Power Point DDDM group 5

+ Duluth High School Analysis of Assessment Data

Duluth High School Gwinnett County, Georgia Joy Singleton Scott Gravitt Elizabeth Goff

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Duluth High School 

Public high school in Gwinnett County/suburb of Atlanta

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Serving students since 1958

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Serves students from Duluth, Berkely Lake, & unincorporated portions of western Gwinnett County

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Enrollment- 2,360

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Ranked one of top 1,000 schools in America by Newsweek for six consecutive years

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Very Diverse

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Demographics Caucasian

African American Asian

Duluth High School

Hispanic Multi-racial

* 47% are free and reduced lunch * 10% special education * 6% ESOL * 95% attendance rate

Pacific Islander Native American

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Duluth High School Staff Experience

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Range from 1-26+ years

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Highest # of staff in the 6-15 year range

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Range from Bachelor’s to Doctorate degrees

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Highest # of staff holding Master’s degrees

Education

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School Safety Perception Results Based Evaluation System Perception Survey

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* 75.6% of students felt safe at Duluth High School

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*88.5% of parents felt their child’s school was safe at DHS

Duluth HS Georgia High School Graduation Test Percentage of Passing Scores 2009-2010 100 95 90 85 80 75 70

2009 2010

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Overall, high percentages of passing scores All areas showing a decrease in passing scores Math scores showed a marked decrease, due to assessment and curriculum changes Math is an Adequate Yearly Progress (AYP) area

2009 Georgia High School Graduation Test Scores: Math Does Not Meet Standards

SWD Black ELL

44.4 22.5 19.2

Proficient

11.1

44.4

15.5

62

15.4

65.4

ED

16.7

16.7

66.7

Hispanic

15.4

17.9

66.7

White 4.6 7.9

87.5

Asian

89.5

Multi-Racial All Students

2.9 7.6

14.3 8.4 10.5

Advanced

85.7 81.2

Note: SWD=Students with Disabilities; ELL=English Language Learners; ED=Economically Disadvantaged

2010 Georgia High School Graduation Test Scores: Math Does Not Meet Standards

SWD

51.3

Black

Hispanic

30.8

17.4

36.6 26.4

Advanced

17.9

37

ELL

Proficient

45.7

14.6

48.8

28.6

44.8

ED

25

21.3

53.7

Multi-Racial

25

25

50

White

9.8 6.5

83.7

Asian 5.7 9.8 All Students

18.4

84.6 14.8

67.1

Note: SWD=Students with Disabilities; ELL=English Language Learners; ED=Economically Disadvantaged

Summary of Math GHSGT Data 

African American (AA) students are showing the second greatest percentages of students Not Meeting Standards (second to SWD)

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AA Student percentages Not Meeting Standards increased from 22.5% to 37% in two years.

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These students are also showing the lowest percentages of Exceeding Standards; dropping from 62% to 45.7% from 20092010.

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AA students did not make AYP in the area of math in 2010.

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Geometry End of Course Test (EOCT) Data: Failing Score Percentages by Student Demographic 2008 72

42

83

2010

76

72

36

2009

63

46 29

53 52

60

55 54 38 21 4

48

43 29 10

~Data shows an increase in failure percentage rates for most groups ~AA student group shows greatest percentage of failing scores after SWD group ~Largest jump in percentage of failing scores is AA group from 29% to 76% in three years (difference of 47%).

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Percentages of Student Demographic Groups that Did Not Meet Standards on End of Course Tests (EOCTs) MATH I

MATH II

2010 72

2010 77

66 63

65 51

50 40 29

24 14

44

35 18

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SAT Math Scores: Duluth HS 2008-2010 by Student Demographic 2008

2009

2010

Asian

563

605

600

Black

451

452

452

Hispanic

501

477

536

White

551

554

555

Other

528

534

536

All

538

543

543

National Average

515

515

516

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School Improvement Goal: Duluth High School will increase student achievement in the areas of Social Studies, Science, Language Arts, and Math for all students Looked at data across subject areas

• Found lower performance in math Examined math performance demographic data

• African-American (AA) student group shows an achievement gap

Analyzed data in concept areas of math & SAT

• Noted lower AA student scores in Geometry, Math I and II, as well as SAT scores

Recommendation

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Duluth Wildcats 

Challenging

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All

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To

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Succeed

Root cause analysis is needed to determine the best course of action to help all students succeed.