Understanding subgroup level performance can often involve several comparisons- performance relative to other subgroups in a school, performance relative to other students in the state, and performance on an absolute scale. The visuals below attempt to combine those comparisons into a single visual.
The first visual shows the distribution of mathematics performance by subgroup for all high schools in Georgia. Each school is represented by a gray dot, and Grady High School, the selected school, is represented by a red dot. The x-axis shows the CCRPI math indicator score, grouped into five point bins.
For example, Grady’s “All Students” performance on the math indicator is 82.6, and the height of the gray bar where Grady is located is proportional to the number of schools that scored between 80 and 85.
Mouse-over or tap a dot to view both the indicator score for a subgroup and the state percentile rank of that score within the subgroup. For example, the math score for black students at Grady was 50.8, and this was in the 70th percentile of school-level black student performance in the state. The math score for white students at Grady was 100, and this was in the 90th percentile of school-level white student performance in the state. (10% of schools had a score of 100 for white students, so all of these schools are in the 90th percentile. In other words, they scored higher than 90% of schools in the state.)
Grady does not have a result for Asian/Pacific Islander, because they had less than 15 tested students in that category.
The mathematics CCRPI indicator, shown in the graph, can be thought of as a weighted proficiency measure. The indicator shows average student performance, where beginner achievement is worth 0, developing achievement is worth 50, proficient achievement is worth 100, and distinguished achievement is worth 150.
Use the filters on top to change to a different CCRPI indicator, highlight a different school, or add a comparison school. Mouse-over or tap the blue info button to read a definition of the selected indicator.
The next visual shows the performance of middle schools on the CCRPI math indicator. KIPP Strive is highlighted in red, and Atlanta Neighborhood Charter is highlighted in blue. The All Students graph shows that Atlanta Neighborhood Charter performed higher than KIPP Strive overall, but the graphs for black students and economically disadvantaged students1 show that KIPP Strive performed significantly higher for these subgroups.
The next visual shows elementary school math performance. Drew Charter is highlighted in red, and all other APS elementary schools are highlighted in blue. This allows us to see that Drew Charter has the highest math performance in the district for black students, and they score in the 97th percentile of black students statewide.
Notice that selecting “All APS Schools” as the comparison school allows us to better view Drew relative to other APS schools and it also allows us to view outliers amongst APS schools.
In addition to selecting different APS schools, try selecting different indicators, such as other subjects, growth/progress indicators, and student attendance.
- The economically disadvantaged subgroup shows the performance of students who receive free or reduced price lunch. Schools with Community Eligibility Provision will have all students marked as Free Lunch regardless of actual household income. We can see this is not the case for KIPP Strive or ANCS because their All Students score is different from their economically disadvantaged score.