DATA OVERVIEW

Sara M. Ragsdale Elementary

TORI MARTIN

11/17/2022
 AUDIENCE & PURPOSE
● THE TARGETED AUDIENCE FOR THIS PRESENTATION IS THE SCHOOL DATA IMPROVEMENT TEAM AND
ADMINISTRATION.
● THE DATA IN THIS PRESENTATION WILL REPRESENT GMA SCORES AT THE STATE, DISTRICT, AND SCHOOL
LEVELS.
○ IT WILL ALSO SHOW TRENDS WITHIN SUBGROUPS SUCH AS STUDENT DEMOGRAPHICS AND
MATHEMATICS.
● ** PLEASE NOTE THE DATA REPRESENTED IS FOR THE YEARS 2017, 2018, AND 2021.
○ THE TARGETED YEARS WERE CHOSEN BECAUSE OF THE LACK OF DATA AND/ OR TO AVOID
SKEWED DATA IN THE YEARS 2019 AND 2020 DUE TO COVID-19.
● THE PURPOSE OF THIS PRESENTATION IS TO IDENTIFY TWO KEY AREAS IN WHICH ACADEMIC
IMPROVEMENT IS NEEDED AT SARA M. RAGSDALE ELEMENTARY SCHOOL.
 Gender Male
Race by posistion
12% 0
Mixed Race 0
Male 0
Female 0
Female
Hispanic 2
88%
0
1
Black 1
0
4
White 40
3
● 51 STAFF MEMBERS AT 0 5 10 15 20 25 30 35 40 45
RAGSDALE
● 6 MALE 45 FEMALE Personnel Teachers Admin

TEACHER DEMOGRAPHICS 2021

 Years of Experience
< 1 year 1 yr - 10 yrs 11 yrs - 20 yrs 21 yrs- 30 yrs
> 30 yrs

2%
26%
36%

36%

● 51 STAFF MEMBERS AT
RAGSDALE
● 6 MALE 45 FEMALE

TEACHER DEMOGRAPHICS 2021

DEMOGRAPHIC PROFILE OF RAGSDALE 2021

● 545 STUDENTS
ENROLLED
DEMOGRAPHIC PROFILE OF RAGSDALE 2021

● 545 STUDENTS
ENROLLED
DEMOGRAPHIC PROFILE OF RAGSDALE 2021 ● 545 STUDENTS
ENROLLED
STATE GMA SCORES
DISTRICT GMA SCORES
RAGSDALE GMA SCORES % of 3-5 grade students scoring at or above proficiency
on GMA at Ragsdale Elementary across 3 years

● RAGSDALE STUDENTS HAVE A HIGHER

PROFICIENCY RATE IN ENGLISH LANGUAGE ARTS
THAN ANY OTHER SUBJECT.
● THE PROFICIENCY RATE OF ENGLISH LANGUAGE
ARTS ONLY DROPPED 4% BETWEEN 2017 AND
2021.
● IN 2018 STUDENTS’ PROFICIENCY RATE WAS AT AN
ALL TIME LOW OF 28% IN SOCIAL STUDIES.
● THE CHART INDICATED 0% PROFICIENCY FOR S.S.
IN 2021 BECAUSE STUDENTS DID NOT TAKE THAT
SECTION THAT YEAR.
● MATH PROFICIENCY RATES SEEM TO BE
STAGNANT.
DRILLING DOWN BY SUBGROUP: MATH
● THE PERCENTAGE OF RAGSDALE STUDENTS
SCORING PROFICIENT IS LESS THAN
PAULDING COUNTY AND THE STATE OF
GEORGIA FOR ALL 3 FOCUS YEARS.

● PAULDING COUNTY HAS SCORED ABOVE THE

STATE IN ALL THREE FOCUS YEARS.

● 48% OF THE STATE’S 5TH GRADE STUDENTS

SCORED AT OR ABOVE PROFICIENCY IN 2018.
DRILLING DOWN BY SUBGROUP: RACE/ ETHNICITY
● RAGSDALE IS A PREDOMINANTLY WHITE
SCHOOL.
● THERE IS A GAP BETWEEN THE PROFICIENCY
LEVELS OF WHITE STUDENTS VERSUS THE
PROFICIENCY LEVELS OF STUDENTS OF
COLOR.
● WHITE STUDENTS ON AVERAGE PERFORM 7%
BETTER THAN AFRICAN AMERICAN STUDENTS
AT RAGSDALE.
% of students at or above proficiency
over 3 years disaggregated by
race/ethnicity

  2017 2018 2021

White 24% 29% 24%
African
29% 18% 10%
American
Latino/a 9% 0% 0%
 DISCUSSION OF DATA
● A STRENGTH FOR RAGSDALE IS THAT ENGLISH LANGUAGE ARTS SCORES ARE CONSISTENTLY GROWING AND WE ARE RIGHT ON TRACK
WITH OUR SCHOOL IMPROVEMENT PLAN THAT STATES STUDENTS IN GRADES 3-5 WILL SHOW A 3% INCREASE IN PROFICEINCY ON THE
ENGLISH LANGUAGE ARTS GMA. THE PROFICIENCY RATE WAS 43% IN 2017 AND 46% IN 2018. THERE WAS A DIP IN THE PROFICIENCY
RATE TO 38% IN 2021 DUE TO COVID-19.

● TWO KEY AREAS IN WHICH RAGSDALE ELEMENTARY SCHOOL NEEDS IMPROVEMENT WOULD BE THE ACHIEVEMENT GAP BETWEEN
WHITE AND AFRICAN AMERICN STUDENTS AS WELL AS SHOWING GROWTH AND MEETING THE SIP GOAL ON THE MATH GMA.

● THE SCHOOL IMPROVEMENT PLAN STATES STUDENTS IN GRADES 3-5 WILL SHOW A 3% INCREASE IN PROFICIENCY ON THE MATH GMA.
THIS GOAL WAS NOT MET BETWEEN 2017 AND 2018, NOR FROM 2018 TO 2021. THE PROFICIENCY HAS REMAINED A STAGNANT 38%.
THERE WAS A 2% INCREASE IN 2018, BUT THIS WAS SHORT=LIVED AND THE PROFICIENCY RATE DROPPED BACK TO 38% IN 2021. THIS
COULD BE DUE TO THE LACK OF FOCUS ON MATHEMATICS INSTRUCTION IN COMPARISON TO ENGLISH LANGUAGE ARTS INSTRUCTION.

● RAGSDALE IS A PRDOMINANTLY WHITE SCHOOL. THE STUDENT POPULATION AND THE STAFF POPULATION IS PREDOMINANTLY WHITE.
THE AFRICAN AMERICAN STUDENTS ARE NOT MAKING THE SAME ACHIEVEMENT GAINS AS WHITE STUDENTS. ON AVERAGE WHITE
STUDENTS SCORE 7% BETTER THAN AFRICAN AMERICAN STUDENTS. THIS COULD BE ACCREDITED TO THE LACK OF DIVERSITY AT
RAGSDALE. IF THE DEMOGRAPHICS REPRESENTED THE RACES EQUALLY THE AFRICAN AMERICAN STUDENTS MAY FEEL MORE
COMFORTABLE WITH THEIR LEARNING ENVIRONMANT AND PERFORM BETTER ON THE GMAS.
NEXT STEPS
● WOULD AFRICAN AMERICAN STUDENTS PERFORM BETTER IF THE LEARNING ENVIRONMENT REFLECTED MORE
DIVERSITY?

● HOW CAN RAGSDALE BECOME MORE CULTURALLY RESPONSIVE?

● HOW CAN RAGSDALE MEET THEIR SIP GOAL OF 3% INCREASE IN PROFICIENCY ON THE MATH GMA?

● WHAT INTERVENTIONS CAN BE PUT IN PLACE TO HELP STUDENTS WHO ARE NOT MEETING THE ACHIEVEMENT GOALS?

● WOULD TEACHERS BENEFIT FROM PL WHERE THEY USE FORMATIVE ASSESSMENT DATA TO IDENTIFY STUDENTS
WHO HAVE THE POTENTIAL TO REACH THE MATH GMA ACHIEVEMENT GOAL?

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