Analyzing and Reporting Our Data

District Name: Humboldt School Name: Humboldt High School

Data Analyzed By: Cassie Smith and Emily Lane

Date of Analysis: 10/25/19

1. What is/are our Essential Questions that we hope to answer by analyzing the data:
● What patterns and trends do you notice in your school’s college and career ready data?
● How well do your current strategies address your needs based on this data (graduation rate,
post-secondary attainment, persistence, completion, remedial math, attendance)?

2. What data sources are we using to answer the Essential Questions above? When was
this data collected?
● PREP Trendlines
● PREP Dashboards (EdInsight)
● Postsecondary Readiness Reports
● Iowa School Performance Profile
o Attendance
o Absenteeism
o Conditions for Learning (Adult-Student Relationships; Student-Student Relationships)
● District Data Dashboard

3. In relation to the Essential Questions, what do you notice when you look at this data
(“just the facts”)?
● Graduation rate
○ 2016/17: 94.57%
○ 2017/18: 92.52%
○ 2018/19:
● Persistence:
○ 2015/16: 65.66%
○ 2014/15: 64.46%
○ 2013/14: 66.06%
● Completion (after 6 years at post-secondary program):
○ 2011/2012: 55.24%
● Remedial math:
● Remedial English:
● Attendance
○ 2017/18 (K-12): 97.2%
● Chronic Absenteeism:
○ 2017/18: 3% (~13 students) all HS students
● Dropout (student body)
○ 2016/17: 10 (2%); 4 SPED student
○ 2017/18: 12 (3%); 0 SPED students
○ 2018/19: 11 students (2%); 3 SPED students
● Special ed (in graduating class)
○ 2015/16: 3
○ 2016/17: 8
○ 2017/18: 8
● ELL (in graduating class)
○ 2015/16: 0
○ 2016/17: 1
○ 2017/18: 0
● 504 (in graduating class)
○ 2015/16: 4
○ 2016/17: 3
○ 2017/18: 4
● FRL (in graduating class)
○ 2015/16: 24
○ 2016/17: 34
○ 2017/18: 29
● ACT Participation
○ 2015/16: 49
○ 2016/17: 63
○ 2017/18: 57
● ACT success (>22)
○ 2015/16: 27
○ 2016/17: 38
○ 2017/18: 31 / 57 =54%
● Conditions for Learning:
○ 2017/18: 37%
■ Adult-student relationships: 40%
■ Emotional safety: 37%
■ Expectations/Boundaries: 33%
■ Physical Safety: 49%
■ Student-Student Relationships: 26%

● AP enrollment (of all HS students)

○ 2015/16:
○ 2016/17:
 ○ 2017/18: 27.08%
● Concurrent enrollment (of all HS student)
○ 2015/16:
○ 2016/17:
○ 2017/18: 91.67%
● Career & Technical (CTE) enrollment
○ 2015/16:
○ 2016/17:
○ 2017/18: 30 (31.25%)

4. What are the answers to your Essential Questions listed above? (You will summarize
the facts listed in question #3 into statements in order to answer each of the Essential
Questions. If an essential question can’t be answered due to lack of data, list the data
you need to gather/collect to answer it.)
● On academic fronts, we are doing well and students are performing at high levels.
● We are noticing an increase in special program numbers (IEP, ELL, 504, etc)
● In general, we are above the state average in all areas, except Conditions for Learning
Survey
5. Does this data generate additional questions that need to be explored? If yes, what
are those questions and what data do you need to gather/collect to answer those
questions?
● How do we improve our conditions for learning?
● How do we solve the chronic absenteeism issue?
●

6. Where do we want our school/district to be in terms of this data (our desired

response to the Essential Question) – what is our vision?
● Provide students support in SEMBH to improve conditions for learning
● Maintain high academic rigor and expectations
● Help students prepare for college and find success (graduation)
●

7. In reflecting on the data and the answers to your Essential Questions, as well as the
desired state, what implications does this have for your school/district (e.g., what
needs to happen to move your school/district forward; what should your support look
like in your specific role)?
● Completion (after 6 years at post-secondary program):
○ 2011/2012: 55.24%
● Conditions for Learning:
○ 2017/18: 37%
■ Adult-student relationships: 40%
■ Emotional safety: 37%
■ Expectations/Boundaries: 33%
■ Physical Safety: 49%
■ Student-Student Relationships: 26%

8. What do you recommend as next steps in addressing these implications?

● Look at a SEL program
● Get buy in from staff to support students
○ Chronic absenteeism
○ Behavioral needs
○ Preparing students for post-secondary programs