1. Anchorage School District Profile of Performance 2010-2011 Assessment and Evaluation Department October 24, 2011

2. 2 ASD Assessment & Evaluation Department Format of the Report Part I – District Information  Overview  Board Goal Performance Part II – School Information  Demographics  Student Academic Achievement

3. 3 October 24, 2011 Data Reporting Points for Profile Fall On-Line Alaska School Information System-data submission to DEED with reports of our foundation average daily membership (ADM) for the 20 school calendar days ending with the 4 th Friday in October, enrollment count is October 1 Participation File—data submission to DEED with detailed student enrollment information as of the first day of testing (April) Summer OASIS—data submission to DEED with detailed student data collection to support the annual submittal to the U.S. Dept. of Ed; data based upon enrollment for the school year (July 15 submittal) Report Card Data Submission—data submission to EED on the performance of each school in the district; supports annual report on the performance of school in the state to the Governor, the state legislature and the U.S. Dept. of Ed (July 15 submittal) Student Information System—data source from ASD’s system of record for reports based upon enrollment on the last day of school ASD Assessment & Evaluation Department

4. 4 October 24, 2011 Demographic Comparisons Total Enrollment October 1, 2011 ASD Assessment & Evaluation Department

5. 5 October 24, 2011 Demographic Comparisons Special Populations October 1, 2010 ASD Assessment & Evaluation Department

6. 6 October 24, 2011 Socioeconomic Status of Students—EDS ASD Assessment & Evaluation Department EDS is the proxy used for accountability for students who are eligible to participate in the free or reduced lunch program Percent of all students enrolled in ASD on October 1 were identified as EDS at anytime from the beginning of the school year through October 1 Students included were:  All students meeting federal income guidelines  All students in the Alaska Temporary Assistance program file  All Students in Provision schools  Migrant Students  Sibling matches for all of the above except for Whaley’s ACE/ACT and EISC programs  Students at McLaughlin, AVAIL, Child in Transition Program but not their sibling matches

7. 7 October 24, 2011 Special Programs—5-Year History ASD Assessment & Evaluation Department

8. Languages in District 2010-11 8 October 24, 2011 ASD Assessment & Evaluation Department

9. 9 October 24, 2011 Special Needs Population—Total Number Served ASD Assessment & Evaluation Department

10. Historical Attendance Rate—10-Year History 10 October 24, 2011 ASD Assessment & Evaluation Department

11. 11 October 24, 2011 ASD Board Goals 1- All students will graduate from high school prepared for post secondary academic/vocation/career opportunities. 2- The achievement gap between racial, ethnic and economic groups in the highly diverse ASD will be eliminated through education that is accessible, culturally responsive, supportive of students, and safe. 3- ASD will partner with parents and the community for greater educational success for our students. 4- ASD will manage effectively and efficiently all financial and human resources. 5- All ASD departments will support the mission of the district with good customer service, both internally and externally. ASD Assessment & Evaluation Department

12. 12 October 24, 2011 ASD Assessment & Evaluation Department Illustration Of Using The Summary To View The Performance Indicators By A Specific Group

13. 13 October 24, 2011 ASD Assessment & Evaluation Department Illustration Of Using The Summary To View Performance On A Specific Indicator

14. SBA Reading Historical Performance/Projection 14 October 24, 2011 ASD Assessment & Evaluation Department

15. SBA Writing Historical Performance/Projection 15 October 24, 2011 ASD Assessment & Evaluation Department

16. SBA Mathematics Historical Performance/Projection 16 October 24, 2011 ASD Assessment & Evaluation Department

17. SBA Science Historical Performance/Projection 17 October 24, 2011 ASD Assessment & Evaluation Department

18. SBA Performance/Projections 18 October 24, 2011 ASD Assessment & Evaluation Department

19. District to State Comparison 2010-2011 19 October 24, 2011 ASD Assessment & Evaluation Department

20. 20 October 24, 2011 ASD Assessment & Evaluation Department Historical SBA Reading Proficiency by Grade Level

21. 21 October 24, 2011 ASD Assessment & Evaluation Department Historical SBA Writing Proficiency by Grade Level

22. 22 October 24, 2011 ASD Assessment & Evaluation Department Historical SBA Mathematics Proficiency by Grade Level

23. 23 October 24, 2011 ASD Assessment & Evaluation Department Historical SBA Science Proficiency by Grade Level

24. 24 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1a: In a year-to-year comparison, the percentage of students in reading, writing, and mathematics on the Standards Based Assessment maintaining or improving their proficiency from the previous year will increase. Reading Results: (pages 34-81): The percentage of proficient students maintaining or improving their proficiency in reading decreased from 69.43 percent to 65.86 percent. This group includes advanced to advanced, proficient to advanced, and proficient to proficient—it does not include advanced to proficient. The designated race/ethnicity group with the lowest percentage of proficient students maintaining or improving their proficiency in reading was Native Hawaiian/Other Pacific Islander. The designated race/ethnicity group with the highest percentage of proficient students maintaining or improving their proficiency in reading was Caucasian. ASD Assessment & Evaluation Department

25. SBA Reading—proficient maintaining or improving 25 October 24, 2011

26. Matched Comparison —Reading—Maintaining or Improving Proficiency 26 October 24, 2011

27. 27 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1a: In a year-to-year comparison, the percentage of students in reading, writing, and mathematics on the Standards Based Assessment maintaining or improving their proficiency from the previous year will increase. Writing Results: (pages 34-81): The percentage of proficient students maintaining or improving their proficiency in writing decreased from 63.29 percent to 62.17 percent. The designated race/ethnicity group with the lowest percentage of proficient students maintaining or improving their proficiency in writing was Native Hawaiian/Other Pacific Islander. The designated race/ethnicity group with the highest percentage of proficient students maintaining or improving their proficiency in writing was Caucasian. ASD Assessment & Evaluation Department

28. SBA Writing—proficient maintaining or improving 28 October 24, 2011

29. 29 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1a: In a year-to-year comparison, the percentage of students in reading, writing, and mathematics on the Standards Based Assessment maintaining or improving their proficiency from the previous year will increase. Mathematics Results: (pages 34-81): The percentage of proficient students maintaining or improving their proficiency in mathematics decreased from 58.66 percent to 57.00 percent. The designated race/ethnicity group with the lowest percentage of proficient students maintaining or improving their proficiency in writing was Native Hawaiian/Other Pacific Islander. The designated race/ethnicity group with the highest percentage of proficient students maintaining or improving their proficiency in writing was Caucasian. ASD Assessment & Evaluation Department

30. SBA Mathematics—proficient maintaining or improving 30 October 24, 2011

31. 31 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1a: In a year-to-year comparison, the percentage of not proficient students in reading, writing, and mathematics on the Standards Based Assessment moving to proficient will increase. Reading Results: (pages 34-81): The percentage of not proficient students moving to proficient in reading decreased from 6.72 percent to 3.54 percent. The designated race/ethnicity group with the highest percentage of their group moving from not proficient to proficient was Native Hawaiian/Other Pacific Islander. The designated race/ethnicity group with the lowest percentage of their group moving from not proficient to proficient was Caucasian. ASD Assessment & Evaluation Department

32. SBA Reading—Not Proficient to Proficient 32 October 24, 2011

33. Matched Comparison —Reading—Non-Proficient to Proficient 33 October 24, 2011

34. Matched Comparison —Reading—Overall Performance Changes 34 October 24, 2011

35. 35 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1a: In a year-to-year comparison, the percentage of not proficient students in reading, writing, and mathematics on the Standards Based Assessment moving to proficient will increase. Writing Results: (pages 34-81): The percentage of not proficient students moving to proficient in writing increased from 5.35 percent to 6.33 percent. The designated race/ethnicity group with the largest percentage point increase was African American. The designated race/ethnicity group with the highest percentage of their group moving from not proficient to proficient was Native Hawaiian/Other Pacific Islander. The designated race/ethnicity group with the lowest percentage of their group moving from not proficient to proficient was Caucasian. ASD Assessment & Evaluation Department

36. SBA Writing—Not Proficient to Proficient 36 October 24, 2011

37. 37 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1a: In a year-to-year comparison, the percentage of not proficient students in reading, writing, and mathematics on the Standards Based Assessment moving to proficient will increase. Mathematics Results: (pages 34-81): The percentage of not proficient students moving to proficient in mathematics decreased from 7.07 percent to 4.07 percent. The designated race/ethnicity group with the highest percentage of their group moving from not proficient to proficient was Alaska Native/American Indian. The designated race/ethnicity group with the lowest percentage of their group moving from not proficient to proficient was Caucasian. ASD Assessment & Evaluation Department

38. SBA Mathematics—Not Proficient to Proficient 38 October 24, 2011

39. 39 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1b: In a year-to-year comparison, the percentage of students scoring proficient in science on the Alaska Standards Based Assessment will increase in each designated student group at the district as well as grades 4, 8, and 10. Science Results: (pages 82-85): The percentage of students proficient in science in combined grades 4,8 and 10 increased 0.04 percent. There were slight decreases in proficiency in science in grades 4 and 8 and a slight increase in grade 10. The designated race/ethnicity group with the lowest percentage of proficient students was the Native Hawaiian/Other Pacific Islander at grades 4, 8 and 10. ASD Assessment & Evaluation Department

40. Science Percentage Change from Previous Year 40 October 24, 2011 ASD Assessment & Evaluation Department

41. 41 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1c: In a year-to-year comparison, the annual dropout rate of students in grades 7-12 will decrease in each designated student group at the district and in each school. Annual Dropout Rate Results: (pages 86-123): At the district level there was a.68 percentage point increase in the annual dropout rate at the all students’ level. The annual dropout rate was 4.27 percent. There was an increase in the annual dropout rate in all designated student groups except Migrant. The designated race/ethnicity group with the highest annual dropout rate is Alaska Native/American Indian at 8.47 percent and the lowest is Asian at 2.84 percent. ASD Assessment & Evaluation Department

42. Annual Dropout Rate 42 October 24, 2011 ASD Assessment & Evaluation Department

43. Annual Dropout Rate Calculation 43 October 24, 2011 ASD Assessment & Evaluation Department

44. Annual Dropout Rate by Reasons 44 October 24, 2011 ASD Assessment & Evaluation Department

45. 45 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1d: In a year-to-year comparison, the graduation rate will increase in each designated student group at the district and at each school. Graduation Rate Results: (pages 124-168): The 4-year cohort graduation rate increased from 71.04 percent to 72.14 percent in 2010-11. There were increases in the 4-year cohort rate for all comprehensive high schools. There were increases in the alternative/charter schools at AVAIL, Continuation, Crossroads, Highland Tech, McLaughlin and Polaris. The designated race/ethnicity group with the lowest 4-year cohort graduation rate is Alaska Native/American Indian at 50.88 percent and the highest is Caucasian at 78.76 percent. The 5-year cohort graduation rate was 75.50% in 2010-11. ASD Assessment & Evaluation Department

46. Graduation Rate—Old Method 46 October 24, 2011 ASD Assessment & Evaluation Department

47. Graduation Rate—New Method 47 October 24, 2011 ASD Assessment & Evaluation Department

48. Graduation Rate Calculations 48 October 24, 2011 ASD Assessment & Evaluation Department

49. Graduation Rate- Old vs. 4-year cohort 49 October 24, 2011 ASD Assessment & Evaluation Department

50. 50 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1e: In a year-to-year comparison, the percentage of grade 9 students who are on-track to graduate at the end of their grade 9 year, including summer school, will increase. Gr. 9 On-Track Results: (pages 169-189): The percentage of grade 9 students on-track to graduate decreased from 74.08 percent to 73.46 percent. ASD Assessment & Evaluation Department

51. 9 th Grade On-Track 51 October 24, 2011 ASD Assessment & Evaluation Department

52. 52 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1f: In a year-to-year comparison, the percentage of students in each designated group attending school at levels <80 percent of the days enrolled and <90 percent of the days enrolled will decrease at each grade level. Attendance Results: (pages 190-219): The percentage of students attending school less than 80 percent of the days enrolled decreased from 8.65 percent to 7.58 percent. There was a decrease of students attending school less than 80 percent of the days enrolled at all grade levels except kindergarten, grade 3, and grade 6. ASD Assessment & Evaluation Department

53. Attendance at rates less than 80 percent of days enrolled 53 October 24, 2011 ASD Assessment & Evaluation Department

54. 54 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1f: In a year-to-year comparison, the percentage of students in each designated group attending school at levels <80 percent of the days enrolled and <90 percent of the days enrolled will decrease at each grade level. Attendance Results: (pages 190-219): The percentage of students attending school less than 90 percent of the days enrolled decreased from 26.06 percent to 23.91 percent. There was a decrease of students attending school less than 90 percent of the days enrolled at kindergarten and grades 6-12. ASD Assessment & Evaluation Department

55. Attendance at rates less than 90 percent of days enrolled 55 October 24, 2011 ASD Assessment & Evaluation Department

56. District-wide Attendance by Designated Student Groups 56 October 24, 2011 ASD Assessment & Evaluation Department

57. 57 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1g: In a year-to-year comparison, there will be an increase in the percentage of graduates who earn credit in Algebra II. Algebra II Results: (page 220): The percentage of graduates who earned credit in Algebra II increased from 47.84 percent in 2009-10 to 48.33 percent in 2010-11. ASD Assessment & Evaluation Department

58. Graduates earning credit in Algebra II 58 October 24, 2011 ASD Assessment & Evaluation Department

59. 59 October 24, 2011 Goal 1 – All students will graduate from high school prepared for postsecondary academic/vocation/career opportunities. Indicator 1h: The percentage of graduates taking a Career and Technical Education (C&TE) course and earning credit through the University of Alaska system through a tech prep agreement will increase. The baseline will be established in 2010-11. C&TE Results: (page 221): The percentage of graduates taking a C&TE course and earning credit through the University of Alaska decreased from 6.63 percent in 2009-10 to 5.95 percent in 2010-11. ASD Assessment & Evaluation Department

60. Graduates earning college credit though University of Alaska system through tech prep agreements 60 October 24, 2011 ASD Assessment & Evaluation Department

61. 61 October 24, 2011 Goal 2 – The achievement gap between racial, ethnic and economic groups in the highly diverse ASD will be eliminated through education that is accessible, culturally responsive, supportive of students, and safe. Indicator 2a: In a year-to-year comparison, the achievement gap in reading, writing, mathematics and science will decrease between each race/ethnicity and the Caucasian group, narrowing the achievement gap. Reading Results: (222-223): The achievement gap for reading increased for all designated race/ethnicity student groups except for Asian. The gap ranged from 9.84 percentage points for 2 or more races to 36.95 percentage points for Native Hawaiian/Other Pacific Islander. ASD Assessment & Evaluation Department

62. Race/Ethnicity Achievement Gap-Reading 62 October 24, 2011 ASD Assessment & Evaluation Department

63. 63 October 24, 2011 Goal 2 – The achievement gap between racial, ethnic and economic groups in the highly diverse ASD will be eliminated through education that is accessible, culturally responsive, supportive of students, and safe. Indicator 2a: In a year-to-year comparison, the achievement gap in reading, writing, mathematics and science will decrease between each race/ethnicity and the Caucasian group, narrowing the achievement gap. Writing Results: (224-225): The achievement gap for writing increased for all designated race/ethnicity student groups except for Alaska Native/American Indian and Asian. The gap ranged from 11.56 percentage points for Asian to 33.68 percentage points for Native Hawaiian/Other Pacific Islander. ASD Assessment & Evaluation Department

64. Race/Ethnicity Achievement Gap-Writing 64 October 24, 2011 ASD Assessment & Evaluation Department

65. 65 October 24, 2011 Goal 2 – The achievement gap between racial, ethnic and economic groups in the highly diverse ASD will be eliminated through education that is accessible, culturally responsive, supportive of students, and safe. Indicator 2a: In a year-to-year comparison, the achievement gap in reading, writing, mathematics and science will decrease between each race/ethnicity and the Caucasian group, narrowing the achievement gap. Mathematics Results: (226-227): The achievement gap for mathematics increased for all designated race/ethnicity student groups except for Alaska Native/American Indian and Asian. The gap ranged from 10.06 percentage points for Asian to 37.02 percentage points for Native Hawaiian/Other Pacific Islander. ASD Assessment & Evaluation Department

66. Race/Ethnicity Achievement Gap-Mathematics 66 October 24, 2011 ASD Assessment & Evaluation Department

67. 67 October 24, 2011 Goal 2 – The achievement gap between racial, ethnic and economic groups in the highly diverse ASD will be eliminated through education that is accessible, culturally responsive, supportive of students, and safe. Indicator 2a: In a year-to-year comparison, the achievement gap in reading, writing, mathematics and science will decrease between each race/ethnicity and the Caucasian group, narrowing the achievement gap. Science Results: (228-229): The achievement gap for science increased for all designated race/ethnicity student groups. The gap ranged from 22.87 percentage points for 2 or more races to 54.85 percentage points for Native Hawaiian/Other Pacific Islander. ASD Assessment & Evaluation Department

68. Race/Ethnicity Achievement Gap-Science 68 October 24, 2011 ASD Assessment & Evaluation Department

69. 69 October 24, 2011 Goal 2 – The achievement gap between racial, ethnic and economic groups in the highly diverse ASD will be eliminated through education that is accessible, culturally responsive, supportive of students, and safe. Indicator 2b: In a year-to-year comparison, the achievement gap in reading, writing, mathematics and science will decrease between the economically disadvantaged and the non-economically disadvantaged group, narrowing the achievement gap. EDS Results: (230-233): The achievement gap between economically disadvantaged and non-economically disadvantaged students increased in all the content areas—reading, writing, mathematics and science. The gap was largest in science followed by mathematics, writing and reading. ASD Assessment & Evaluation Department

70. Economically Disadvantaged Gap 70 October 24, 2011 ASD Assessment & Evaluation Department

71. 71 October 24, 2011 Goal 2 – The achievement gap between racial, ethnic and economic groups in the highly diverse ASD will be eliminated through education that is accessible, culturally responsive, supportive of students, and safe. Indicator 2c: In a year-to-year comparison, the Overall Climate and Safety factor scores for ASD will increase at each division level. Overall Climate Results: (pages 234-239): Overall Climate for students increased at the district and each division level. Overall Climate for staff increased at the district at each division level except alternative schools ASD Assessment & Evaluation Department

72. Overall School Climate 72 October 24, 2011 ASD Assessment & Evaluation Department Students Staff

73. 73 October 24, 2011 Goal 2 – The achievement gap between racial, ethnic and economic groups in the highly diverse ASD will be eliminated through education that is accessible, culturally responsive, supportive of students, and safe. Indicator 2c: In a year-to-year comparison, the Overall Climate and Safety factor scores for ASD ill increase at each division level. Safety Factor Results: (pages 234-239): Safety Factor for students increased at the district as well as elementary, middle, and high school divisions. The score stayed the same at alternative schools and decreased for charter schools. Safety Factor for staff increased at the district and each division except alternative schools. ASD Assessment & Evaluation Department

74. School Safety 74 October 24, 2011 ASD Assessment & Evaluation Department StudentsStaff

75. 75 October 24, 2011 Goal 3 – ASD will partner with parents and the community for greater educational success for our students. Indicator 3a: The district will increase the Respectful Climate factor score reported in the parent climate survey at the district and division levels. Parent Respectful Climate Results: (page 240): There was an increase in the Respectful Climate factor score reported in the parent climate survey at the district and all division levels except charter schools. ASD Assessment & Evaluation Department

76. Parent Survey—Respectful Climate Factor Score 76 October 24, 2011 ASD Assessment & Evaluation Department

77. 77 October 24, 2011 Goal 4 – ASD will manage effectively and efficiently all financial and human resources. Indicator 4a: In a year-to-year comparison, the district’s percentage of staff turnover will decrease. Staff Turnover Results: ( page 241): The percentage of certificated staff turnover decreased from 12.6 percent in 2009- 10 to 10.6 percent in 2010-11. The percentage of classified staff turnover decreased from 16.2 percent in 2009-10 to 15.9 percent in 2010-11. ASD Assessment & Evaluation Department

78. Staff Turnover 78 October 24, 2011 ASD Assessment & Evaluation Department

79. Goal 4 – ASD will manage effectively and efficiently all financial and human resources. Indicator 4b: The district will achieve the goal of a 3:1 student/computer ratio at the elementary level and a 2:1 ratio at the secondary level with the lifespan of computers not exceeding five years. Computer/Student Ratio Results (page 242): 79 October 24, 2011

80. 80 October 24, 2011 Goal 4 – ASD will manage effectively and efficiently all financial and human resources. Indicator 4c: The non-instructional departments will establish efficiency measures for a year-to-year comparison in the following categories: total cost per revenue in Student Nutrition, custodial costs per square foot in Operations, average number of work days for work order completion in Maintenance and cost per student in Transportation. The 2010-11 school year will establish the baseline for the measures and they will be compared to CGCS Key Performance Indicators where appropriate. Results: Not available until the end of October 2011 ASD Assessment & Evaluation Department

81. 81 October 24, 2011 Goal 5 – All ASD departments will support the mission of the district with good customer service, internally and externally. Indicator 5a: In a year-to-year comparison, the overall administrative offices’ customer satisfaction rating will increase in “staff being welcoming” and getting issues addressed satisfactorily.” The baseline year for “staff being welcoming” will be established in the 2010-11 school year. Customer Service Rating Results: (page 243): The overall administrative offices’ customer service rating decreased from the previous year for “getting issues addressed satisfactorily” from a mean score of 3.06 to 2.89. The overall schools’ customer service rating decreased from the previous year for “getting issues addressed satisfactorily” from a mean score of 3.21 to 3.11. The baseline for “staff being welcoming” was established at 3.09 for administrative offices’ and 3.38 for schools. ASD Assessment & Evaluation Department

82. Customer Service 82 October 24, 2011 ASD Assessment & Evaluation Department

83. Summary of Performance on Indicators 83 October 24, 2011 The designated student groups of Asian and Limited English Proficient had the largest percent of positive gains in goals. The district had positive gains in 34.78 percent of the indicators. ASD Assessment & Evaluation Department Gain in GoalNo ChangeLoss in GoalNumber of GoalsPercent Gain All Students 24 456934.78% African American/Black 23 426535.38% Alaska Native/American Indian 24 416536.92% Asian 29 366544.62% Native Hawaiian/Other Pacific Islander 14 516521.54% Caucasian 22 396136.07% Hispanic 18 476527.69% 2 or More Races 22 436533.85% Economically Disadvantaged 17 466326.98% Students with Disabilities 18 415930.51% Limited English Proficient 25 345942.37% Migrant 17 425928.81% Female 16 435927.12% Male 17 425928.81%

84. 84 October 11, 2010 Summary The student population continues to be very diverse Overall reading scores decreased Overall writing scores increased Overall math scores decreased Overall science scores increased Increase in the dropout rate Increase in the four-year cohort graduation rate Decrease in the percentage of grade 9 students on-track to graduate Decrease in the percentage of students attending school less than 80 percent of the time Decrease in the percentage of students attending school less than 90 percent of the time Increase in the percentage of graduates earning Algebra II credit Decrease in the percentage of graduates taking a C&TE course and earning credit through University of Alaska system through a tech prep agreement ASD Assessment & Evaluation Department

85. 85 October 24, 2011 Summary Continued… Achievement gap increased in reading, writing, mathematics and science for most designated race/ethnicity groups Achievement gap between economically disadvantaged students and non- economically disadvantaged students increased in reading, writing, mathematics and science Overall Climate factor score increased for students and staff Overall School Safety factor score increased for students and staff Respectful Climate factor score increased for parents Certificated and classified turnover rate decreased Achieved student/computer ratio of 2:1 at secondary level but did not achieve the ratio of 3:1 at the elementary level Customer service rating for “getting your issues addressed satisfactorily” decreased for both schools and administrative offices ASD Assessment & Evaluation Department

86. 86 October 24, 2011 ASD Assessment & Evaluation Department Contact Information The complete Profile of Performance is available on the ASD Web site: www.asdk12.org/depts/assess_eval/popCurrent.aspwww.asdk12.org/depts/assess_eval/popCurrent.asp For more information, contact us: Laurel Vorachek (907) 742-4427 email: Vorachek_Laurel@asdk12.orgVorachek_Laurel@asdk12.org Dr. Xiaogeng Sun (907) 742-4884 email: Sun_Xiaogeng@asdk12.org Kristine Stout (907) 742-4425 email: Stout_Kristine@asdk12.org