Documente Academic
Documente Profesional
Documente Cultură
+ Mission:
City High School strives to be a community of learners in which all members
use their minds well and care about one another. We engage with challenging
academics and the unique resources of our city and region in order to become
active citizens and responsible stewards of our world.
+ 3
• Students and staff engage with Tucson, the Southwest, and the border
Community region to become active and responsible citizens. This is accomplished
through place-based and service learning, internships, and community
Connections partnerships.
• Students develop the skills and confidence to take responsibility for their
actions and initiate efforts to improve the school and community. Students
Student Leadership have multiple opportunities to participate in school-wide initiatives and
decisions.
• The school brings together and retains a diverse population of students and
staff; diverse identities and points of view are recognized and respected;
Diversity and, the curriculum reflects the varied cultural traditions of southern
Arizona.
+ 4
1. ADE 2. College
Accountability Readiness
4. Staff
3. Enrollment
Retention
5
Overlap between Indicators of Success
and Charter Goals
5 Success Indicators Arizona Letter College Readiness Student Staff Retention
Grade Enrollment
6 Charter Goals
Personalization X X X
Challenging Academics X X
Diversity X X
Student Leadership X X
Community Connections X
Institutional X X X
Advancement
+
Annual School Ranking
Annual AZ State Indicators
Annual Dropout Rate
Graduation Rates
Goal 1: ADE
AIMS Data (Prior Years)
Accountability
AzMERIT Scores
+ City High School’s Annual Ranking in the
Arizona Accountability System(s)
AZ Learns A-F Letter Grade (new
(old system) system)
Dropout Rate:
Key Factor in School Letter Grade
5 4.9
4
3.6 3.6 3.5 3.5 3.6
3.1 3.2
3 2.9
2.9 2.8 2.9
2.6
2 2.1 2
1 1
0.5 0.5 0.5 0.5
0
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
City High School Arizona
9
100
93
90
85
8077 81 82 81 81
75 78 78 77 78
74 76 76 76
73
70
66
60
50
2007 2008 2009 2010 2011 2012 2013 2014 2015 2016
+
City High School 4-Year Graduation Rate [by cohort]
• Since 2010 City High School has consistently outperforms the state average for 4-year graduation rate; in 2016 we
achieved the 4-year graduation rate set by the school’s charter of 90% or better.
• The ADE school ranking system included the 5-year grad rate only from 2011-2014 but there is a renewed focus on the
4-year grad rate. (See AZ School Report Cards, www.azreportcards.org)
• We recognize that a 5-year plan is best for some students, such as transfer students who arrive at City High School
behind cohort or students whose IEPs include a longer course of study for success. We have made these accommodations
despite the negative impact on the school’s 4-year grad rate.
AzM ERIT: Math 9-11 @ City Hig h Sc hool
ye ars 1 & 2 of im ple m e ntation
60
50 AZ 10
AZ 9
40
AZ 11
30 CHS 9
CHS 10
20
CHS 11
10
0 2015 2016
+ AZ 10 30 35
AZ 9 32 36
AZ 11 31 29
CHS 9 22 26
CHS 10 13 27
CHS 11 11 29
AzM ERIT: ELA 9-11 @ City Hig h Sc hool
ye ars 1 & 2 of im ple m e ntation
60
50 AZ 10
AZ 9
40 AZ 11
CHS 9
30 CHS 10
CHS 11
20
10 2015 2016
+ AZ 10 32 30
AZ 9 27 35
AZ 11 31 30
CHS 9 48 32
CHS 10 42 46
CHS 11 45 34
AZ Merit: ELA
60
50
40
CHScohort-2018
% PASSING
AZcohort-2018
CHScohort-2017
30
AZcohort-2017
20
+
10
0
2015 2016
AZ Merit: Math 8
40
35
30
25
CHScohort-2018
% PASSING
AZcohort-2018
20 CHScohort-2017
AZcohort-2017
15
+ 10
0
2015 2016
+
AIMS Reading Scores
[for historical reference only]
100
96
86
80 80
83
80
84
75
75
77 77 75
73
60
40
2009 2010 2011 2012 2013 2014
Arizona Comparison
City High School 10th Grade Passing Rate (%)
+
AIMS Writing Scores
[for historical reference only]
100
94
80
75
73
71 71 68 69
70 70
60
63 60
58
40
2009 2010 2011 2012 2013 2014
Arizona Comparison
City High School 10th Grade Passing Rate (%)
+
AIMS Math Scores
[for historical reference only]
100
80
70
64 64
60 60 61
58
50 53 53
48
40 39 43
20
0
2009 2010 2011 2012 2013 2014
Arizona Comparison
City High School 10th Grade Passing Rate (%)
+
Overview of Cohort & Class of
2016
Goal 2: College College Readiness Indicators
Readiness Trends on “First Generation”
PSAT/SAT/ACT/GPA data
+ Eligible: takes
necessary
courses/steps for
+
entrance
1. College 3. College
Aware: Prepared:
understands graduates w/skills
importance; sees it necessary for
as an option college
=
Equation developed by
D. Baker, 2005 College
Ready
Concept further
defined/developed by
D.T. Conley, 2007
+
Indicators for #1: College Aware
Profile of those receiving a diploma in a given year…
83%
80%
76%
73% 72% 73%
69%
59% 60% 59% 60%
57%
49% 51%53%
43%
41% 40% 39% 41%
33%
29%
18%17% 20%
Applied in-state (4 Applied out of Completed FAFSA Took ACTs or Went on college
yr univ) state (4 yr univ) SATs tour (jr year)
Class of 2012 Class of 2013 Class of 2014 Class 2015 Class of 2016
+
Indicators for #2: College Eligible
Profile of those receiving a diploma in a given year…
97%98%
92%
89%
83%
78% 78%
70%69% 0.7 71%
60%
49%
43%0.45
0.3534%
30% 30%
Class of 2012 Class of 2013 Class of 2014 Class of 2015 Class of 2016
+
Indicators for #3: College Prepared
Profile of those receiving a diploma in a given year…
100%
98% 96%100% 100% 100%
97%
93% 95%
89% 91% 89%
85% 87% 86%
81%
78%
77% 76%
73%
64%
60%
51% 51%
We define “first generation college bound,” to mean that neither parent holds a bachelor’s degree from a 4-year
university. 35% of the Class of 2016 was first generation.
Key College Readiness Factors
2019: 72%
2018: 65%
2017: 75%
PSAT Fall 2016: % meeting College/Career Readiness 26
+ Benchmarks
PSAT Fall 2016: % Hispanic students meeting
+ CCR Benchmarks
27
PSAT Fall 2016: % Hispanic students meeting
+ BOTH CCR Benchmarks
28
PSAT Fall 2016: % Hispanic students meeting
+ ERW CCR Benchmarks
29
PSAT Fall 2016: % Hispanic students meeting
+ MATH CCR Benchmarks
30
+ COHORT 2018: 31
140 4%
7%
120
100
33%
100
80
63 70
60
40
56%
20
Race/Ethnicity of CHS 58% White
0 Student Body 2016-17: 37% Hispanic
November, 2014 November, 2015 November, 2016 4% American Indian
2% African American
+ 36
10
9
8
7
6
5 2015 % Not Passing
4 2016 % Not Passing
3
2
1
0
Cohort 2016 Cohort 2017 Cohort 2018
+ 37
80
70
60
50
40 2015 % Mastery
2016 % Mastery
30
20
10
0
Cohort 2016 Cohort 2017 Cohort 2018
+ The Student Perspective: College-Related 38
5.5
4.5
3.5
2.5
2
CHS is preparing me for I want to go to college I have opportunities to be
collecge challenged academically
5.5
4.5
3.5
2.5
2
My internship was a I have an idea for my Experiences at CHS help I met and learned from
valuable real world internship (9th-11th) me think about careers adults in the community
experience (12th gr)
182 183
176 177
174 173
171 170
166
163
2008 2009 2010 2011 2012 2013 2014 2015 2016 2017
+
Capacity & Enrollment
• City High School has capacity for up to 45-50 students per grade level; maximum of 195 total.
• There is a 14% capacity limit for Support Services to ensure a successful inclusion model.
• Waiting lists regularly exist for two or more grade levels (most common for 10 th and 11th grades).
• Annual enrollment is impacted by both recruitment and retention.
• School facility at capacity with new middle school wing for Paulo Freire Freedom School-Downtown; 75 middle
schoolers in FY15, projected # for FY16 is 75 students.
+ 43
Attendance Rates
100
98
96 95.9 96
95.4
95.1
94.2 94.3
94
93.4
92.9
93% = lowest
92 attendance rate
allowed by AZ
state
90.6
90
2008 2009 2010 2011 2012 2013 2014 2015 2016
93%
47 89%
87% 87% 87%
26 32 27 31 25 20 20
84% 83%
78%
20 09
20 10
2 0 11
20 12
20 14
20 15
6
20 13
-1
-
-
-
-
-
-
-
11
08
09
10
12
13
14
15
20
81%
80%
50 49 45 76% 76%
37 38
75%
2015 31 32
2014
28 26
32 201328
19
2012
2011 19
31 9th 10th 11th 12th
70
60
50 Math
ELA
40
30
20
10
0
2013 2014 2015 2016*
• *2016 data includes only students who improved Math/ELA grade
• Relevant after-school programs in 2016 included: Academic Tutoring, Instructor Office Hours, STEM Action Crew,
Honors Candidacy, Game Design, Newspaper, Drama, and Youth Poetry Slam Workshop
+
Admin staff 100% agree 100% agree 100% agree 100% agree 100% agree
responsive to my
needs
Mission-focused 100% agree 93% agree 100% agree 100% agree 100% agree
organization
I had autonomy 94% agree 95% agree 100% agree 100% agree 91% agree
and a sense of
agency
Encouraged to set 100% agree 92% agree 89% agree 92% agree 89% agree
and achieve annual
goals
+
Staff Survey – Tracking Areas of Concern
from 2011
2011 2012 2013 2014 2015
I received 81% agree 90% agree 100% agree 93% agree 100% agree
sufficient support
for my level
I received 87% agree 85% agree 100% agree 93% agree 100% agree
sufficient
recognition
I felt successful in 81% agree 95% agree 100% agree 86% agree 100% agree
my job
I had the tech 47% agree 59% agree 67% agree 100% agree 90% agree
resources I
needed
Communication 73% agree 80% agree 50% agree 67% agree 70% agree
was effective and
timely
+
Investment in Staff:
Compensation, Professionalism, Appreciation
Budget Priority: Staff Raises
FY14 ended salary freeze trend
Investment of $50K in FY15 budget for
increased FTE and compensation
Across-the-board salary increases of
$500 for FY16
Investment in Staff
New teacher laptops (Aug 2013)
Overnight staff retreat (Aug 2014)
Appreciation events: birthday desserts,
lunches, holiday party
Small gifts (Teacher Appreciation Week,
New Years/Valentines, etc)
+ “The board of directors plays
an important governance role.”
Staff impressions:
100
80
60 don't know
strongly disagree
disagree
40 agree
strongly agree
20
0 Source: annual
2011 2012 2013 2014 2015 staff survey
+ “There are sufficient efforts on the part of board and staff
to secure necessary funding for the school.” Staff
impressions:
100
80
60 don't know
strongly disagree
disagree
40 agree
strongly agree
20
0
2011 2012 2013 2014 2015 Source: annual
staff survey
+ Thank You!
& Time for Q & A