D’Evelyn Accountability Committee Data��Why do we collect data?�What data is needed?�Where does it come from? �How is it used?

Prepared by Seth LaLiberty

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Presented October 8, 2024

Why Do We Collect Data?

The Accountability Committee is charged in the Founding Document with monitoring, evaluating, and improving several areas which require data collection and analysis.

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• AC tries to gather as much data as possible, using JeffCo public data, D’Evelyn public data, data provided by the D’Evelyn administration, and survey data as available.

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• A number of data points are not available and are on the list to gather for next year.

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• The data points used to inform the development of a SIP are gathered from mostly publicly available sources. The information collected on a spreadsheet in Google Drive and shared with members upon request: https://docs.google.com/spreadsheets/d/1wqwy61LjxiEMLRHex_Pvp0UUE4uZXTrsztO5l9exFyY/edit?gid=2117371896#gid=2117371896

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• Data is not collected on individual people, and names are not associated with the data.
• Based on the data available, initial conclusions are drawn and discussed, data gaps identified, further analysis, then eventual inclusion in the SIP.

What Data Is Needed?

The Accountability Committee is charged in the Founding Document with monitoring, evaluating, and improving the following areas (pgs 46-48):

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1. Graduation Rate
2. Achievement (mean test scores)
3. Attendance Rate
4. Effectiveness of Curriculum (maintenance of GPA, interest and mastery, and teacher evaluation of student skill levels)
5. Advanced Level Courses (AP)
6. Student/Parent Perceptions (student surveys, community perception, waiting list)
7. Geographical Neighborhood Relations (school/neighborhood assessment)
8. Post-graduate Success (% furthering education or employment, track a minimum of 2 years)
9. Management Style (effectiveness of administering the school with a participatory management style)

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Also added Post-Secondary Matriculation (new; % of students who continue to post-secondary education)

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We’re currently tracking the bold items above. Details in following slides.

Example Data Collection Steps �(Graduation Rates)

1. Go to link from spreadsheet under notes: https://www.cde.state.co.us/code/gradvisual2223
2. Filter data to D’Evelyn (or JeffCo, or State)
3. Note the correct row (AYG 2022-2023) and column (4-yr Cohort Rate)
4. Copy data to spreadsheet (97.1%)

Graduation Rate

• FD: “We expect students to maintain a graduation rate at least equal to district average.”
• Where data comes from: https://www.cde.state.co.us/code/gradvisual2223
• How data is calculated:

AYG*: Anticipated Year of Graduation (spring)

Cohort: All students in an assigned AYG, e.g. a student who entered 9^th grade in August, 2024 is assigned to the AYG 2028 cohort, regardless of the year they actually graduate

• How data is used: D’Evelyn graduation rates are compared to JeffCo graduation rates to look for trends over time or rates that are low enough to cause concern.
• Data is also available by gender, race, and instructional program service group

1. Graduation Rate
2. Achievement
3. Attendance Rate
4. Effectiveness of Curriculum
5. Advanced Level Courses (AP)
6. Student/Parent Perceptions
7. Post-graduate Success
8. Post-Secondary Matriculation

*AYG detailed definition: https://www.cde.state.co.us/datapipeline/sey_internal_flag_ayg

Achievement

• FD: “We expect mean test scores on ACT, PSAT, SAT to exceed the national average for any given year.”
• Where data comes from: https://public.tableau.com/views/DISHDirectLinks/schAchievement?%3Apublish=yes&%3AshowVizHome=no&%3Aembed=true&distnum=1420&schnum=2120
• How data is calculated: scores from all students are averaged for each test each year, grade, test, and category (math, reading/writing, ELA, PSAT, SAT, etc.)
• How data is used: bar graphs added to SIP comparing middle school, 9^th grade PSAT, 10^th grade PSAT, and SAT for each year. ACT no longer used. Trends are analyzed for increases or decreases over time and compared to national, state, and district averages.

1. Graduation Rate
2. Achievement
3. Attendance Rate
4. Effectiveness of Curriculum
5. Advanced Level Courses (AP)
6. Student/Parent Perceptions
7. Post-graduate Success
8. Post-Secondary Matriculation

Attendance Rate

• FD: “We expect the attendance rate to equal or exceed the district’s average.”
• Where data comes from: https://app.powerbi.com/view?r=eyJrIjoiNGExZmY3OTYtYzBiYi00MzgwLTljNTUtZTlkMjViZmUyODkxIiwidCI6ImM1MTNjMmNjLTBjYzUtNDVkMC04ZTY4LWFjNGVhNGJkN2UxOCIsImMiOjF9
• How data is calculated: Enrollment information is based on official state reports from the pupil count held annually in October. “Annual Attendance” is the average of overall students present in school on any given day and is based on end of prior school year reports.
• How data is used: Line graph added to SIP comparing JeffCo attendance rates to D’Evelyn attendance rates. Analyzed for trends over time.

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1. Graduation Rate
2. Achievement
3. Attendance Rate
4. Effectiveness of Curriculum
5. Advanced Level Courses (AP)
6. Student/Parent Perceptions
7. Post-graduate Success
8. Post-Secondary Matriculation

Effectiveness of Curriculum

FD: “The school will monitor the effectiveness of the curriculum with gradually increasing complexity.”

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• Where data comes from: Provided by D’Evelyn Administration
• How data is calculated: GPA is averaged by grade, weighted and unweighted
• How data is used: put into line charts and analyzed for trends across time, low GPA subset, median growth percentiles (MGP)

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Lack of data is limiting AC’s ability to accurately report on this aspect.

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1. Graduation Rate
2. Achievement
3. Attendance Rate
4. Effectiveness of Curriculum
5. Advanced Level Courses (AP)
6. Student/Parent Perceptions
7. Post-graduate Success
8. Post-Secondary Matriculation

Effectiveness of Curriculum

This area has limited data collection

(missing 2022/23 and 2023/2024 GPA data)

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The Founding Document specifically states that the following indicators should be tracked and followed:

• Maintenance of student GPA across years (need data – Josh can you help?)
• Student’s interest and eagerness to master the required content
• Recommendation needed on how we measure this aspect of the founding document. What data is available? If none, can we recommend this and add it to upcoming surveys?
• Teacher’s evaluation of appropriate levels of skills in each department
• Recommendation needed on how we measure this aspect of the founding document. What data is available? If none, can we recommend this and add it to upcoming surveys?
• Normed tests in individual subject areas
• Not currently evaluated. Should we?

1. Graduation Rate
2. Achievement
3. Attendance Rate
4. Effectiveness of Curriculum
5. Advanced Level Courses (AP)
6. Student/Parent Perceptions
7. Post-graduate Success
8. Post-Secondary Matriculation

Effectiveness of Curriculum (2022-23)

• 2022-2023 above is first semester only.
• 6th Grade GPAs are going up meaningfully over the past 3 years (expectations better matching performance)
• Grades 7-9 GPAs (unweighted) have moved up slightly, not necessarily statistically significant.
• Grades 10-12 GPAs (unweighted) have moved down slightly, not necessarily statistically significant
• All HS weighted GPAs have gone up over the past 3 years. Honors weighting began in the 2021-2022 year.

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Effectiveness of Curriculum (2022-23)�Low GPA Subset of Students

Low GPA subset.

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It is worth noting that while overall GPA is high and being maintained, there is a group of students in every grade with very low GPAs, even cumulatively. These students should not be lost in the mix, but efforts taken to provide tools to help them succeed.

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- 6% of all students in Semester 1 2022-23 have Semester GPA of <2.0

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- 2% of HS students as of December 2022 have a cumulative GPA of <2.0

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Effectiveness of Curriculum (2022-23)

• In order to monitor Maintenance of GPA across years, we continue to recommend monitoring each cohort (class) overall GPA in each grade, looking at 5 years of data based on a 7th grade start.
• 7-12 is suggested, as if we monitor 9-12 only then trends cannot be identified.
• These need to be unweighted for some number of years going forward, as there was a shift to honors weighting last year
• We do have three years of data for this, and GPA generally improves as they move through the school year over year, with some exceptions for the current 8th graders (dropped slightly through Jr. HS) and the current 11th graders (unusual drop-off in first semester of this year).

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Effectiveness of Curriculum (Jr. HS) (1)

One area of concern is the consistently low score for Median Growth Percentiles (MGP) in the Junior High School grades.

• At a high level, this data seems to indicate that D’Evelyn students in those grades are not demonstrating the same level of academic progress in 7^th and 8^th grade as their comparably-assessed peers in other schools.
• We would anticipate students making greater (not lesser) academic progress in their initial years.
• The opposite trend emphasizes the need for further inquiry, but no conclusions can be drawn.

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• Recommendation: Continue to monitor the academic growth indicators of Junior High School students in English and Math to ensure weak growth indicators are not a problem.

Advanced Placement

FD: “Advanced Placement testing will be offered to students desiring to participate. Students taking the Advanced Placement Courses will be required to take the applicable AP test to receive full credit.” (From Founding Document)

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Where data comes from: D’Evelyn Administration – Need help gathering data (Josh?)

# AP Enrollments missing 2022-2024

# of Students passing AP (3+) – missing 2023 data

% of Students passing AP (3+)

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How data is calculated: Number of passing scores divided by number of enrollments

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How data is used: line graphs to analyze trends

1. Graduation Rate
2. Achievement
3. Attendance Rate
4. Effectiveness of Curriculum
5. Advanced Level Courses (AP)
6. Student/Parent Perceptions
7. Post-graduate Success
8. Post-Secondary Matriculation

Student/Parent Perception (2022-23) (1)

• FD: “Students transferring into or from the high school will be surveyed. These comments will be used during the evaluation process to determine aspects of the school that are worthy of praise or in need of improvement. The perceptions of the school community will be monitored on informal and/or formal basis to indicate the level of satisfaction with the school. A waiting list for admittance will be viewed as an indicator of school success.”

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• Where data comes from: variety of sources, including District Surveys, D’Evelyn Administration, TELL survey (?)
• How data is calculated: Waitlist proxy data was calculated based on the difference between applications and acceptances. Improved methods are needed.
• How data is used: It’s difficult to draw conclusions from the data at this time. Waitlists have steadily dropped since a peak in 2013-2015. The recent uptick in non-6th grade waitlists is still well below previous levels. The addition of 6th grade has however created an uptick in the waitlist.

1. Graduation Rate
2. Achievement
3. Attendance Rate
4. Effectiveness of Curriculum
5. Advanced Level Courses (AP)
6. Student/Parent Perceptions
7. Post-graduate Success
8. Post-Secondary Matriculation

Student/Parent Perception (2022-23) (2)

An improved assessment of enrollment was undertaken in 2023.

• Ninth grade enrollment has gone up over time
• Tenth grade enrollment has held steady despite larger 9th grade classes, indicating increasing attrition between 9th and 10th grades
• Eleventh grade enrollment has dropped over time, indicating increasing attrition between 10th and 11th grades
• Senior enrollment has held steady, but may soon be dropping given the lowest ever sized junior class this year.

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Student/Parent Perception (2022-23) (3)

We recommend further exploration of how to reduce attrition between 9th and 10th and between 10th and 11th grades.

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An updated set of qualitative concerns from parent feedback relates to:

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1. Lack of access to a diverse set of advanced elective courses.

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2. High pressure/high homework load environment

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Student/Parent Perception (2022-23) (4)�No New Data this year

Student attrition trends have not changed much from 2015 to 2022.

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Similarly, class size over the years has remained similar, with some small decreases in 10^th - 12^th grade class size trends (statistical significance not clear).

Student/Parent Perception (2022-23) (5)�No New Data this year

Student attrition by grade is calculated in a “net” manner, by comparing class size each year. A better data approach would disambiguate students leaving from new students arriving.

Overall (aggregate) student attrition combining all grades does show a recent spike in students leaving the school.

Post-Graduate Success

• FD: We expect former students will further their education or be meaningfully employed.”

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• Where data comes from: data not currently collected

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• Possible path forward (detailed):
1. Collect contact information (email or phone) of all graduating seniors, maintain on record for 2 years post-grad
2. Contact grads 1 yr and 2 yrs after graduation to determine if they’re continuing their education or employed
3. Build and maintain a database of responses; analyze results

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• Possible path forward (less detailed):
• Collect contact information (email or phone) of all graduating seniors, maintain on record for 2 years post-grad
• Send out survey, gather and analyze responses (may not get enough responses to be statistically significant)

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1. Graduation Rate
2. Achievement
3. Attendance Rate
4. Effectiveness of Curriculum
5. Advanced Level Courses (AP)
6. Student/Parent Perceptions
7. Post-graduate Success
8. Post-Secondary Matriculation

Post-Secondary Matriculation Rates

• FD: N/A (Accountability Committee add)
• Where data comes from: https://www.cde.state.co.us/accountability/performanceframeworkresults
• How data is calculated: number of students who enrolled in a post-secondary program or enlisted in the military divided by the total number of students
• How data is used: bar chart showing matriculation % by year to 2-year institute, CTE (career and technical education) institute, 4-year institute, or military enlistment

1. Graduation Rate
2. Achievement
3. Attendance Rate
4. Effectiveness of Curriculum
5. Advanced Level Courses (AP)
6. Student/Parent Perceptions
7. Post-graduate Success
8. Post-Secondary Matriculation

Closing Thoughts / Potential Additional Data

• Analyze data to help prioritize areas needing improvement (urgency, highest concern, greatest impact, reputational risk, recruitment/retention, etc.) so that issues may be addressed in a timely manner
• Need GPA and AP data from Administration
• Other potential data (not currently collected or not currently fully analyzed)
• Student well-being (Stressed? Feeling success? Pride in work/community?)
• Citizenship metrics?
• Connection/belonging/D'Evelyn ethos
• Demographics (FRL, IEP, 504, Minority)
• Alumni tracking
• TELL Survey Data (new in 2024): School Culture, measured as per the data on the School Insights website for 2023. Continue to use?
• Panorama Survey: Graphs were made showing D'Evelyn percentages from the School Culture aspect and some data was used in the SIP. Continue to use?
• Geographical Neighborhood Relations (what data, how to collect?)
• Management Style (what data, how to collect?)