k12 casestudy alg2 112211
Case Study: Algebra #2
Granada Hills teachers differentiate instruction to dramatically increase student proficiency The Challenge Granada Hills Charter High School (GHCHS) is an independent public school located in the San Fernando Valley region of Los Angeles, CA. GHCHS serves a student body of approximately 4,100 students, of which 37.3% qualify for free or reduced price lunch. GHCHS students come from diverse backgrounds and speak more than 40 languages other than English at home. While the school has been recognized nationally as a leading charter program, Algebra achievement has proven elusive: before Revolution K12, on average, 47% of students tested at Below Basic and Far Below Basic levels (averaged CST results over a 6 year testing period, from 2003-2009).
The Solution GHCHS teachers used Revolution’s Algebra I software to help them assess which topics students were struggling with the most. GHCHS staff were able to look at how often students got certain “hits” to better pinpoint their instruction and differentiate both within a class, and across their different class periods. Teachers reported that Revolution’s Algebra I software provided quick and immediate feedback, allowing them to specialize their teaching to best address diverse student needs. Many teachers at GHCHS also asked parents to review student reports online so parents could see their students’ progress.
Revolution’s CAHSEE Materials have been approved by the California Department of Education.
GHCHS Students Scoring “Advanced” 2004-2011 16%
With Revolution
14%
15%
12% 10% 8%
6%
6% 3%
4% 2%
0%
0%
1%
1%
0%
1%
2004 2005 2006 2007 2008 2009 2010 2011
The Results • GHCHS saw its highest level ever of proficient and above students on the
Algebra I CST: from 23% in 2008-09, to 33% in 2009-10, and 49% in 2010-11.
• The number of students scoring advanced on the Algebra I CST doubled after
the first year of implementation, rising from 3% to 6%. After the second year of implementation, that number more than doubled again, from 6% to 15%.
Two Years of Transformation: How Revolution Shifted the Achievement Curve 2008-09, before Revolution
• The number of students scoring below basic, and far below basic decreased
35%
from 49% in 2008-09 to 28% in 2010-11.
“We are able to pinpoint our instruction around certain concepts based on the Revolution data… definitely from the beginning of school last year, to the beginning of school this year, there’s a drastic difference.” Meghan McGovern Math Teacher “We found that over 80% of students felt more confident in their math abilities… which is huge!” Jake Chipps Math Teacher
2010-11, with Revolution
28%
33%
24% 20%
14%
20% 15%
8% 3% Far Below Basic
Below Basic
Basic
Proficient
Advanced
Let us help you achieve results. Call us: 1-877-463-8951 (referral code: KF537) Or have a sales consultant provide a proposal: revolutionk12.com/about-us/contact 11-22-11
Granada Hills teachers differentiate instruction to dramatically increase student proficiency The Challenge Granada Hills Charter High School (GHCHS) is an independent public school located in the San Fernando Valley region of Los Angeles, CA. GHCHS serves a student body of approximately 4,100 students, of which 37.3% qualify for free or reduced price lunch. GHCHS students come from diverse backgrounds and speak more than 40 languages other than English at home. While the school has been recognized nationally as a leading charter program, Algebra achievement has proven elusive: before Revolution K12, on average, 47% of students tested at Below Basic and Far Below Basic levels (averaged CST results over a 6 year testing period, from 2003-2009).
The Solution GHCHS teachers used Revolution’s Algebra I software to help them assess which topics students were struggling with the most. GHCHS staff were able to look at how often students got certain “hits” to better pinpoint their instruction and differentiate both within a class, and across their different class periods. Teachers reported that Revolution’s Algebra I software provided quick and immediate feedback, allowing them to specialize their teaching to best address diverse student needs. Many teachers at GHCHS also asked parents to review student reports online so parents could see their students’ progress.
Revolution’s CAHSEE Materials have been approved by the California Department of Education.
GHCHS Students Scoring “Advanced” 2004-2011 16%
With Revolution
14%
15%
12% 10% 8%
6%
6% 3%
4% 2%
0%
0%
1%
1%
0%
1%
2004 2005 2006 2007 2008 2009 2010 2011
The Results • GHCHS saw its highest level ever of proficient and above students on the
Algebra I CST: from 23% in 2008-09, to 33% in 2009-10, and 49% in 2010-11.
• The number of students scoring advanced on the Algebra I CST doubled after
the first year of implementation, rising from 3% to 6%. After the second year of implementation, that number more than doubled again, from 6% to 15%.
Two Years of Transformation: How Revolution Shifted the Achievement Curve 2008-09, before Revolution
• The number of students scoring below basic, and far below basic decreased
35%
from 49% in 2008-09 to 28% in 2010-11.
“We are able to pinpoint our instruction around certain concepts based on the Revolution data… definitely from the beginning of school last year, to the beginning of school this year, there’s a drastic difference.” Meghan McGovern Math Teacher “We found that over 80% of students felt more confident in their math abilities… which is huge!” Jake Chipps Math Teacher
2010-11, with Revolution
28%
33%
24% 20%
14%
20% 15%
8% 3% Far Below Basic
Below Basic
Basic
Proficient
Advanced
Let us help you achieve results. Call us: 1-877-463-8951 (referral code: KF537) Or have a sales consultant provide a proposal: revolutionk12.com/about-us/contact 11-22-11
