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 middle schools in Georgia. Each school is represented by a gray dot, and Inman Middle 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, Inman’s “All Students” performance on the math indicator is 98.3, and the height of the gray bar where Inman is located is proportional to the number of schools that scored between 95 and 99.9.

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 indicator score for black students at Inman was 59.3; this puts Inman at the 67th percentile in the state for black student math performance (among middle schools). The math score for white students at Inman was 100, and this was in the 87th percentile of school-level white student performance in the state. (13% of schools had a score of 100 for white students, so all of these schools are in the 87th percentile. In other words, they scored higher than 87% of schools in the state.)

Inman has a result in each subgroup category because they have at least 15 tested students in each 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 150¹.

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 elementary schools on the CCRPI math indicator. Drew Charter is highlighted in red, and all other APS elementary schools are highlighted in blue. The graphs show that Drew Charter had the highest math performance in the district for black students and economically disadvantaged². These performances were in the 99th and 95th percentiles of the state, respectively.

The next visual shows elementary math performance at the district level. Atlanta Public Schools is highlighted in red and City Schools of Decatur is highlighted in blue. The graph shows that the two districts have similar performance for some subgroups, such as white students and economically disadvantaged, but Decatur’s overall performance is much higher. Given that both districts have similar subgroup performance and achievement gaps, the main reason for Decatur’s higher overall performance is they have a different proportion of those subgroups.

Use the tabs at the top of the visual to change grade levels between school and district levels. Also try selecting different indicators, such as other subjects, growth/progress indicators, and student attendance.

To view overall CCRPI results, view our previous CCRPI blog post. To get email alerts for similar posts, please subscribe to the blog.

1. The total indicator score is capped at 100, even though a high-performing school could score higher.
2. 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 Drew because their “All Students” performance is different from their “Economically Disadvantaged” performance.