Results from the 2018 graduating class using Analyze Ed's pareto analysis based personalized intervention approach are encouraging. We have aggregated results from a cross section of schools and discuss how our customized solution meets the unique needs of the schools we serve.
Four high schools serving ~1500 students in the graduating class of 2018. In 2018, the number of students reporting ACT scores increased from 85% to 95% of the graduating class. Growth measures indicate students made significant progress compared to similar school districts. The school district has set the goal of 22 average composite score for the graduating class of 2020. Analyze Ed is customizing the platform to make this a reality.
At one high school, free prom-tickets are provided as incentive to students. The first 50 students who login to Analyze Ed's online platform, complete the top three focus areas, and reach target proficiency receive the prom tickets.Source: TVAAS
School serves 2,000 students with 29.5% categorized as economically disadvantaged and less than 10% of the county population has a college degree.
School has increased awareness of college and career options among students. Using Analyze Ed to implement personal learning time to help students focus on individual deficit areas. Specialized teachers support students with instruction in a group setting and require students to take personal responsibility for growth.Source: TVAAS
School enrollment exceeds 2,000 students with 13% categorized as economically disadvantaged. In 2018, the school reported scores for 95%+ of the graduating class, up from 75%. This increased score reporting, at times, results in lower aggregate composite score. The school has incorporated findings from the pareto analysis to enhance course curriculum to incorporate areas that require additional focus. Analyze Ed is actively engaged in helping the school implement continuous improvement program.Source: TVAAS
In the past, this school used Analyze Ed's pareto analysis to test rising juniors when juniors took the state ACT test.
The school’s MTSS implementation depends on focus areas identified by pareto analysis data to group students with similar needs. They have used the findings from the analysis to strengthen course curriculum and help students understand concepts tested in EOC (end-of-course) assessments.
As juniors, these same students took another test in early January. This second analysis helped get student buy-in to use the data driven personalized approach to work on the focus areas for 8 weeks so they are better prepared for the state ACT test.
Starting with 2018-2019 academic year, the school plans to test freshmen, sophomores and juniors twice during the course of the academic year, linking progress to grades and providing incentives to students who meet certain benchmarks.Source: TVAAS
The Analyze Ed recommendation engine identifies focus areas for seniors who haven't met the college and career readiness benchmarks. The seniors are then encouraged to work with an ACT prep teacher, once a week, during personal learning time for 8 to 10 weeks in the fall semester. The ACT senior retake provides these seniors with an opportunity to meet benchmark readiness.Source: TVAAS
Increased reporting to cover all students and average school composite score exceeds the college and career readiness benchmark. Given the small class size, they have been able to help juniors work on their improvement areas identified by the pareto analysis and drive score increases upwards of 3 points on average between the pre-test and state ACT test.Source: TVAAS
To view our earlier analysis from 2016 click here.