progress is measured against the average growth of students throughout the state. The report examines the progress of students that attend charter and magnet schools in Houston, when compared to those who attend district schools with similar student demographics. This comparison takes into account the characteristics of all students.
This summary highlights major findings about students’ academic performance in public K-12 schools in Newark, New Jersey. Performance is measured by one-year learning gain or growth students made from one school year to the next. We benchmark Newark students’ growth against the state average growth and then compare the progress of charter and magnet school students with that of similar non-magnet district school (abbreviated as district school) students within Newark, accounting for student characteristics.
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.
In 2022, CREDO at Stanford University completed an analysis of the performance of public schools in Fort Worth, Texas.1 This summary highlights the findings about students’ academic performance in public K-12 schools in Fort Worth. Performance is measured by one-year learning gains or growth students made from one school year to the next. We benchmark the growth of Fort Worth students against the state average academic and then compare the progress of charter school students with that of similar district school students within Fort Worth, accounting for student characteristics.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. Acknowledgement
• Student-level data were provided by the Missouri
Department of Elementary and Secondary
Education.
Note: The School Smart Kansas City assisted CREDO with verifying the list of public schools in Kansas City.
3. This Report
• This report on Kansas City, Missouri is one in a series of studies
examining school performance across selected U.S. cities.
• Performance is defined as how much academic growth students
made from one year to the next.
• The performance of students in Kansas City is benchmarked to the
state average, accounting for student characteristics.
• We first track the growth of Kansas City overall and by sector using
data from 2013-14 to 2016-17.
• We then further explore how one-year academic growth for the
period ending in Spring 2017 differs by sector, school type, race,
poverty status, English language learner (ELL) status, special
education status, and gender.
4. Types of Charters
• CMO: Charter Management Organizations
• To qualify as a CMO, an organization must oversee the operation of at least
three charter schools. Further, the CMO must be the charter holder for all of
the schools operated by the CMO.
• EMO: Education Management Organizations
• To qualify as an EMO, an organization must provide services under contract
to at least three separate charter schools, but does not hold the charter for
any school they serve. The EMO must answer to the school’s charter holder
in addition to authorizers and state governance.
• Independent Charter Schools
• To qualify as an independent charter school, an organization must oversee
the operation of a single charter school. The charter-holding organization
may run the school directly or they may contract with an organization which
provides services to one or two charter schools.
5. Presentation of Results
• The results display two sets of comparisons
• The progress of Kansas City students is benchmarked against the state
average learning gains, accounting for student characteristics.
• Positive numbers represent better than average performance.
• Negative numbers represent worse than average performance.
• Significance in the difference between students in the city and the
average state performance is represented by black asterisks.
• The progress of charter school students within Kansas City is then
compared to the performance of similar TPS students within Kansas
City.
• Significance in the difference between a student group in charter
schools and the same student group in TPS is represented by colored
asterisks.
6. Measurement of Academic Growth
• Results are graphically displayed on two axes:
• The left axis indicates learning gains of Kansas City students relative to the average
learning gains of students with similar characteristics in the state, measured in
standard deviation units.
• The right axis displays the same learning gains measured in days of learning.
• The baseline of 0.00 represents 180 days of learning.
• Positive performance translates to more days of learning.
• Negative performance represents fewer days of learning.
• The table below shows a transformation of standard deviation units to
days of learning.
Standard Deviations Days of Learning
0.05 30
0.10 59
0.15 89
0.20 118
0.25 148
0.30 177
0.35 207
7. Roadmap for Graphs
PRELIMINARY DRAFT 7
•Black Students
•Hispanic Students
Race
•Poverty Status
•English Language Learner Status
•Special Education Status
Subgroup
•Female Students
•Male Students
Gender
Overall
Kansas City
Results
All Students
Breakout by Further Breakout by
This menu includes links to specific analyses throughout the report.
In the following slides, the same menu is shown on the right-hand side.
•Charter Network
•School-Level
Sector
Comparison of Peers
8. Kansas City Analysis: All Students
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Average One-Year Learning Gains for All Kansas City Students
Compared to the State Average Learning Gains, by Year and Subject
Overall Kansas City
The 0.00 line represents the average learning gains of the entire state.
These results capture one-year academic growth for the period ending in the Spring of each school year (SY).
0.00
0.04 0.05
0.00
0.02
0.02
-89
-59
-30
0
30
59
89
118
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
SY 2014-2015 SY 2015-2016 SY 2016-2017
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
9. Sector Analysis
Sector Analysis
(Math)
Sector Analysis
(ELA)
Click the buttons below for English Language Arts (ELA) and math growth of
Kansas City schools relative to the state average learning gains by year and
sector.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
10. Sector Analysis: ELA
Learning Gains in ELA for Students in Kansas City Charter Schools,
Kansas City Magnet (Signature) Schools and Kansas City Non-Magnet
TPS Compared to the State Average Learning Gains by Year
The 0.00 line represents the average learning gains of the entire state.
These results capture one-year academic growth for the period ending in the Spring of each school year (SY).
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
[C] 0.05
[C] 0.11**
[C] 0.09**
[T] -0.10**
[T] -0.08
[T] -0.03
[M]0.09
[M]0.09
[M]0.13*
-89
-59
-30
0
30
59
89
118
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
SY 2014-2015 SY 2015-2016 SY 2016-2017
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
Charter TPS Magnet (Signature)
*
*
*
*
*
*
11. Sector Analysis: Math
The 0.00 line represents the average learning gains of the entire state.
These results capture one-year academic growth for the period ending in the Spring of each school year (SY).
Learning Gains in Math for Students in Kansas City Charter Schools,
Kansas City Magnet (Signature) Schools and Kansas City Non-Magnet
TPS Compared to the State Average Learning Gains by Year
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
[C] 0.06
[C] 0.10
[C] 0.07
[T] -0.09*
[T] -0.07 [T] -0.06
[M]0.03
[M]-0.02
[M]0.05
-89
-59
-30
0
30
59
89
118
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
SY 2014-2015 SY 2015-2016 SY 2016-2017
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
Charter TPS Magnet (Signature)
*
*
12. Charter Network Analysis
Learning Gains for Students in Kansas City Network-Affiliated Charter
Schools and Independent Kansas City Charter Schools Compared to
the State Average Learning Gains, by Subject
The 0.00 line represents the average learning gains of the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
-0.04
0.07*
0.11**
-0.16*
-0.02
0.11
-118
-89
-59
-30
0
30
59
89
-0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
Kansas City CMO Kansas City EMO Kansas City Independent
Charter
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
*
13. School-Level Performance by Sector
Click the buttons below for ELA and math growth of individual Kansas City
schools relative to the state average by sector. The upper cluster of dots shows
where individual charter schools lie on spectrum of growth, and the lower cluster
shows that of individual TPS.
School Growth
(Math)
School Growth
(ELA)
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
14. School Growth by Sector - ELA
Distribution of ELA Learning Gains of Individual Kansas City Schools
Compared to the State Average Learning Gains
The 0.00 line represents the average learning gains of the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
-0.8 -0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8
Growth (in Standard Deviations)
Charter
TPS
Overall Kansas City
15. School Growth by Sector - Math
Distribution of Math Learning Gains of Individual Kansas City
Schools Compared to the State Average Learning Gains
The 0.00 line represents the average learning gains of the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
-0.6 -0.4 -0.2 0 0.2 0.4 0.6 0.8 1
Growth (in Standard Deviations)
Charter
TPS
Overall Kansas City
16. Race Analysis
Hispanic
Students
Black
Students
Click the buttons below for graphs showing the performance of Black students in
Kansas City or Hispanic students in Kansas City relative to the statewide average
learning gains for students of the same race.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
17. Race Analysis:
Black Students
Learning Gains for All Kansas City Black Students Compared to the
Average Learning Gains of Black Students Statewide, by Subject
Black
Students
by Sector
The 0.00 line represents the average learning gains of Black students in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.06
0.03
-118
-89
-59
-30
0
30
59
89
-0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
18. Race Analysis:
Black Students by Sector
Learning Gains for Black Charter School Students and Black TPS
Students in Kansas City Compared to the Average Learning Gains of
Black Students Statewide, by Subject
The 0.00 line represents the average learning gains of Black students in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.11**
0.00
0.09
-0.05
-89
-59
-30
0
30
59
89
118
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
Kansas City Charter Black Students Kansas City TPS Black Students
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
*
19. Race Analysis:
Hispanic Students
Learning Gains for All Kansas City Hispanic Students Compared to the
Average Learning Gains of Hispanic Students Statewide, by Subject
Hispanic
Students
by Sector
The 0.00 line represents the average learning gains of Hispanic students in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.02 0.01
-118
-89
-59
-30
0
30
59
89
-0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
20. Race Analysis:
Hispanic Students by Sector
Learning Gains for Hispanic Charter School Students and Hispanic TPS
Students in Kansas City Compared to the Average Learning Gains of
Hispanic Students Statewide, by Subject
The 0.00 line represents the average learning gains of Hispanic students in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.03
0.00
0.04
-0.01
-118
-89
-59
-30
0
30
59
89
-0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
Kansas City Charter
Hispanic Students
Kansas City TPS
Hispanic Students
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
21. Subgroup Analyses
English
Language
Learner (ELL)
Status
Poverty Status
Special
Education Status
Click the buttons below for graphs showing the performance of Kansas City
students in poverty, Kansas City students with English Language Learner
designation, or Kansas City students receiving special education services relative
to average learning gains of students of the same subgroup statewide.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
22. Subgroup Analyses:
Poverty Status Analysis
Learning Gains for All Kansas City Students in Poverty Compared to the
Average Learning Gains of Students in Poverty Statewide, by Subject
Poverty
Status
by Sector
The 0.00 line represents the average learning gains of students in poverty in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.05
0.02
-89
-59
-30
0
30
59
89
118
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
23. Subgroup Analyses:
Poverty Status by Sector
Learning Gains for Kansas City Charter School Students in Poverty and
Kansas City TPS Students in Poverty Compared to the Average
Learning Gains of Students in Poverty Statewide, by Subject
The 0.00 line represents the average learning gains of students in poverty in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.09**
0.01
0.07
-0.03
-89
-59
-30
0
30
59
89
118
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
Kansas City Charter
Students in Poverty
Kansas City TPS
Students in Poverty
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
24. Subgroup Analyses:
English Language Learner Status Analysis
Learning Gains for All ELL Students in Kansas City Compared to the
Average Learning Gains of ELL Students Statewide, by Subject
ELL
Status
by Sector
The 0.00 line represents the average learning gains of ELL students in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.01
-0.02
-118
-89
-59
-30
0
30
59
89
-0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
25. Subgroup Analyses:
English Language Learner Status by Sector
Learning Gains for ELL Students in Kansas City Charter Schools and ELL
Students in Kansas City TPS Compared to the Average Learning Gains
of ELL Students Statewide, by Subject
The 0.00 line represents the average learning gains of ELL students in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.03
0.00
0.02
-0.05
-118
-89
-59
-30
0
30
59
89
-0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
ELL Students in
Kansas City Charter Schools
ELL Students in
Kansas City TPS
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
26. Subgroup Analyses:
Special Education Status Analysis
Learning Gains for All Kansas City Students in Special Education
Compared to the Average Learning Gains of Students in Special
Education Statewide, by Subject
Special
Ed.
by Sector
The 0.00 line represents the average learning gains of students in Special Ed. in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.02
-0.05
-148
-118
-89
-59
-30
0
30
59
89
118
-0.25
-0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
27. Subgroup Analyses:
Special Education Status by Sector
Learning Gains for Kansas City Charter School Students in Special Ed.
and Kansas City TPS Students in Special Ed. Compared to the Average
Learning Gains of Students in Special Ed. Statewide, by Subject
The 0.00 line represents the average learning gains of students in Special Ed. in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.18**
-0.09
0.07
-0.13*
-118
-89
-59
-30
0
30
59
89
118
148
-0.20
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
0.25
Kansas City Charter Students
in Special Ed.
Kansas City TPS Students
in Special Ed.
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
* *
28. Gender Analysis
Male
Students
Female
Students
Click the buttons below for graphs showing the performance of female students in
Kansas City or male students in Kansas City relative to statewide average
learning gains for the same gender.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
29. Gender Analysis:
Female Students
Learning Gains for All Kansas City Female Students Compared to the
Average Learning Gains of Female Students Statewide, by Subject
Female
Students
by Sector
The 0.00 line represents the average learning gains of female students in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.05
0.04
-89
-59
-30
0
30
59
89
118
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
30. Gender Analysis:
Female Students by Sector
Learning Gains for Female Charter School Students and Female TPS
Students in Kansas City Compared to the Average Learning Gains of
Female Students Statewide, by Subject
The 0.00 line represents the average learning gains of female students in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.08*
0.02
0.10
-0.02
-89
-59
-30
0
30
59
89
118
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
Kansas City Charter Female Students Kansas City TPS Female Students
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
31. Gender Analysis:
Male Students
Learning Gains for All Kansas City Male Students Compared to the
Average Learning Gains of Male Students Statewide, by Subject
Male
Students
by Sector
The 0.00 line represents the average learning gains of male students in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.05*
0.00
-89
-59
-30
0
30
59
89
118
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
32. Gender Analysis:
Male Students by Sector
Learning Gains for Male Charter School Students and Male TPS
Students in Kansas City compared to the Average Learning Gains of
Male Students Statewide, by Subject
The 0.00 line represents the average learning gains of male students in the entire state.
These results capture one-year academic growth for the period ending in Spring 2017.
Sector Analysis
Race Analysis
Subgroup Analysis
Roadmap
for Graphs
Gender Analysis
• Charter Network
• School-Level
• Black Students
• Hispanic Students
• Poverty Status
• ELL Status
• Special Ed. Status
• Female Students
• Male Students
Overall Kansas City
0.09**
0.01
0.05
-0.04
-89
-59
-30
0
30
59
89
118
-0.15
-0.10
-0.05
0.00
0.05
0.10
0.15
0.20
Kansas City Charter Male Students Kansas City TPS Male Students
Growth
(in
Days
of
Learning)
Growth
(in
Standard
Deviations)
* Significant at p < 0.05 ** Significant at p < 0.01
ELA Math
33. Summary of Findings
The summary of the findings from the analysis of
Kansas City schools is presented here.