Intensive Learning Center (Data source)
Source data for Intensive Learning Center
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 |
||
3 | 635896 | 2448 | - | 2436 | = | 12 | * | (93 | / | 295) | = | 3.78305084 | ||
4 | 635899 | 2470 | - | 2485 | = | -15 | * | (60 | / | 295) | = | -3.05084745 | ||
5 | 635900 | 2508 | - | 2528 | = | -20 | * | (75 | / | 295) | = | -5.08474576 | ||
6 | 635903 | 2552 | - | 2552 | = | 0 | * | (67 | / | 295) | = | 0.0 | ||
Step 4 | SUM Weighted Distance From Standard to get 2015 Difference From Standard for Intensive Learning Center | -4 |
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 |
||
3 | 20305 | 2444 | - | 2436 | = | 8 | * | (78 | / | 300) | = | 2.08 | ||
4 | 20308 | 2480 | - | 2485 | = | -5 | * | (91 | / | 300) | = | -1.51666667 | ||
5 | 20310 | 2543 | - | 2528 | = | 15 | * | (63 | / | 300) | = | 3.15 | ||
6 | 20312 | 2551 | - | 2552 | = | -1 | * | (68 | / | 300) | = | -0.22666667 | ||
Step 4 | SUM Weighted Distance From Standard to get 2016 Difference From Standard for Intensive Learning Center | 3 |
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 |
||
3 | 20632 | 2436 | - | 2436 | = | 0 | * | (109 | / | 329) | = | 0.0 | ||
4 | 20633 | 2474 | - | 2485 | = | -11 | * | (77 | / | 329) | = | -2.57446808 | ||
5 | 20636 | 2519 | - | 2528 | = | -9 | * | (85 | / | 329) | = | -2.32522796 | ||
6 | 20638 | 2554 | - | 2552 | = | 2 | * | (58 | / | 329) | = | 0.35258359 | ||
Step 4 | SUM Weighted Distance From Standard to get 2017 Difference From Standard for Intensive Learning Center | -5 |
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 |
||
3 | 20626 | 2438 | - | 2436 | = | 2 | * | (86 | / | 346) | = | 0.49710983 | ||
4 | 20628 | 2468 | - | 2485 | = | -17 | * | (105 | / | 346) | = | -5.15895954 | ||
5 | 20630 | 2524 | - | 2528 | = | -4 | * | (75 | / | 346) | = | -0.86705202 | ||
6 | 20632 | 2552 | - | 2552 | = | 0 | * | (80 | / | 346) | = | 0.0 | ||
Step 4 | SUM Weighted Distance From Standard to get 2018 Difference From Standard for Intensive Learning Center | -6 |
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 |
||
3 | 20807 | 2428 | - | 2436 | = | -8 | * | (82 | / | 363) | = | -1.80716253 | ||
4 | 20808 | 2472 | - | 2485 | = | -13 | * | (94 | / | 363) | = | -3.36639118 | ||
5 | 20809 | 2500 | - | 2528 | = | -28 | * | (101 | / | 363) | = | -7.79063359 | ||
6 | 20810 | 2542 | - | 2552 | = | -10 | * | (86 | / | 363) | = | -2.369146 | ||
Step 4 | SUM Weighted Distance From Standard to get 2019 Difference From Standard for Intensive Learning Center | -15 |
Last steps
Compute the average
2015 | 2016 | 2017 | 2018 | 2019 | Sum | Average |
---|---|---|---|---|---|---|
-4 | 3 | -5 | -6 | -15 | -27.0 | -5.4 |
Compute the Upper Control Limit
Simply compute the standard deviation and multiply by 3 and add to the average: 12.6
Compute the Lower Control Limit
Simply compute the standard deviation and multiply by 3 and subtract from the average: -23.4
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 | 60% | 58% | 56% | 57% | 59% |
Data source | 2015 data file | 2016 data file | 2017 data file | 2018 data file | 2019 data file |
Bellflower Unified school district County of Los Angeles
THIS chart shows what the school system "wants"
PLUS a "special" or "outside" cause of variation, parent education.
NOT what teachers want.
NOT what principals want.
NOT what parents want.
Intensive Learning Center math proficiency
Zero+ meets standard.
41% less $meal
39% less $meal
37% less $meal
44% less $meal
48% 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.