EDLD 5333 Leadership for Accountability – Week 2Cite sources and data analyses from all appropriate data sets to support statements in each paragraph.The Average Daily Attendance report offers a glimpse into what could potentially be agoldmine of useful data! Ironically, the data must be apportioned to receive a holisticunderstanding of it. Therefore, upon closer inspection of the listed subgroups, we find that in2016-2017 the campus ADA was 96.2%, which made it .1% higher than the district average.Nevertheless, there were subsets within the aforementioned subgroups that actually fell belowthe district average. For example, the African American (95.5%), Special Education (95.4%),and the Economically Disadvantaged (95.9%) population failed to meet the district attendanceaverage. Interestingly, a correlation can be seen between academically underperformingpopulations, and subpar attendance rates. Upon further inspection, the White subpopulationconsistently achieves higher marks than the African American population in STAAR andbenchmark assessments, however, their attendance is slightly lower (Texas AcademicPerformance Report [TAPR], 2016-2017; 2017-2018). This interesting outcome warrants thequestion: what is causing the African American subpopulation achievement gap? The datareveals sound school attendance, so where is the disconnect (Desravines, Aquino and Fenton,2016)?Outstanding statistics from the PEIMS discipline data 2017-2018 report is gleaned bysifting through the numbers according to subpopulations. The subpopulations with significantdata are White, Black, Hispanic, two or more races, economically disadvantaged and thosestudents deemed to be At Risk. Notably, students from the Black subgroup seemed to havebeen singled out for placement at DAEP during the 2017 -2018 academic year. Thisoverrepresentation continues in the number of students that see out of school and in schoolsuspensions. Interestingly, out of the 793 students enrolled, there were 710 correspondingdiscipline referrals. According to the data, only 26% of the study body were disciplined, or185 students, which indicates the presence of repeat offenders (Desravines et al., 2016).Furthermore, we see a direct correlation between discipline and academic performance for thissubgroup as their statistics fell below campus (78%), district (82%), and state (74%) scores.This trend continues at an average rate of 25% lower than the district.Overall, a contrast is witnessed in academic performance regarding discipline andattendance.First, the link between discipline and attendance is strong and discipline is usuallythe culprit that leads to absences. African Americans seem to be high risk regarding discipline.Is this a coincidence, or are there underlying issues of bias? Only a closer inspection wouldlead to answers.Second, after closely examining the attendance report, African Americansmeet or surpass the campus attendance percentage for the reported years, nevertheless, theyalso reported the highest in-school suspensions, at a whopping rate of 42%; the Whitepopulation averages 10 percent lower than their counterparts.Third, a perturbing trend is thelink between academic performance and attendance. In-school suspension and the classroomare two different settings, and while a student may physically be at school, if they’re not in theclassroom they are missing out on the benefits of face-to-face instruction. Therefore, studentacademics suffer and tend to decline for the absence of teacher instruction.
Lamar University Summer 1- 2019
EDLD 5333 Leadership for Accountability – Week 2
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Term
Spring
Professor
NancyJ.Adams
Tags
Root cause analysis, Lamar University
