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Data Analysis: Fallbrook

Union High School

Bree Galster & Monica Diaz


● Our School
Student and Staff Perceptions
Overview ●
● School Demographics
● School Comparison Throughout
● Enrollment in AP Classes
● Standardized Test Scores
● Graduation Rates
● UC/CSU Eligibility
● Areas of Strength
● Areas of Need
● Recommendations
Student & Staff
Perceptions
Areas of Strength

● “Super cool teachers”


● “Friendly security guards”

Student Voices ●

“Different classes to choose from”
“Sense of home”
● “Small town feel”
● “It’s a community”

Areas of Growth

● “Needs to bring back the classes that’ll


be most useful”
● “I don’t feel safe sometimes”
Areas of Strength

● Working more to talk about A-G requirements


● School going towards college and career
● Working to implement more student interaction

Staff ●
in classroom, teaching group strategies
More parent engagement (working with

Perceptions
parents, having more parent nights)
● House system for parents and learning
communities

Areas of Growth

● Policies and procedures better laid out (as of


now, everything “depends on situation”)
● Professional development can be difficult to
balance work and not necessarily always
helpful
● Need more communication
Our School
Our School
Our School
Fallbrook Union High School’s Students
Fallbrook Union High School’s Counseling Team

College & Career Counselor

Tony Morrow

Jaime Miramontes

Kristina Chavez
Heather Lampron
Patrick Farschian Honor House

Cindy Jimenez (TBD)


Chaila Archileta-Moya
School Counselor Trainees
Monica Diaz Bree Galster

Spirit House Freedom House


School Demographics
Enrollment by
Gender

2016-2017

As of 2016-2017, there are 114 more males than females.


Enrollment
by Ethnicity

2016-2017

The largest ethnic group is Hispanic or Latino and White.


Enrollment
by Ethnicity

Over Time

The number of White students has decreased, while the number of


Hispanic or Latino students has stayed roughly the same.
Enrollment
by Ethnicity

Comparative
Look

FUHS student enrollment by ethnicity is similar to SD county and the


state of California in which the majority of students are Hispanic or
Latino and White.
Spanish Armenian
Languages of Dual Tagalog Italian
Language Learners German Arabic
As of 2015 Polish French
Korean Cambodian
Vietnamese Japanese
Chinese English
Samoan Tongan

Source: Statistical Atlas (2015)


Fallbrook Union High School’s Staff
Fallbrook Teachers by Ethnicity

Staff Ethnic Make Up

2012-2015

The teaching staff is primarily White, followed by Hispanic or Latino.


Advanced Placement
Classes
AP Class
Enrollment
by Gender

2016-2017

There are 27 more females enrolled in AP classes than males.


AP Class
Enrollment
by Gender

2016-2017

Fewer males are enrolled in each AP class except AP calculus


and AP art history, however AP calculus class only has two
more males than females and AP art history only has three
more males than females.
AP English Language
Enrollment
by Gender

2016-2017

There are almost double females than males.


AP English
Literature
Enrollment
by Gender

2016-2017

There are more than double females than males.


AP Spanish Language
Enrollment
by Gender

2016-2017

There are 13 more females than males.


AP Spanish Literature
Enrollment
by Gender

2016-2017

There are more than three times more females than males.
AP European History
Enrollment
by Gender

2016-2017

There are 19 more females than males.


AP US History
Enrollment
by Gender

2016-2017

There are 3 more females than males.


AP Calculus
Enrollment
by Gender

2016-2017

There are 2 less females than males in AP Calculus classes.


AP Biology
Enrollment
by Gender

2016-2017

There are almost three times more females than males.


AP Chemistry
Enrollment
by Gender

2016-2017

There are 2 more females than males.


AP Art History
Enrollment
by Gender

2016-2017

There are 3 more males than females.


AP Studio Art:
Drawing
Enrollment
by Gender

2016-2017

There are 3 more females than males.


AP Enrollment
by Ethnicity

2016-2017

There is a significantly higher number of White students


enrolled in AP math and science courses compared to other
ethnicities. There are no Hispanic or Latino students enrolled
even though the majority of students at FUHS are Hispanic or
Latino.
AP Enrollment
by Ethnicity

2016-2017

There is a significantly higher number of White students


enrolled in AP English courses compared to other ethnicities.
There are no Hispanic or Latino students enrolled even
though the majority of students at FUHS are Hispanic or
Latino.
Advanced Placement Test Results

AP Scores
Over Time

The majority of students have scored between 2-4 on the AP


tests over the years.
Fallbrook Union HS

AP Scores
Over Time
Comparative
Look
Oceanside High School

The majority of students have scored between 2-4 on the AP


tests over the years at FUHS, however at OHS, the majority
of students scored between 1-3.
Standardized Tests
Number of Students Taking the SAT Across Levels

SAT Test Taking


Comparative
Look

A significantly less number of students at FUHS take the SAT


in comparison to San Diego County and the State.
Average FUHS SAT Scores by Subject Over Time

SAT Scores
Over Time

The average mathematics, writing, and reading scores has


decreased every year (with the exception of 2015-2016 math).
FUHS Average SAT Scores

California Average SAT Scores

SAT Scores
Comparative
Look
Oceanside High School

Most recently, FUHS students on


average scored considerably lower
on the SAT Math portion than
Oceanside High School, but scored
higher on reading and writing.

Compared to the State, FUHS SAT


test scores a relatively higher in all
subject areas in the recent years.
Number of Students taking ACT Across Levels

Students Taking
ACTs
Over Time

A significantly less number of students are taking the ACT at


Fallbrook High School in comparison to San Diego County and
the State.
ACT Average Test Scores by Subject

ACT Scores

The average ACT scores for Math, English, Science, and


Reading have consistently been between 20-24 over time.
FUHS Average ACT Scores

California Average ACT Scores

ACT Scores
Comparative
Look
Oceanside High School

FUHS students on average scored


similar on the ACT compared to
Oceanside High School students.
Compared to the State, FUHS
scores were slightly higher on
average as well.
SBAC Scores
ELA/Literacy
2016

Only 36% of 11th graders either met or exceeded the standard,


while 63% of students did not or nearly met the standard.
SBAC Scores
Mathematics
2016

Only 34% of 11th graders either met or exceeded the standard,


while 66% of students did not or nearly met the standard.
SBAC Scores
ELA/Literacy
By Gender
2016

Both female and male scores are similar, however more


females met or exceeded the standard.
SBAC Scores
Mathematics
By Gender
2016

More males did not meet the standard than females.


SBAC Scores
ELA/Literacy
By Ethnicity
2016

80% of White students met or exceeded the standard whereas


54% of Black/African American and 53% of Hispanic/Latino
students met or exceeded the standard.
SBAC Scores
Mathematics
By Ethnicity
2016

52% of White students met or exceeded the standard whereas


8% of Black/African American and 26% of Hispanic/Latino
students met or exceeded the standard.
Graduation Rates
Number of Cohort Graduates Over Time

Graduation Rates
Over Time

School Year

The number of cohort graduates has decreased from


2013 to 2015.
FUHS Graduation Rates Based on Ethnicity

Graduation Rates
By Ethnicity
Over Time

The graduation rates for Filipino and Asian students have been consistently
high, while the rates for Black or African American students have been
increasing, and the rates for Hispanic or Latino students have been decreasing.
Graduation Rates by Gender

Graduation Rates
By Gender
Over Time

The percent of female and male graduates have decreased


over time.
2012-13
2013-14

Graduation Rates 2014-15

By Cohort
Over Time

There is a consistently lower percentage of students


graduating from Fallbrook High compared to Oceanside High.
Life After Fallbrook
Class of 2017
● 26% of graduates are attending at 4 year college

Life After ● 58% of graduates are attending community college

Fallbrook
● College and Career Center
○ Two counselors help students with advice, applying for
applications
How does ○ Military recruitment and center
● FAFSA Workshops
Fallbrook promote ○ Held every October
○ Extra support and step-by-step process in application
a college-going ● College Applications Workshops
○ Held in October and November during lunch and after school
atmosphere? ○ Extra support and step-by-step process in applications
● Palomar Extension (on campus)
○ Students can take classes before school
○ Gain college credit
● University Representatives (on campus)
○ During classes and lunch
● College decor in classrooms and offices
● Opportunity to recover credits
○ APEX
○ Ivy and Oasis continuation schools
● AVID
○ First generation students
● WAHUPA
○ Works with first-generation students
○ Mentor and guide towards higher education
In-State Out-of-State
● Azusa Pacific University ● Arizona State University
● Cal Poly Pomona ● Dartmouth College
Colleges ● Cal Poly SLO ● Grand Canyon University
● Chico State University ● Hawaii Pacific University
Attended by ● Concordia University ● North Arizona University
● CSU Fullerton ● Texas Christian University
FUHS Students ● CSU Los Angeles ● University of Arizona
● CSU San Bernardino
● CSU San Marcos
Class of 2017 ● Humboldt State University
● Point Loma Nazarene
● San Diego State University
● San Francisco State University
● Stanford University
● University of San Diego
● UC Davis
● UC Los Angeles
● UC Merced
● UC Riverside
● UC San Diego
● UC Santa Barbara
● Vanguard University
CSU/UC Eligibility
Graduates Meeting UC/CSU Course Requirement
Seniors
Graduating
CSU/UC Eligible
Over Time

The percent of graduates graduating with A-G requirements


decreased from 2013-2014 to 2014-2015. However, the percent of
graduates increased significantly from 2014-2015 to 2016-2017
(no data on 2015-2016).
Graduates by Gender Meeting UC/CSU Course
Seniors Requirements

Graduating
CSU/UC Eligible
by Gender
Over Time

More female graduates meet the UC/CSU course requirements


than males. However, both genders have decreased– males
from 2012-2013 to 2014-2015, and females 2013-2014 to
2014-2015.
Graduates by Race/Ethnicity Meeting UC/CSU Course Requirements

Seniors
Graduating
CSU/UC Eligible
by Ethnicity
Over Time

Throughout the years, the number of Filipino, Asian, and 2 or more


races graduates meeting CSU/UC eligibility has increased,
whereas Black or African American, and Hispanic or Latino
graduates have decreased.
Socioeconomically Disadvantaged & ELL Students Meeting
UC/CSU Course Requirements
Seniors
Graduating
CSU/UC Eligible:
Low SES & ELL
Students

The percentage of socioeconomically disadvantaged and English


learner graduates meeting UC/CSU requirements have
decreased. The English learners went from 16.7% to 0%.
FUHS Graduates By Ethnicity

Seniors
Graduating
CSU/UC Eligible
by Ethnicity
Comparative Look
Oceanside High School Graduates There is a notably higher
percentage of Asian,
Filipino, and multiracial
students graduating
CSU/UC eligible at FUHS,
while there is a much
higher number of Asian
students graduating
CSU/UC eligible at
Oceanside High School.
Data Evaluation
● 84% of students are going to some college
(community college, trade schools, vocational, 4-year
universities)
Areas of Strength
● CTE pathways provide students with apprenticeships
to work straight out of high school

● Technology, resources, and assistance provided for


students to use before, during, and after school for
homework, projects, college applications

● College representatives speak to students about


different colleges for students to consider

● Strong military involvement and guidance


Our Achievement Gaps:

● Hispanic, African American and ELL students


● CSU/UC eligibility by male students
Areas of Need ● AP enrollment for males
● Overall cohort graduation rate
● Increase the graduation rates for Hispanic, African
American and ELL students
● Increase CSU/UC eligibility by male graduates
● Increase AP enrollment for males
● Increase AP enrollment for students of color
● Increase SAT scores in all areas (math, reading,
writing)
● Spread awareness of ACT
● Increase SBAC scores in all areas
● Spread awareness of graduation requirements and
A-G requirements
School Counselors

● Meet with students individually regarding academic progress


and future goals
● Meet with students with D’s and F’s individually as well as call
their parents to offer more support
What We Are ● Meets with all parents/families face-to-face
Counselor trainee’s presentations to 9th grade classes
Currently Doing

regarding graduation and A-G requirements
● Counselor trainee’s small groups on applying to college
● Workshops for FAFSA and college applications during lunch
● Counselor trainees creating take-home materials to share
with family (college readiness brochure)
● Parent nights regarding college, four year plans, etc.

School-Wide

● Student success teams


● House system
● Various clubs
● Before, during, and after school tutoring
● CTE pathways
● Attract instructors from diverse backgrounds

● Increase community involvement and create stronger community


partnerships to better support students and their families

● Focus group for ELL students and socioeconomically


disadvantaged students in academic success
Recommendations ● Work with all students to ensure knowledge of graduation and
A-G requirements
○ Core curriculum lessons

● Work with students regularly to ensure graduation and CSU/UC


eligibility
○ Build relationships with students and families to understand
the obstacles in the way of attending college

● Use data to make informed decisions to fill the gaps and support
the student population

● Use data to support decisions and share with stakeholders and


start conversations and how issues will be addressed

● Encourage more males and students of color to enroll in AP


classes
Questions?
Thank you!