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Student/Community Profile:

Analysis of Data


The process used to examine data is nothing new to the teachers at MHS. Home groups (departments) have scheduled in data analysis during professional development time. They use data to inform instruction, prepare common assessments, create reviews and warm-ups, and implement other pedagogical planning. Data is also reviewed by classified support staff, since they also support student learning by helping with attendance or tardy issues, dropout prevention, and parent involvement. All stakeholders at MHS have an ongoing process of data review which guides teaching and the work routine so that all students are given equal access and opportunity to learn.

 

What are the implications of the data with respect to student performance?

 

The achievement gap is widening for some subgroups instead of narrowing. Subgroups that are underperforming include: Hispanic, African American, and English Language Learners. Students with disabilities is a subgroup that historically has been underperforming, but interventions last year and careful planning of support personnel schedules led to the higher gains in the disabled population. Socioeconomically disadvantaged students have a narrowing gap as well. Both subgroups will continue to be monitored and supported to continue the trend.
 
 African American, Hispanic, and socioeconomically disadvantaged students have not met AYP goals. English Language Learners have not met goals for the past two years. Of the EL students who are not achieving proficiency, the majority of the students are Hispanic.

 

Historically, MHS maintained a predominantly Asian population with smaller populations of African American, Hispanic and other. The number of Hispanic students who have moved into the neighborhood has increased, which at one time was not a significantly sized population to qualify for data as a subgroup.

 

Students in the above mentioned subgroups continue to be a major focus on our campus.  Students with disabilities are beginning to perform better, but the momentum needs to continue and the strategies that are working need to be maintained. The subgroup remains the lowest performing group of students at MHS despite their growth from 2007 through 2010 with a small dip in the 2011 API.

 

MHS has an active PTSA and continues to recruit parents. A small population of parents is actively involved on the School Site Council and Governance Team. Parents attend evening events to learn about high school academic expectations, graduation requirements, college acceptance, financial aid, and various topics covered to support parents. Parents responded favorably to an offer from MHS to host more trainings and courses which would enable them to support their students’ success in school.