Chaparral High (Continuation) (Data source)
Source data for Chaparral High (Continuation)
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 | 643125 | 2413 | - | 2628 | = | -215 | * | (46 | / | 46) | = | -215.0 | ||
| Step 4 | SUM Weighted Distance From Standard to get 2015 Difference From Standard for Chaparral High (Continuation) | -215 | ||||||||||||
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 | 20496 | 2439 | - | 2628 | = | -189 | * | (48 | / | 48) | = | -189.0 | ||
| Step 4 | SUM Weighted Distance From Standard to get 2016 Difference From Standard for Chaparral High (Continuation) | -189 | ||||||||||||
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 | 20835 | 2425 | - | 2628 | = | -203 | * | (35 | / | 35) | = | -203.0 | ||
| Step 4 | SUM Weighted Distance From Standard to get 2017 Difference From Standard for Chaparral High (Continuation) | -203 | ||||||||||||
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 | 20827 | 2433 | - | 2628 | = | -195 | * | (31 | / | 31) | = | -195.0 | ||
| Step 4 | SUM Weighted Distance From Standard to get 2018 Difference From Standard for Chaparral High (Continuation) | -195 | ||||||||||||
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 | 21000 | 2414 | - | 2628 | = | -214 | * | (38 | / | 38) | = | -214.0 | ||
| Step 4 | SUM Weighted Distance From Standard to get 2019 Difference From Standard for Chaparral High (Continuation) | -214 | ||||||||||||
Last steps
Compute the average
| 2015 | 2016 | 2017 | 2018 | 2019 | Sum | Average |
|---|---|---|---|---|---|---|
| -215 | -189 | -203 | -195 | -214 | -1016.0 | -203.2 |
Compute the Upper Control Limit
Simply compute the standard deviation and multiply by 3 and add to the average: -170.2
Compute the Lower Control Limit
Simply compute the standard deviation and multiply by 3 and subtract from the average: -236.2
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 | 71% | 69% | 79% | 83% | 80% |
| Data source | 2015 data file | 2016 data file | 2017 data file | 2018 data file | 2019 data file |
Bonita Unified school district | County of Los Angeles
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.
Chaparral High (Continuation) math proficiency
Zero+ meets standard.
63% less $meal
60% less $meal
71% less $meal
76% less $meal
72% 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 Bonita Unified (1)
| Chaparral High (Continuation) |