Simpson Middle School

Data Overview of CRCT Test

Scores

Stephen Joel Atchison

ITEC 7405
04/19/2015

Purpose

Celebrate Strengths
Identifying Opportunities
Provide in-depth analysis of achievement data
for our school over the last 3 years.
Analyze, review, and summarize data and
compare wins and areas of improvement.

Mission Statement
The mission of Simpson Middle School is to facilitate life-long
learning through a multitude of educational experiences that enable
students to become self-directed learners, perceptive thinkers, and
effective oral and written communicators. By developing these skills,
students become contributors in the school and in the diverse world.
BELIEFS
All students can learn.
All students can become proficient writers.
All students can become proficient in mathematical problem solving.
Everyone is accountable and responsible for his or her actions.
All students are guaranteed a quality curriculum.
All stakeholders are partners in the educational process through
effective communication.
All students can strive and excel as self-directed learners, and
effectively participate as a collaborative team member.

Enrollment Data by Grade

Level

2011-12 2012-13 2013-14

8th
281
279
319
7th
280
314
288
6th
308
287
293

330

320

310

300
Spring 2011-12

290

Spring 2012-13
Spring 2013-14

280

270

260

250
8th

7th

6th

Simpson Middle School Demographic Data

70.0%
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%

Percentage of Students 2013-14

Percentage of Students 2012-13
Percentage of Students 2011-12

Eighth Grade Writing Test Scores

School Year Subject
2013-14

2012-13

2011-12

English Language
Arts
Mathematics
Reading
Science
Social Studies
English Language
Arts
Mathematics
Reading
Science
Social Studies
English Language
Arts
Mathematics
Reading
Science
Social Studies

Number
Tested

Does Not
Meets Exceeds
Meet
887
1.1% 28.7% 70.1%
881
890
888
886
871

3.5%
0.6%
5.0%
5.0%
1.4%

31.0%
19.6%
36.1%
22.0%
31.9%

65.5%
79.9%
58.9%
73.0%
66.7%

861
872
872
871
847

2.4%
0.9%
4.4%
4.5%
1.3%

33.8%
26.1%
34.9%
23.9%
32.5%

63.8%
72.9%
60.8%
71.6%
66.2%

830
846
853
851

2.2%
0.1%
4.9%
3.6%

42.3%
31.4%
43.3%
24.3%

55.5%
68.4%
51.8%
72.0%

Test Scores by Demographic

SY2013-14

Subject
Does Not Meet
Meets
Exceeds

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

Test Scores by Demographic

SY2012-13

Subject
Does Not Meets
Meets
Exceeds

Hispanic
Two or More Races
White
Black or African American
0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

Test Scores by Demographic

SY2011-12

Subject
Does Not Meets
Meets
Exceeds

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

Year-Over-Year Test Scores for 6th Grade

90.0%

80.0%

70.0%

60.0%

50.0%

Does Not Meet

Meets

40.0%

30.0%

20.0%

10.0%

0.0%

Exceeds

Year-Over-Year Test Scores for 7th Grade

90.0%
80.0%
70.0%
60.0%
50.0%

Does Not Meet

Meets

40.0%
30.0%
20.0%
10.0%
0.0%

Exceeds

Year-Over-Year Test Scores for 8th Grade

90.0%
80.0%
70.0%
60.0%
50.0%

Does Not Meet

Meets

40.0%
30.0%
20.0%
10.0%
0.0%

Exceeds

SY2011-14 State and School Level Comparison

for Meets/Exceeds
8th

Meets

Exceeds

2013-14

Subject

School

25.1%

School

English Language
Arts
English Language
Arts
Mathematics

State
School

8th

Meets

Exceeds

2012-13

Subject

74.3%

School

28.8%

44.7%

51.9%

State

30.8%

68.2%

School

English Language
Arts
English Language
Arts
Mathematics

Mathematics

49.9%

41.4%

State

Reading

16.3%

83.7%

School

State

Reading

35.4%

63.6%

School

Science

39.7%

55.4%

State

Science

50.9%

School

Social Studies

30.9%

State

Social Studies

44.3%

State

7th

24.9%

32.2%

66.7%

46.1%

49.9%

State

49.3%

47.7%

36.3%

63.0%

School

59.7%

38.8%

Mathematics

50.8%

41.4%

State

Mathematics

54.4%

35.7%

Reading

24.1%

75.9%

School

Reading

27.9%

72.1%

State

Reading

44.0%

54.9%

State

Reading

47.5%

51.3%

School

Science

45.6%

50.4%

School

Science

50.2%

44.3%

32.5%

State

Science

49.9%

30.2%

State

Science

50.5%

28.7%

64.3%

School

Social Studies

38.3%

55.5%

School

Social Studies

38.8%

56.8%

41.1%

State

Social Studies

42.9%

39.1%

State

Social Studies

43.9%

39.0%

School
State

Mathematics

School
State

7th

Meets

Exceeds

2012-13

Subject

74.4%

School

24.1%

39.7%

55.8%

State

25.3%

70.5%

School

English Language
Arts
English Language
Arts
Mathematics

43.5%

47.5%

State

Mathematics

Reading

23.8%

75.5%

School

Reading

45.1%

51.4%

State

School

Science

18.3%

79.2%

State

Science

34.3%

53.3%

School

Social Studies

15.5%

State

Social Studies

26.4%

State

Exceeds

English Language
Arts
English Language
Arts
Mathematics

Exceeds

English Language
Arts
English Language
Arts
Mathematics

Meets

School

School

70.8%

Meets

Subject

Subject

2013-14

8th
2011-12

7th

Meets

Exceeds

2011-12

Subject

73.6%

School

21.9%

77.0%

40.7%

53.8%

State

42.2%

52.0%

26.8%

70.6%

School

English Language
Arts
English Language
Arts
Mathematics

21.5%

77.0%

46.5%

46.3%

State

Mathematics

42.8%

49.9%

Reading

33.7%

64.4%

School

Reading

38.7%

61.3%

Reading

56.3%

40.0%

State

Reading

61.9%

33.3%

School

Science

15.4%

81.1%

School

Science

21.7%

75.7%

State

Science

35.1%

54.5%

State

Science

36.8%

49.8%

80.6%

School

Social Studies

12.5%

83.7%

School

Social Studies

15.5%

82.3%

61.5%

State

Social Studies

28.3%

60.1%

State

Social Studies

27.0%

55.6%

Strengths

Simpson Middle School outperformed the State of Georgia

in every subject area for the last three years.
Consistent level of performance across all grade levels
when compared to state level data.
Despite varying levels of enrollment and ethnicities, the
successes at Simpson Middle School have remained
unchanged.
Consistent levels of performance across all three grade
levels in English, Math, and Social Studies.

Opportunities

In all three grade levels across a three years span, Science

and Social Studies continue to have the highest percentage
of students in the Does Not Meet category of the CRCT.
Sub groups such as special education and minorities have
the great variance in scores of Does Not Meet and meets
The bubble students who are Meets are very close to
exceeds and with the right lesson planning, implementation
of common assessments based on the data, they could
easily increase the next year.

Thoughts?

Our students for the last three school years have

been predominately white and wealthy with little
or insignificant changes demographics. Our
teachers are predominately white as well. Are we
as a school able to teach to children of different
cultural or economic backgrounds? If we see a
sudden influx of ESOL students, would be able to
maintain our above par performance at a state
level?