Edgenuity Student Performance BY DEMOGRAPHIC GROUP Vertus Charter
Edgenuity Student Performance BY DEMOGRAPHIC GROUP
Vertus Charter School MAP GROWTH READING Vertus Academy Edgenuity Students NWEA MAP Growth Reading Results by Ethnicity Number of Students MAP Growth Fall 2014 RIT Score MAP Growth Spring 2015 RIT Score RIT Gain Hispanic 9 209. 7 213. 2 3. 5 African American 58 207. 5 217. 4 9. 9* Caucasian 2 217. 5 230. 0 12. 5 69 208. 1 217. 2 9. 1 All Students *p<0. 05 During the 2014 -2015 school year, African American students demonstrate two years of growth in reading in just one year on the Northwest Evaluation Association Measures of Academic Progress® (NWEATM MAP®) Reading and Mathematics tests. African American, Caucasian, and Hispanic students improved their performance on the NWEA MAP Reading test from fall 2014 to spring 2015. Results were significant for African American students (p<0. 05).
Vertus Charter School Cohort / Ethnicity MAP GROWTH READING First Year # of Students First Fall NCE First Spring NCE First Year Growth First Year Second Year # of Students Second Fall NCE Second Spring NCE Second Year Growth Second Year 2014 -15 69 32. 51 43. 22 10. 70 0. 77 36 41. 47 46. 70 5. 23 0. 40 Black 62 31. 79 42. 92 11. 13 0. 82 34 40. 73 45. 87 5. 14 0. 38 2015 -16 44 34. 20 40. 91 6. 71 0. 54 34 38. 83 45. 63 6. 80 0. 67 Black 35 33. 76 41. 26 7. 50 0. 64 29 38. 89 45. 26 6. 36 0. 65 2016 -17 82 35. 79 42. 34 6. 54 0. 70 65 38. 68 46. 08 7. 40 0. 67 Black 77 35. 63 42. 38 6. 74 0. 70 57 39. 79 46. 55 6. 76 0. 62 2017 -18 60 43. 23 49. 22 6. 08 0. 67 N/A N/A N/A Black 31 40. 20 45. 78 5. 65 0. 57 N/A N/A N/A Hispanic 22 44. 21 50. 43 6. 22 0. 74 N/A N/A N/A effect size Black and Hispanic students demonstrated statistical and meaningful growth on the MAP Growth Reading assessment over their first two years of attendance at Vertus Charter School, regardless of cohort.
Vertus Charter School MAP GROWTH MATH Vertus Academy Edgenuity Students NWEA MAP Growth Math Results by Ethnicity Number of Students MAP Growth Fall 2014 RIT Score MAP Growth Spring 2015 RIT Score RIT Gain Hispanic 10 219. 2 224. 4 5. 2 African American 58 216. 4 223. 3 6. 9* Caucasian 2 228. 0 231. 5 3. 5 70 217. 1 223. 7 3. 5 All Students *p<0. 05 During the 2014 -2015 school year, African American students demonstrate two years of growth in reading in just one year on the Northwest Evaluation Association Measures of Academic Progress® (NWEATM MAP®) Reading and Mathematics tests. African American, Caucasian, and Hispanic students improved their performance on the NWEA MAP Math test from fall 2014 to spring 2015. Results were significant for African American students (p<0. 05).
Vertus Charter School Cohort / Ethnicity MAP GROWTH MATH First Year # of Students First Fall NCE First Spring NCE First Year Growth First Year Second Year # of Fall Students NCE Second Spring NCE Second Year Growth Second Year effect size 2014 -15 70 30. 74 35. 74 5. 00 0. 55 40 39. 71 43. 13 3. 42 0. 53 Black 62 30. 21 35. 27 5. 06 0. 54 37 39. 60 42. 67 3. 06 0. 48 2015 -16 50 31. 64 37. 93 6. 29 0. 90 47 37. 99 40. 80 2. 81 0. 43 Black 39 30. 82 37. 22 6. 40 0. 93 39 36. 99 40. 41 3. 41 0. 50 2016 -17 94 31. 89 35. 68 3. 78 0. 51 74 38. 28 41. 98 3. 70 0. 43 Black 88 31. 64 35. 40 3. 77 0. 50 65 37. 21 40. 88 3. 67 0. 42 2017 -18 55 34. 26 41. 98 7. 71 0. 95 N/A N/A N/A Black 27 33. 28 39. 81 6. 42 0. 93 N/A N/A N/A Hispanic 21 35. 11 44. 00 8. 88 1. 01 N/A N/A N/A effect size Black and Hispanic students demonstrated statistical and meaningful growth on the MAP Growth Reading assessment over their first two years of attendance at Vertus Charter School, regardless of cohort.
Vertus Charter School Algebra I NY REGENTS EXAMS Geometry ELA Subgroup Pass Total % Passed All Students 197 258 76% All Students 23 37 62% All Students 70 106 66% Black 153 203 75% Black 17 27 63% Black 57 87 66 Hispanic 43 54 80% Hispanic -- 12 -- Hispanic 13 23 57 White 33 40 83% White -- 6 -- White -- -- -- SPED 34 43 79% SPED -- 3 -- SPED -- -- -- Environmental Science Earth Science The majority of students passed their Regents exams, regardless of demographic profile. US History Global History Subgroup Pass Total % Passed All Students 212 254 83% All Students 72 111 65% All Students 40 50 80% All Students 108 136 79% Black 161 196 82% Black 54 89 61% Black 31 40 78% Black 85 110 77% Hispanic 50 57 88% Hispanic 20 25 80% Hispanic -- 11 -- Hispanic 24 27 89% White 38 41 93% White -- 14 -- White -- 8 -- White 20 22 91% SPED 32 41 78% SPED -- 8 -- SPED -- 3 -- SPED 12 21 57%
Taos Academy Charter School MAP GROWTH READING Regression Results for 2017 MAP Growth Reading Score (All Grades) N = 155, R 2 =. 81 Predictor Variables B SE B β Constant 64. 055 7. 637 Male 0. 731 0. 036 Hispanic 1. 461 Other t p 8. 388 0*** 0. 874 20. 563 0*** 4. 123 0. 053 0. 354 0. 724 -3. 82 4. 168 -0. 131 -0. 917 0. 361 AVGExam_ELA 1. 781 1. 754 0. 039 1. 015 0. 312 Male. XExam. Score 0. 005 0. 053 0. 007 0. 095 0. 924 Other. XExam. Score 0. 013 0. 06 0. 033 0. 216 0. 829 *** Indicates significance at the 99. 9% level. A simple linear regression was calculated to predict MAP Growth performance based on exam score. After controlling for other predictors in the model, Hispanic students’ predicted scores were 1. 46 points higher than white students on the 2017 MAP Growth Reading Test.
Village Green Virtual Charter School MAP GROWTH MATH Village Green Virtual Charter School Edgenuity Students NWEA MAP Growth Math Results by Ethnicity Number of Students MAP Growth Fall 2014 RIT Score MAP Growth Spring 2015 RIT Score RIT Gain Hispanic 49 226. 5 229. 2 2. 7* African American 37 220. 4 223. 8 3. 5 Caucasian 31 237. 9 241. 2 3. 3* 117 227. 6 230. 7 3. 1* All Students *p<0. 05 In Village Green Virtual Charter School, tenth and eleventh-grade Hispanic students using Edgenuity courses demonstrated significant gains on the NWEA MAP Growth Math test from fall 2014 to spring 2015 (p<. 05).
Village Green Virtual Charter School PARCC ELA/LITERACY Village Green Virtual Charter School Edgenuity Students PARCC ELA/Literacy Results by Ethnicity % of Students Meeting or Exceeding Standards 2015 100% 84% 75% 59% 43% 50% 25% 2016 17% 38% 11% 3% 0% All Students (2015 n= 80; 2016 n=81) Caucasian (2015 n=21; 2016 n=19) Hispanic (2015 n=28; 2016 n=41) African American (2015 n=30; 2016 n=21) Village Green Virtual Charter School uses the PARCC ELA/Literacy assessment to measure student mastery of English language arts and reading skills. Data show that school has significantly improved Hispanic and African American performance on the assessments. For example, in spring 2015, only 11 percent of Hispanic students scored proficient or above. One year later, however proficiency rose to 59 percent, more than a five-fold increase.
Central Community Schools Applied Math ACT WORKKEYS Workplace Documents Graphic Literacy n Scale Score N Scale Score 11 62 76. 79 218 78. 74 89 78. 25 12 53 75. 55 180 78. 28 175 78. 02 Female Male 44 71 76. 20 76. 23 196 202 79. 04 78. 04 159 105 77. 93 78. 35 White Black Hispanic Asian Native American/Alaskan 74 32 6 2 1 77. 39 74. 13 74. 67 73. 50 71. 00 279 92 15 9 3 78. 89 77. 65 77. 13 79. 33 77. 33 192 56 10 4 2 78. 46 76. 70 78. 00 80. 50 78. 00 115 76. 22 398 78. 53 264 78. 10 112 3 76. 29 73. 33 394 4 78. 57 75. 00 262 2 78. 13 73. 50 82 18 5 0 10 115 76. 79 75. 61 75. 00. 73. 20 76. 22 340 27 18 1 12 398 78. 52 78. 11 80. 89 83. 00 75. 83 78. 53 235 9 18 0 2 264 78. 16 77. 56 77. 72. 76. 50 78. 10 GRADE LEVEL GENDER ETHNICITY FRL Yes ELL STATUS No Yes SPED CLASSIFICATION No 504 GT GT 504 SE TOTAL Regardless of demographic profile, students benefited from Edgenuity ACT Work Key Virtual Tutor Course.
Dickinson ISD Subject Gender Ethnicity ELL SPED STAAR BIOLOGY EOC # Students Avg. First STAAR EOC Score Avg. 2019 STAAR EOC Score Avg. Growth First to 2019 STAAR EOC Score Avg. First % STAAR EOC Score Avg. 2019 % STAAR EOC Score Avg. Growth First to 2019 STAAR EOC % Rank Male 9 17. 00 19. 58 2. 58 11. 17 17. 67 6. 50 Female 12 15. 89 23. 11 7. 22** 9. 67 24. 22 14. 55** Black 5 16. 60 21. 00 4. 40 10. 20 20. 00 9. 80 Hispanic 14 16. 07 20. 43 4. 36* 9. 86 19. 21 9. 35* White 1 19. 00 29. 00 10. 00 a 15. 00 38. 00 23. 00 a Multiple 1 20. 00 23. 00 a 17. 00 23. 00 6. 00* No 16 16. 44 21. 25 4. 81** 10. 44 20. 88 10. 44** Yes 5 16. 80 20. 60 3. 80 10. 80 19. 20 8. 40 No 10 17. 10 24. 80 7. 70*** 11. 40 28. 00 16. 60*** Yes 11 16. 00 17. 73 1. 73 9. 73 13. 64 3. 91 Group Growth on the STAAR Biology EOC was significant for students who were female, Hispanic, non-English Language Learners, and not receiving Special Education services. ***p<. 001; **p<. 01; *p<. 05; +p<. 10; a. Too few participants to calculate
Cypress-Fairbanks ISD CREDIT ATTAINMENT AND COURSE GRADE Treatment Control # Students / Enrollments Avg Course Gradea Total # Credits Attempted Total # Credits Attained % Credits Attainedb Asian 2/3 79. 8%^ 1. 5 100%^ 2/1 63. 5%^ . 5 100%^ Black 32 / 34 78. 5%*** 17 16. 5 97. 1% 32 / 48 59. 5%*** 24 14 58. 3% Hispanic 85 / 87 76. 3%** 43. 5 100% 84 / 117 69. 1%** 58. 5 43 73. 5% Multi-Race - - - - - American Indian - -^ - - -^ 1/1 80. 0%^ . 5 100%^ White 9 / 12 77. 4%* 6 6 100% 9 / 16 52. 3%* 8 6. 5 81. 3% Male 74 / 80 76. 2%*** 40 39. 5 98. 8% 74 / 110 62. 8%*** 55 38 69. 1% Female 54 / 56 78. 1%* 28 28 100% 54 / 75 70. 1%* 37. 5 26. 5 70. 7% LEP 12 / 13 75. 6%** 6. 5 100% 12 / 15 57. 7%** 7. 5 5 66. 7% 128 / 136 77. 0%*** 68 67. 5 99. 3%* 128 / 185 65. 8%*** 92. 5 64. 5 69. 7%* Subject Algebra 2014 -2018 All Students Regardless of demographic profile, students using Edgenuity for Algebra credit recovery outperformed their peers who took the credit recovery course face-to-face. a. A t-test was performed to examine mean differences between treatment and control groups for average course grade. ***p<. 001; **p<. 01; *p<. 05; +p<. 10; ^sample size too small to compute a test statistic b. A chi-square test was performed to determine if the percentage of credits attained by the treatment group was statistically different than the percentage of credits attained by the control group.
Cypress-Fairbanks ISD CREDIT ATTAINMENT AND COURSE GRADE Treatment Control # Students / Enrollments Avg Course Gradea Total # Credits Attempted Total # Credits Attained % Credits Attainedb Asian 3/4 87. 0%^ 2 2 100%^ - - - Black 40 / 42 80. 1%*** 21. 5 100%+ 41 / 49 54. 3%*** 24. 5 14. 5 59. 2%+ Hispanic 65 / 68 79. 8%*** 34 34 100% 71 / 85 65. 1%*** 42. 5 30 70. 6% Multi-Race 5/5 79. 4%^ 2. 5 100%^ 1/1 73. 0%^ . 5 100%^ American Indian 1/1 79. 0%^ . 5 100%^ 1/2 76. 5%^ 1 1 100%^ White 13 / 13 82. 3% 6. 5 100% 13 / 14 72. 5% 7 5. 5 78. 6% Male 72 / 74 79. 7%*** 37 37 100%+ 72 / 85 63. 4%*** 42. 5 28. 5 67. 1%+ Female 55 / 60 81. 0%*** 30 30 100% 55 / 66 61. 0%*** 33 23 69. 7% 3/3 78. 7%* 1. 5 100%^ 3/3 41. 7%* 1. 5 33. 0%^ 127 / 134 80. 3%*** 67 67 100%* 127 / 151 62. 3%*** 75. 5 51. 5 68. 2%* Subject English I 2014 -2018 LEP All Students Regardless of demographic profile, students using Edgenuity for English I credit recovery outperformed their peers who took the credit recovery course face-to-face. a. A t-test was performed to examine mean differences between treatment and control groups for average course grade. ***p<. 001; **p<. 01; *p<. 05; +p<. 10; ^sample size too small to compute a test statistic b. A chi-square test was performed to determine if the percentage of credits attained by the treatment group was statistically different than the percentage of credits attained by the control group.
Cypress-Fairbanks ISD CREDIT ATTAINMENT AND COURSE GRADE Treatment Control # Students / Enrollments Avg Course Gradea Total # Credits Attempted Total # Credits Attained % Credits Attainedb Asian 5/5 80. 0%^ 2. 5 100%^ 3/4 48. 0%^ 2 1 50. 0%^ Black 47 / 48 78. 9%*** 24 24 100% 43 / 47 62. 1%*** 23. 5 15. 5 66. 0% 135 / 145 79. 1%*** 72. 5 100% 144 / 180 65. 7%*** 90 70. 5 78. 3% Multi-Race 2/5 83. 3%^ 2. 5 100%^ 2/2 76. 0%^ 1 1 100%^ American Indian 2/2 77. 0% 1 1 100%^ - - - White 15 / 15 78. 7% 7. 5 100% 15 / 22 71. 2% 11 10 90. 9% Male 122 / 132 78. 8%*** 66 66 100% 122 / 152 64. 9%*** 76 57. 5 76. 7% 85 / 88 79. 5%*** 44 44 100% 85 / 103 65. 5%*** 51. 5 40. 5 78. 6% 6/6 80. 3%* 3 3 100%^ 6/8 56. 1%* 4 3 75. 0%^ 207 / 220 79. 1%*** 110. 0 100%*** 207 / 255 65. 2%*** 75. 5 51. 5 68. 2%*** Subject English II 2014 -2018 Hispanic Female LEP All Students Regardless of demographic profile, students using Edgenuity for English II credit recovery outperformed their peers who took the credit recovery course face-to-face. a. A t-test was performed to examine mean differences between treatment and control groups for average course grade. ***p<. 001; **p<. 01; *p<. 05; +p<. 10; ^sample size too small to compute a test statistic b. A chi-square test was performed to determine if the percentage of credits attained by the treatment group was statistically different than the percentage of credits attained by the control group.
Cypress-Fairbanks ISD CREDIT ATTAINMENT AND COURSE GRADE Treatment Control # Students / Enrollments Avg Course Gradea Total # Credits Attempted Total # Credits Attained % Credits Attainedb Asian 4/4 79. 3%* 2 2 100%^ 3/4 37. 2%* 2 1 50. 0%^ Black 58 / 62 78. 5%*** 31 31 100% 61 / 76 59. 5%*** 38 26 68. 4% 127 / 128 80. 0%*** 64 64 100%+ 126 / 168 65. 7%*** 84 62 73. 8%+ Multi-Race 2/2 76. 5%^ 1 1 100%^ 2/4 38. 3%^ 2 . 5 25. 0%^ American Indian 2/2 78. 5%^ 1 1 100%^ 1/1 80. 0%^ . 5 100%^ White 22 / 24 79. 7%*** 12 12 100% 22 / 22 56. 7%*** 11 8. 5 77. 3% Male 132 / 137 79. 1%*** 68. 5 100%* 132 / 173 60. 5%*** 86. 5 57 65. 9%* Female 83 / 85 80. 1%*** 42. 5 100% 83 / 109 65. 6%*** 54. 5 42. 5 78. 0% LEP 16 / 16 78. 1%* 8 8 100% 16 / 22 62. 7%* 11 8. 5 77. 3% 215 / 222 79. 5%*** 111. 0 100%** 215 / 282 62. 4*** 141. 0 99. 5 70. 6%** Subject Biology 2014 -2018 Hispanic All Students Regardless of demographic profile, students using Edgenuity for Biology credit recovery outperformed their peers who took the credit recovery course face-to-face. a. A t-test was performed to examine mean differences between treatment and control groups for average course grade. ***p<. 001; **p<. 01; *p<. 05; +p<. 10; ^sample size too small to compute a test statistic b. A chi-square test was performed to determine if the percentage of credits attained by the treatment group was statistically different than the percentage of credits attained by the control group.
Cypress-Fairbanks ISD CREDIT ATTAINMENT AND COURSE GRADE Treatment # Students / Enrollments Subject Avg Course Gradea Total # Credits Attempted Control Total # Credits Attained % Credits Attainedb # Students / Enrollments Avg Course Gradea Total # Credits Attempted Total # Credits Attained % Credits Attainedb US History 2014 -2018 304 Asian 7/7 81. 9%^ 3. 5 100%^ 6/9 64. 8%^ 4. 5 4 88. 9%^ Black 71 / 74 81. 7%*** 37 36. 5 98. 6% 68 / 89 65. 3%*** 44. 5 34. 5 77. 5% 181 / 189 82. 0%*** 94. 5 94 99. 5%+ 188 / 251 66. 0%*** 125. 5 96 76. 5%+ Multi-Race 4/5 84. 8%^ 2. 5 100%^ 1/2 84. 5%^ 1 1 100%^ American Indian - - - - - White 40 / 42 83. 2%*** 21 21 100% 40 / 55 70. 0%*** 27. 5 23 83. 6% Male 192 / 200 82. 0%*** 100 99. 5%* 192 / 255 63. 6%*** 127. 5 94. 5 74. 1%* Female 112 / 117 82. 4%*** 58. 5 58 99. 1% 112 / 151 71. 4%*** 75. 5 64 84. 8% 27 / 66 80. 4%** 33 28 84. 8% 27 / 38 66. 1%** 19 14 73. 7% 304 / 317 82. 2%*** 158. 5 157. 5 99. 4%* 304 / 406 66. 5%*** 203. 0 158. 5 78. 1%* Hispanic LEP All Students 304 Regardless of demographic profile, students using Edgenuity for US History credit recovery outperformed their peers who took the credit recovery course face-to-face. a. A t-test was performed to examine mean differences between treatment and control groups for average course grade. ***p<. 001; **p<. 01; *p<. 05; +p<. 10; ^sample size too small to compute a test statistic b. A chi-square test was performed to determine if the percentage of credits attained by the treatment group was statistically different than the percentage of credits attained by the control group.
Central Texas Public School District TAKS SCIENCE & SOCIAL STUDIES % of Students Meeting Proficiency Central Texas Public School District TAKS Science and Social Studies Performance by Language Proficiency Status 2010 2011 90% 100% 75% 50% 25% 60% 86% 87% 98% 58% 12% 0% Science (n=16) Social Studies (n=10) English Language Learners Science (n=160) Social Studies (n=141) Non-English Language Learners During the 2010 -2011 school year, the pass rate for Edgenuity English language learner students enrolled in a Central Texas public school district increased from 12% to 50% proficient on the TAKS Science assessment, along with a gain from 60% to 90% on the TAKS Social Studies assessment.
Central Texas Public School District TAKS SCIENCE & SOCIAL STUDIES % of Students Meeting Proficiency Central Texas Public School District TAKS Science and Social Studies Performance by Language Proficiency Status 2010 100% 75% 61% 2011 84% 74% 87% 53% 47% 50% 59% 20% 25% 0% Reading (n=38) Math (n=30) Special Education Reading (n=309) Math (n=333) Non-Special Education During the 2010 -2011 school year, the pass rate for Edgenuity special education students enrolled in a Central Texas public school district evidenced a significant gain from 20% to 47% proficient on the TAKS Math assessment (p<0. 05), along with a gain from 61% to 74% on the TAKS Reading assessment. Note: There were too few Special Education students taking the Science and Social Studies TAKS in 2010 and 2011 to analyze (n < 10).
Windsor High School GRADUATION RATES Windsor High School Special Education Graduation Rates Graduation Rate 100% 75% 86% 64% 50% 25% 0% 2014 2016 WHS implemented Edgenuity courses with special education and school-phobic students. Special education and school-phobic students use Edgenuity courses 5 -10 hours a week as part of their foundational curriculum. After one year of implementing Edgenuity courses, the graduation rate of special education students in the program increased from 64 percent in 2014 to 86 percent in 2015 Note: There were too few Special Education students taking the Science and Social Studies TAKS in 2010 and 2011 to analyze (n < 10).
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