Achievement Gaps
An important goal of the Every Student Succeeds Act (ESSA) is to help improve the academic achievement of student groups.
ESSA requires the reporting of student performance for all students as well as race/ethnic subgroups, English learners (EL),
students eligible for free or reduced-price lunch (low socio-economic status) and students with disabilities.
An overall score (index) is created for each student group as well as detail about the performance of that subgroup across multiple measures. Subgroups must have 20 or more students to have an overall score or score for each measure. Targeted subgroups are those student groups below the same benchmark which is used to identify comprehensive schools.
This page provides important information about closing the achievement gap between student groups. Data is displayed which shows how subgroups are performing compared to each other, performing to state average and to the benchmark cut score which identifies comprehensive schools.
Index Points – Overall score of a subgroup across multiple measures. Performance detail can be found below.
Program
Index Points 
This chart shows two different displays about the achievement for students in this school. The chart on the left shows how much student groups are above or below the overall statewide average. The chart on the right shows how much student groups are performing above or below the cut score that designates whether a school is identified for targeted support.
State average: 54.91
Below | Above
Gap Cut: 43.95
Below | Above
Race
Index Points
This chart shows two different displays about the achievement for students in this school. The chart on the left shows how much student groups are above or below the overall statewide average. The chart on the right shows how much student groups are performing above or below the cut score that designates whether a school is identified for targeted support.
State average: 54.91
Below | Above
Gap Cut: 43.95
Below | Above
Performance Detail: Black/African American
| Measure | Raw Score |
Standard Score |
Weighting Percentage |
Total Points |
|
Assessment Participation Mathematics
|
98.53 | 5.00 | 5.00 | 5.00 |
|
Assessment Participation Reading
|
100.00 | 5.00 | 5.00 | 5.00 |
|
Average School Achievement Reading
|
38.81 | 38.81 | 8.40 | 3.26 |
|
Average School Achievement Mathematics
|
38.53 | 38.53 | 8.40 | 3.24 |
|
Growth Reading
|
31.00 | 27.71 | 28.20 | 7.81 |
|
Growth Mathematics
|
50.00 | 49.94 | 28.20 | 14.08 |
|
Percent Proficient Reading
|
25.64 | 3.59 | 8.40 | 0.30 |
|
Percent Proficient Mathematics
|
23.08 | 4.78 | 8.40 | 0.40 |
|
39.09 Total Points |
Performance Detail: Low Socio-Economic Status (FRL)
| Measure | Raw Score |
Standard Score |
Weighting Percentage |
Total Points |
|
Assessment Participation Reading
|
100.00 | 5.00 | 5.00 | 5.00 |
|
Assessment Participation Mathematics
|
98.91 | 5.00 | 5.00 | 5.00 |
|
Average School Achievement Mathematics
|
41.23 | 41.23 | 7.88 | 3.25 |
|
Average School Achievement Reading
|
41.02 | 41.02 | 7.88 | 3.23 |
|
Conditions for Learning Composite
|
32.00 | 31.66 | 5.63 | 1.78 |
|
Growth Mathematics
|
48.00 | 48.05 | 26.44 | 12.70 |
|
Growth Reading
|
30.00 | 26.51 | 26.44 | 7.01 |
|
Percent Proficient Mathematics
|
32.76 | 12.71 | 7.88 | 1.00 |
|
Percent Proficient Reading
|
34.48 | 11.58 | 7.88 | 0.91 |
|
39.88 Total Points |