FSchool Grade

Graham School, TheDistricts and schools report information for the Ohio School Report Cards on specific marks of performance, called measures, withinbroad categories called components. They receive grades for up to ten measures and six components.

Performance Index

Indicators Met

The AchievementComponent representswhether studentperformance on state testsmet established thresholdsand how well studentsperformed on tests overall. Anew indicator measureschronic absenteeism.

Achievement FComponent

Grade

54.0% D

22.2% F

Value-Added

The Progress componentlooks closely at the growththat all students are makingbased on their pastperformances.

Progress DComponent

Grade

Overall FGifted NRLowest 20% in Achievement CStudents with Disabilities F Annual Measurable Objectives

The Gap Closing componentshows how well schools aremeeting the performanceexpectations for our mostvulnerable students inEnglish language arts, math,graduation and Englishlanguage proficiency.

Gap Closing FComponent

Grade

37.0% F

Graduation Rates

The Graduation Ratecomponent looks at thepercent of students who aresuccessfully finishing highschool with a diploma in fouror five years.

Graduation Rate DComponent

Grade

81.4% of students graduated in 4 years D80.7% of students graduated in 5 years D

Improving At-Risk K-3 Readers

This component looks at howsuccessful the school is atimproving at-risk K-3readers.

Improving At-RiskK-3 Readers NR

ComponentGrade

0.0% NR

Whether training in atechnical field or preparingfor work or college, thePrepared for Successcomponent looks at how wellprepared Ohio’s students arefor all future opportunities.

Prepared forSuccess F

ComponentGrade

FComponent

Grade

AchievementThe Achievement Component represents whether student performance on state tests metestablished thresholds and how well students performed on tests overall. A new indicatormeasures chronic absenteeism.

Performance IndexThe Performance Index measures the test results of every student, not justthose who score proficient or higher. There are seven levels on the index andschools receive points for every student who takes a test. The higher theachievement level, the more points awarded in the schools's index. Thisrewards schools and districts for improving the performance of all students,regardless of achievement level.

D64.8 of a possible 120.0

Achievement LevelPct of

Students

Pointsfor this

LevelPoints

Received

Advanced Plus 0 X 1.3 = 0

Advanced 1.9 X 1.2 = 2.3

Accelerated 7.7 X 1.1 = 8.5

Proficient 28.1 X 1.0 = 28.1

Basic 25.4 X 0.6 = 15.2

Indicators MetIndicators Met measures the percent of students who have passed state tests.It also includes the gifted indicator and the chronic absenteeism indicator. Testresults are reported for each student in a grade and subject. The passage ratefor each test indicator is 80% and the End of Course (EOC) ImprovementIndicator is 25%.

F2 out of 9 22.2%

High School

Achievement LevelPct of

Students

Pointsfor this

LevelPoints

Received

Limited 35.8 X 0.3 = 10.7

Untested 1.2 X 0.0 = 0.0

64.8

Advanced Plus Advanced Accelerated Proficient

Limited Basic Untested

High School

Algebra I 28.4%

American US Government 59.6%

American US History 59.1%

Biology 77.5%

English Language Arts I 43.9%

English Language Arts II 57.7%

EOC Improvement Indicator 32.9%

Geometry 29.6%

Non-Test Indicators

Gifted Indicator NC

Chronic Absenteeism 36.6%

Performance Index Pie Chart

Indicators Met Chart (cont'd)

86.786.786.7

66.866.866.862.862.862.8

68.868.868.864.864.864.8

Limited Basic Proficient Accelerated

Advanced Advanced Plus

2015 2016 2017 2018 20190

20

40

60

80

100

120

This chart compares the school to its district and to the state as a whole for eachtest.

High School

29.629.629.6 28.428.428.4

59.659.659.6

43.943.943.9

57.757.757.7

32.932.932.9

59.159.159.1

77.577.577.5

0.00.00.0 0.00.00.0 0.00.00.0 0.00.00.0 0.00.00.0 0.00.00.0 0.00.00.0 0.0.0.

50.150.150.1

61.161.161.1

77.777.777.7

68.368.368.3 66.266.266.2

78.178.178.1

School District State

Geometr

y

Algebr

a I

America

n US G

overn

ment

Engli

sh La

ngua

ge Arts

I

Engli

sh La

ngua

ge Arts

II

EOC Im

prov

emen

t Indic

ator

America

n US H

istor

y

Biolog

y0%

25%

50%

75%

100%

Indicators Met Comparsion

Performance Index Pie Chart

High School

Limited Basic Proficient Accelerated

Advanced Advanced Plus

Algebr

a I

America

n US G

overn

ment

America

n US H

istor

y

Biolog

y

Engli

sh La

ngua

ge Arts

I

Engli

sh La

ngua

ge Arts

II

Geometr

y0%

25%

50%

75%

100%

Indicators Met Trend

Algebra I English Language Arts I

American US Government American US History

Physical Science Biology

English Language Arts II Geometry

EOC Improvement Indicator

2015 2016 2017 2018 20190%

25%

50%

75%

100%

Grade Key

A = 90.0 - 100.0%

B = 80.0 - 89.9%

C = 70.0 - 79.9%

D = 50.0 - 69.9%

F = 0.0 - 49.9%

Indicators Met Trend

DComponent Grade

ProgressThe Progress component looks closely at the growth that all students are making based on their past performances.

For more detailed data on Progress and Value-Added, click here. (https://ohiova.sas.com/fw.html?yU=133421&yV=133421)

FOverallThis measures the progress for all students in math, ELA,and science using tests in grades 4-8 and some end-of-course exams.

NRGifted StudentsThis measures the progress for students identified as giftedin reading, math, science, and/or superior cognitive ability.

CStudents in the Lowest 20% in AchievementThis measures the progress for students identified as thelowest 20% statewide in reading, math, or scienceachievement.

FStudents with DisabilitiesThis measures the progress for students with disabilities.

Progress DetailsThese tables show the Progress scores by test grade and subject for students ingrades 4-8 and some end-of-course tests, and includes up to three years of data asavailable.

All Grades

4th Grade

5th Grade

6th Grade

7th Grade

8th Grade

Test Grade

Progress

English LanguageArts Mathematics Science

AllTests

HighSchool

TestGrade

Progress

EnglishI

EnglishII Algebra Geometry

MathematicsI

MathemII

What do the colors mean?The Progress Component measures how groups of students made progress ascompared to the statewide expectation of growth. The expectation of growth is basedon how students in the group performed, on average, compared to other students likethem across the state

Students made more progress than expected - significant evidence

Students made more progress than expected - moderate evidence

Students made progress similar to the statewide expectation - evidence

Students made less progress than expected - moderate evidence

Students made less progress than expected - significant evidence

Value Added data is not available

FComponent

Grade

Gap ClosingThe Gap Closing component shows how well schools are meeting the performance expectations for our most vulnerablepopulations of students in English language arts, math, and graduation. It also measures how schools are doing inhelping English learners to become proficient in English.

Annual Measurable ObjectivesAnnual Measurable Objectives (AMOs) compare the performance of eachstudent group to the expected performance goals for that group to determine ifgaps exist. These charts show how well each group compares to the stateaverage in ELA, math and graduation. A fourth AMO measures whether EnglishLearners are making progress towards becoming proficient in English. Theultimate goal is for all groups to achieve at high levels.

F 37.0%Grade Key

A = 90.0 - 100.0%

B = 80.0 - 89.9%

C = 70.0 - 79.9%

D = 60.0 - 69.9%

F = 0.0 - 59.9%

Performance Index by Subgroup

79.879.879.8

71.171.171.1

71.071.071.0

60.760.760.7

56.256.256.2

All Students Black, Non-Hispanic

White, Non-Hispanic Economic Disadvantage

Students with Disabilities

0 20 40 60 80 100

English Language Arts

Performance Index by Subgroup

65.765.765.7

60.160.160.1

57.257.257.2

53.153.153.1

50.250.250.2

All Students Black, Non-Hispanic

White, Non-Hispanic Economic Disadvantage

Students with Disabilities

0 20 40 60 80 100

Math

The English Learner AMO is Not Ratedbecause there are not enough students toevaluate.

Graduation Rate by Subgroup

95.095.095.0

81.481.481.4

78.078.078.0

76.276.276.2

70.670.670.6

All Students Black, Non-Hispanic

White, Non-Hispanic Economic Disadvantage

Students with Disabilities

0 10 20 30 40 50 60 70 80 90

DComponent

Grade

Graduation RateThe Graduation Rate component looks at the percent of students who are successfully finishing high school with adiploma in four or five years.

4-Year Graduation RateThe 4-year graduation rate applies to the Class of 2018 who graduated withinfour years, i.e. students who entered the 9th grade in the fall of 2014 andgraduated by summer of 2018.

D 81.4%Grade Key

A = 93.0 - 100.0%

B = 89.0 - 92.9%

C = 84.0 - 88.9%

D = 79.0 - 83.9%

F = 0.0 - 78.9%

5-Year Graduation RateThe 5-year graduation rate applies to the Class of 2017 who graduated withinfive years, i.e. students who entered the 9th grade in the fall of 2013 andgraduated by the summer of 2018.

D 80.7%

Grad

uatio

n Ra

te (%

)School District State

4-Year Rate 5-Year Rate0

25

50

75

100

Graduation Comparison

Grade Key

A = 95.0 - 100.0%

B = 90.0 - 94.9%

C = 85.0 - 89.9%

D = 80.0 - 84.9%

F = 0.0 - 79.9%

Note: The 5-year graduation rate does not appear in the final year of this graphbecause the necessary data is not yet available to calculate the 5-year rate for that

school year.

Perc

ent(%

)

4 Year 5 Year

2014 2015 2016 201750

60

70

80

90

100

Graduation Trend

FComponent

Grade

Prepared for SuccessWhether training in a technical field or preparing for work or college, the Prepared for Success component looks athow well prepared Ohio’s students are for all future opportunities.

Numberof

StudentsPointValue

PointsEarned

Number of students that earned aremediation free score on all parts of the

ACT or SAT, earned an honors diploma,and/or earned an industry-recognized

credential.

5 1 5.0

The number of "bonus" students that countan additional 0.3 bonus points each,

because they did the above and also earneda 3 or higher on at least one AP exam;

earned a 4 or higher on at least one IB exam;and/or earned at least three college credits

before leaving high school

4 0.3 1.2

Total Points

6.2Graduation Cohort

127

F 4.9%

Grade Key

How Prepared were Your 2017 and 2018 GraduatingClasses?

Outcomes after High School GraduationDistricts and schools have long-term impacts on student outcomes.The Prepared for Success component provides information on howschools prepare students for different pathways of college and

11.811.811.8

3.93.93.9

4.74.74.7

0.00.00.0

0.00.00.0

0.00.00.0

2.42.42.4

0.00.00.0

111111

0.80.80.8

0.00.00.0

ACT: Participation

ACT: Remediation Free

SAT: Participation

SAT: Remediation Free

Honors Diploma

Industry-RecognizedCredential

Advanced Placement:Participation

AP: Exam Score of 3 or Better

Dual Enrollment Credit

International Baccalaureate

IB: Exam Score of 4 or Better

(cont'd on next page)

A = 93% - 100%

B = 75% - 92.9%

C = 60% - 74.9%

D = 40% - 59.9%

F = 0.0% - 39.9%

career success. It also provides insights on how those students doonce they leave high school. What happens beyond the diploma isan important indicator of how well schools are preparing students.

The University System of Ohio provides district reports(https://www.ohiohighered.org/data-reports/college-readiness)on enrollment and remediation of high school graduates attendingin-state, public colleges and universities.

What Percentage of the 2016Graduating Class Entered Collegewithin Two Years?

42.9%

What Percentage of the 2012Graduating Class Graduated fromCollege within Six Years of LeavingHigh School?

12.3%

School DetailsPrincipalAmy Vickroy

Address3950 Indianola Ave Columbus, OH 43214-3158

Directory information current as of the 2018-2019 ReportCard publication date.

Phone(614) 262-1111

Career Technical Planning DistrictColumbus City CTPD(/ctpd/overview/200035)

SponsorESC of Central Ohio

Black, Non-Hispanic Hispanic Multiracial

White, Non-Hispanic Students with Disabilities Economic Disadvantage

0%

25%

50%

75%

100%

Show all subgroups

English Learner

All Students 242

American Indian or Alaskan Native NC NC

Asian or Pacific Islander NC NC

Black, Non-Hispanic 93 38.3

Hispanic 21 8.6

Multiracial 13 5.5

White, Non-Hispanic 114 47.1

Students with Disabilities 86 35.4

Economic Disadvantage 134 55.5

English Learner 12 4.8

Migrant NC NC

Enrollment # Pct

150

200

250

300

This graph shows enrollment trends across time.

This graph shows attendance rates by subgroup.

All Students Black, Non-Hispanic Hispanic

Multiracial White, Non-Hispanic Students with Disabilities

Economic Disadvantage English Learner

2015 2016 2017 2018 20190

50

100

Black, Non-Hispanic Hispanic Multiracial

White, Non-Hispanic Students with Disabilities Economic Disadvantage

English Learner Male Female

0%

25%

50%

75%

100%

Attendance RateAttendance Rate

All Students 90.5%

American Indian or Alaskan Native NC

Asian or Pacific Islander NC

Black, Non-Hispanic 90.3%

Hispanic 90.3%

Multiracial 90.1%

White, Non-Hispanic 90.6%

Students with Disabilities 89.8%

Economic Disadvantage 89.5%

English Learner 87%

Migrant NC

Male 92%

Female 89%

20%

30%

40%

This chart shows the percentage of students, who, because they moved into or out of the district, did not spend a majority of the year within the district.

All Students Black, Non-Hispanic Hispanic

Multiracial White, Non-Hispanic Students with Disabilities

Economic Disadvantage English Learner

0%

10%

All Students 14%

American Indian or Alaskan Native NC

Asian or Pacific Islander NC

Black, Non-Hispanic 10.1%

Hispanic 29.6%

Multiracial 13.3%

White, Non-Hispanic 14%

Students with Disabilities 7.7%

Economic Disadvantage 14.8%

English Learner 8.3%

Migrant NC

District Mobility

District Mobility

If Enrollment is less than 10, results are Not Calculated (NC).

Number of Limited English Proficiency Students Excluded from Accountability Calculations:--

Migrant NC

Positive Behavior InterventionHas the district implemented a positive behavior intervention and support framework in compliance with Ohio RevisedCode (http://codes.ohio.gov/orc/3319.46)? Yes

Your School's Teachers

Percentage of teachers with at least a Bachelor's Degree 100.0

Percentage of teachers with at least a Master's Degree 39.4

Percentage of inexperienced teachers 14.4

Percentage of inexperienced principals 14.3

Percentage of teachers who are not teaching in the subject or field for which theteacher is certified or licensed

0.0

Percentage of teachers teaching with temporary or conditional credentials 0.0

Lead or Senior Teachers 1.0

Your School Your District

A district's high poverty schools are those ranked in the top quartile based on the percentage of the district's economicallydisadvantaged students. Low-poverty schools are those ranked in the bottom quartile based on the percentage of economicallydisadvantaged students. A district may have buildings in both quartiles, in just one quartile, or in neither quartile.

Educators in your School

General Education Teachers 61 45.7

Career-Technical Teachers 0 1.1

Special Education Teachers 1 13.4

Teacher Aides 1 7.2

Gifted Intervention Specialists 0 0.6

Fine Arts Teachers 0 3.2

Music Teachers 0 2.6

Physical Education Teachers 0 3.1

ELL Specialists 0 0.4

Number State Avg per 1000 Students

Teacher Evaluations Wellness and Physical Education

The extent to which students are successfulin meeting the benchmarks contained inOhio's physical education standards

ModerateSuccess

Accomplished Skilled Developing Ineffective

Not Complete

Compliance with the federal requirement forimplementing a local wellness policy

Elected to administer BMI screening

Participation in Physical Activity PilotProgram

Teacher Evaluations

Financial DataThese measures answer several questions about spending and performance. How much is spent on classroominstruction? How much, on average, is spent on each student? What is the source of the revenue? How do thesemeasures compare to other districts and schools?

Comparison Group:Community Schools with Enrollment between 150 and 499

What percent of funds are spent on classroom instruction?71.9%

Classroom Spending Data

School State

Classroom Instruction Non-Classroom Instruction

Spending Per Pupil Data

Operating Spending per Pupil $21,235 $9,721

Classroom Instruction $15,270 $6,583

Non-Classroom Spending $5,966 $3,137

Federal Funds $693 $687

State and Local Funds $20,542 $9,034

School State