Cambridge Continuation High (Data source)
Source data for Cambridge Continuation High
2015
| Step 1 | Step 2 | Step 3 | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Get Mean Scale Score from line numbers in this data file. | Subtract 'met min' Scale Score. from Mean Scale Score to get Distance From Standard | Multiply Distance From Standard by proportion of students in grade. | ||||||||||||
| Grade | Line number |
Mean Scale Score |
- | Scale Score: met min |
= | Distance from standard |
* | (Students tested in grade |
/ | Students) tested in school |
= | Weighted Distance From Standard |
||
| 11 | 318408 | 2417 | - | 2628 | = | -211 | * | (181 | / | 181) | = | -211.0 | ||
| Step 4 | SUM Weighted Distance From Standard to get 2015 Difference From Standard for Cambridge Continuation High | -211 | ||||||||||||
2016
| Step 1 | Step 2 | Step 3 | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Get Mean Scale Score from line numbers in this data file. | Subtract 'met min' Scale Score. from Mean Scale Score to get Distance From Standard | Multiply Distance From Standard by proportion of students in grade. | ||||||||||||
| Grade | Line number |
Mean Scale Score |
- | Scale Score: met min |
= | Distance from standard |
* | (Students tested in grade |
/ | Students) tested in school |
= | Weighted Distance From Standard |
||
| 11 | 9503 | 2418 | - | 2628 | = | -210 | * | (174 | / | 174) | = | -210.0 | ||
| Step 4 | SUM Weighted Distance From Standard to get 2016 Difference From Standard for Cambridge Continuation High | -210 | ||||||||||||
2017
| Step 1 | Step 2 | Step 3 | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Get Mean Scale Score from line numbers in this data file. | Subtract 'met min' Scale Score. from Mean Scale Score to get Distance From Standard | Multiply Distance From Standard by proportion of students in grade. | ||||||||||||
| Grade | Line number |
Mean Scale Score |
- | Scale Score: met min |
= | Distance from standard |
* | (Students tested in grade |
/ | Students) tested in school |
= | Weighted Distance From Standard |
||
| 11 | 9817 | 2406 | - | 2628 | = | -222 | * | (263 | / | 263) | = | -222.0 | ||
| Step 4 | SUM Weighted Distance From Standard to get 2017 Difference From Standard for Cambridge Continuation High | -222 | ||||||||||||
2018
| Step 1 | Step 2 | Step 3 | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Get Mean Scale Score from line numbers in this data file. | Subtract 'met min' Scale Score. from Mean Scale Score to get Distance From Standard | Multiply Distance From Standard by proportion of students in grade. | ||||||||||||
| Grade | Line number |
Mean Scale Score |
- | Scale Score: met min |
= | Distance from standard |
* | (Students tested in grade |
/ | Students) tested in school |
= | Weighted Distance From Standard |
||
| 11 | 9840 | 2394 | - | 2628 | = | -234 | * | (177 | / | 177) | = | -234.0 | ||
| Step 4 | SUM Weighted Distance From Standard to get 2018 Difference From Standard for Cambridge Continuation High | -234 | ||||||||||||
2019
| Step 1 | Step 2 | Step 3 | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Get Mean Scale Score from line numbers in this data file. | Subtract 'met min' Scale Score. from Mean Scale Score to get Distance From Standard | Multiply Distance From Standard by proportion of students in grade. | ||||||||||||
| Grade | Line number |
Mean Scale Score |
- | Scale Score: met min |
= | Distance from standard |
* | (Students tested in grade |
/ | Students) tested in school |
= | Weighted Distance From Standard |
||
| 11 | 9915 | 2402 | - | 2628 | = | -226 | * | (198 | / | 198) | = | -226.0 | ||
| Step 4 | SUM Weighted Distance From Standard to get 2019 Difference From Standard for Cambridge Continuation High | -226 | ||||||||||||
Last steps
Compute the average
| 2015 | 2016 | 2017 | 2018 | 2019 | Sum | Average |
|---|---|---|---|---|---|---|
| -211 | -210 | -222 | -234 | -226 | -1103.0 | -220.6 |
Compute the Upper Control Limit
Simply compute the standard deviation and multiply by 3 and add to the average: -190.6
Compute the Lower Control Limit
Simply compute the standard deviation and multiply by 3 and subtract from the average: -250.6
For the lines, you have the data necessary to plot the chart.
Very last step
The percent of students getting a Free or Reduced Price Meal comes from the following sources:
| 2015 | 2016 | 2017 | 2018 | 2019 | |
|---|---|---|---|---|---|
| Percent | 90% | 91% | 93% | 92% | 94% |
| Data source | 2015 data file | 2016 data file | 2017 data file | 2018 data file | 2019 data file |
Fresno Unified school district | County of Fresno
THIS chart shows what the school system "wants"
PLUS a "special" or "outside" cause of variation: wealth/poverty.
NOT what teachers want.
NOT what principals want.
NOT what parents want.
Cambridge Continuation High math proficiency
Zero+ meets standard.
78% less $meal
72% less $meal
76% less $meal
79% less $meal
77% less $meal
• Any result above zero is proficient; below is not proficient. • There is a 99% chance that results will remain the same in coming years, which is to say, between the Upper and Lower Control Limits (the gray lines). • The houses with the % of students receiving a Free or Reduced Price Meal is a measure of wealth/poverty.
Continuation High Schools schools in Fresno Unified (2)
| Cambridge Continuation High | Dewolf Continuation High |