Great schools org ca: All school districts in California, CA

Опубликовано: January 25, 2023 в 1:14 am

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Категории: Miscellaneous

California High Schools | GreatSchools

 

GreatSchools Rating

The GreatSchools Rating is a tool to help parents compare schools based on standardized state test scores. It compares schools across the state, where the highest-rated schools in the state are designated “above average” and the lowest “below average.” It is designed to be a starting point to help parents make baseline comparisons. We always advise parents to visit the school and consider other information on school performance and programs, as well as consider their child’s and family’s needs as part of the school selection process.

Source: GreatSchools, 2016 | See more: More about GreatSchools Ratings

Test Scores

English & Math

The California Assessment of Student Performance and Progress (CAASPP)

In 2015-2016, California tested students using the California Assessment of Student Performance and Progress (CAASPP), administered through the online Smarter Balanced Summative Assessments. These are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test, English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test; and (2) a performance task; administered within a 12-week window beginning at 66 percent of the instructional year for grades 3 through 8 or within in a seven-week window beginning at 80 percent of the instructional year for grade 11. The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer-adaptive testing — efficient and precise measurement across the full range of achievement and timely turnaround of results.

Source: CA Dept. of Education, 2016 | See more: 13 key skills teens need to be college and career-ready

Science

The California Standards Tests (CSTs)

In 2015-2016, California used the California Standards Tests (CSTs) to test students in science in grades 5, 8, and 10. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.

Source: CA Dept. of Education, 2016 | See more: More about science in high school

College readiness

College readiness rating

The college readiness rating reflects high school graduation rates, SAT or ACT participation and performance, and AP exam participation and performance for this school compared to the state average.

Source: GreatSchools, 2015 | See more: More about GreatSchools Ratings

Graduation rate

Graduation rates for counties, districts, and schools across California were calculated based on four-year cohort information using the state’s California Longitudinal Pupil Achievement Data System (CALPADS). Cohort means that the same groups of students were followed for four years in this data collection.

Source: CA Dept. of Education, 2015 | See more: Helping students stay on the road to college; This page from the CA Dept. of Education website explains what the course requirements are to graduate from a California public school.

UC/CSU Eligibility

To be eligible for University of California (UC) and/or California State University (CSU) schools, high school students must complete required A-G courses. This data point represents the percent of 12th grade graduates who completed all of the A-G courses with a grade of C or better. This data includes summer graduates and does not include students with high school equivalencies, such as the General Educational Development (GED) test or California High School Proficiency Examination (CHSPE).

Source: CA Dept. of Education, 2015 | See more: Understanding the A-G requirements; This page from the CA Dept. of Education website offers more information about UC and CSU student requirements.

SAT participation rate

The SAT participation rate is based on the number of 12th grade students who took the test out of the total number of students enrolled in grade 12 at this school, as reported by the CA Dept. of Education.

Source: CA Dept. of Education, 2015 | See more: Strategies to help your child prepare for college entrance tests

SAT scores

This reflects the average SAT score (out of 2400 total possible points) for all students at this school who took the SAT in 2015.

Source: CA Dept. of Education, 2015 | See more: Our profiles currently reflect 2015 SAT information. The SAT test changed in March 2016. Check back soon to see updated SAT test scores for your school. In the meantime, learn more about the new SAT.

AP exam pass rate

Advanced Placement (AP) classes are rigorous classes with a national final exam. The AP exam pass rate reflects the percentage of students who passed the end-of-course AP exam.

Source: Civil Rights Data Collection (CRDC), 2014

AP course participation

Advanced Placement (AP) classes are rigorous classes with a national final exam. This data point represents the percentage of students in grades 10-12 at this school who enrolled in an AP class in 2014.

Source: CA Dept. of Education, 2015 | See more: All about Advanced Placement courses and exams

ACT participation rate

The ACT participation rate is calculated by using the number of test takers over the number of students enrolled in grade 12, as reported by the CA Dept. of Education.

Source: CA Dept. of Education, 2015 | See more: ACT vs. SAT: what’s the difference?

ACT scores

The ACT test is designed to assess high school students’ general educational development and their ability to complete college-level work. The ACT test covers four subject areas: English, mathematics, reading, and science. Each subject area test receives a score ranging from 1 to 36. The composite score is the average of all four subject area test scores.

Source: CA Dept. of Education, 2015

Students

% enrollment by Race

The state-collected student ethnicity and race information is gathered in accordance with federal guidelines based on the student’s primary enrollment information, using the following definitions:

  • Hispanic/Latino: A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race.
  • American Indian or Alaska Native: A person having origins in any of the original peoples of North and South America (including Central America) who maintains a tribal affiliation or community attachment.
  • Asian: A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.
  • Black or African-American: A person having origins in any of the black racial groups of Africa.
  • Native Hawaiian or Other Pacific Islander: A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
  • White: A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

Source: CA Dept. of Education, 2015 | See more: This page from the CA Dept. of Education website includes definitions for student race/ethnicity.

% enrollment of students from low-income families

The students from low-income families designation is based on the percent of students at this school who are eligible for free or reduced-price lunch.

Source: CA Dept. of Education, 2015 | See more: California Department of Education information on student poverty.

% enrollment of English language learners

The percent of students at this school who are classified as English language learners.

Source: CA Dept. of Education, 2015 | See more: This page of the CA Dept. of Education website offers more information about ELL student classifications.

% enrollment by gender

The population of students at this school by gender.

Source: CA Dept. of Education, 2015 | See more: Does your high school have a gender gap?; Inside the high school brain.

Teachers & staff

Teachers per student

This ratio reflects the total number of students enrolled compared to the total number of full-time equivalent teachers at the school. Please note that this ratio is not a reflection of average class size.

Source: Civil Rights Data Collection (CRDC), 2013-2014 (part of the U.S. Department of Education). Since 1968 the US Department of Education has collected data about key education and civil rights issues in our nation’s public schools. The data is collected every other year  in a survey of public schools to gather information on leading civil rights indicators related to access and barriers to educational opportunity at the early childhood through grade 12 levels. | See more: How important is class size?

Students per counselor

This ratio reflects the total number of students enrolled compared to the total number of counselors at the school.

Source: Civil Rights Data Collection (CRDC), 2013-2014 | See more: Helping your child be the first to go to college.

Teachers with < 3 years teaching experience 

This is the percentage of full-time equivalent teachers who are either in their first or second year of teaching.

Source: Civil Rights Data Collection (CRDC), 2013-2014 | See more: What does teacher tenure mean for parents?

% teachers who are certified  

This is the percentage of full-time equivalent teachers who are certified, meaning that they have met all applicable state teacher certification requirements for a standard certificate. A certified teacher has a regular/standard certificate/license/endorsement issued by the state. A beginning teacher who has met the standard teacher education requirements is considered to have met state requirements even if he or she has not completed a state-required probationary period. A teacher working towards certification by way of alternative routes, or a teacher with an emergency, temporary, or provisional credential is not considered to have met state requirements. (Source: http://www2.ed.gov/about/offices/list/ocr/docs/crdc-2015-16-all-schools-form.pdf)

Source: Civil Rights Data Collection (CRDC), 2013-2014 | See more: What makes a great teacher?

Average teacher salary 

This reflects the salary expenditures for teachers funded with state and local funds over the total number of full-time teachers at the school. 

Source: Civil Rights Data Collection (CRDC), 2013-2014 | See more: It’s all about the teacher

Equity – Race/ethnicity

English & Math

The California Assessment of Student Performance and Progress (CAASPP)

In 2015-2016, California tested students using the California Assessment of Student Performance and Progress (CAASPP), administered through the online Smarter Balanced Summative Assessments. These are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test, English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test; and (2) a performance task; administered within a 12-week window beginning at 66 percent of the instructional year for grades 3 through 8, or within in a seven-week window beginning at 80 percent of the instructional year for grade 11. The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer-adaptive testing — efficient and precise measurement across the full range of achievement and timely turnaround of results. This section of the profile breaks out student test score results by race/ethnicity.

Source: CA Dept. of Education, 2016 | See more: 13 key skills teens need to be college and career-ready

Science

The California Standards Tests (CSTs)

In 2015-2016, California used the California Standards Tests (CSTs) to test students in science in grades 5, 8, and 10. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests. This section of the profile breaks out student test score results by race/ethnicity.

Source: CA Dept. of Education, 2016 | See more: More about science in high school

Graduation rates

Graduation rates for counties, districts, and schools across California are calculated based on four-year cohort information using the state’s California Longitudinal Pupil Achievement Data System (CALPADS). Cohort means that the same groups of students were followed for four years in this data collection. This section of the profile breaks out student graduation rates by race/ethnicity.

Source: CA Dept. of Education, 2015 | See more: Helping students stay on the road to college; This page from the CA Dept. of Education website explains the course requirements to graduate from a California public high school.

UC/CSU eligibility

To be eligible for University of California (UC) and/or California State University (CSU) schools, high school students must complete required A-G courses. This data point represents the percent of 12th grade graduates who completed all the A-G courses with a grade of C or better. This data includes summer graduates and does not include students with high school equivalencies, such as the General Educational Development (GED) test or California High School Proficiency Examination (CHSPE). This section of the profile breaks out student A-G course completion rates by race/ethnicity.

Source: CA Dept. of Education, 2015 | See more: Understanding the A-G requirements. ; This page from the CA Dept. of Education website offers more information about UC and CSU student requirements.

Equity – Low-income students

Low-income rating

This rating reflects English, math, and science test scores for students who qualify for free or reduced-price lunch compared to all students in the state.

Source: GreatSchools, 2016

English & Math

The California Assessment of Student Performance and Progress (CAASPP)

In 2015-2016, California tested students using the California Assessment of Student Performance and Progress (CAASPP), administered through the online Smarter Balanced Summative Assessments. These are comprehensive, end-of-year assessments of grade-level learning that measure progress toward college and career readiness. Each test, English language arts/literacy (ELA) and mathematics is comprised of two parts: (1) a computer-adaptive test; and (2) a performance task; administered within a 12-week window beginning at 66 percent of the instructional year for grades 3 through 8, or within in a seven-week window beginning at 80 percent of the instructional year for grade 11. The summative assessments are aligned with the Common Core State Standards (CCSS) for ELA and mathematics. The tests capitalize on the strengths of computer-adaptive testing — efficient and precise measurement across the full range of achievement and timely turnaround of results. This section of the profile breaks out student test scores by family income level.

Source: CA Dept. of Education, 2016 | See more: 13 key skills teens need to be college and career-ready

Science

The California Standards Tests (CSTs)

In 2015-2016, California used the California Standards Tests (CSTs) to test students in science in grades 5, 8, and 10. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests. This section of the profile breaks out student test score results by family income level.

Source: CA Dept. of Education, 2016 | See more: More about science in high school

Graduation rates

Graduation rates for counties, districts, and schools across California are calculated based on four-year cohort information using the state’s California Longitudinal Pupil Achievement Data System (CALPADS). Cohort means that the same groups of students were followed for four years in this data collection. This section of the profile breaks out student graduation rates by family income level.

Source: CA Dept. of Education, 2015 | See more: Helping students stay on the road to college; This page from the CA Dept. of Education website explains what the course requirements are to graduate from a California public school.

UC/CSU eligibility

To be eligible for University of California (UC) and/or California State University (CSU) schools, high school students must complete required A-G courses. This data point represents the percent of 12th grade graduates who completed all the A-G courses with a grade of C or better. This data includes summer graduates and does not include students with high school equivalencies, such as the General Educational Development (GED) test or California High School Proficiency Examination (CHSPE). This section of the profile breaks out student A-G course completion rates by family income level.

Source: CA Dept. of Education, 2015 | See more: Understanding the A-G requirements; This page from the CA Dept. of Education website offers more information about UC and CSU student requirements.

GreatSchools.org launches nationwide ratings update for public schools

New ratings emphasize equity and elevate student academic progress, or “growth,” as a key measure of school quality.

News provided by

GreatSchools.org

Sep 24, 2020, 06:00 ET

OAKLAND, Calif., Sept. 24, 2020 /PRNewswire/ — GreatSchools.org, the leading provider of school information, is launching updated Equity and Summary Ratings for K-12 public schools across the nation today. The new methodology gives parents, advocacy organizations, and other community stakeholders a view of school quality that prioritizes equitable outcomes. The new Equity Rating will now include student growth and college readiness metrics in addition to proficiency rates. The Summary Rating will also shift to emphasize student growth relative to test score performance in order to focus on how well schools are helping students learn each school year.

GreatSchools.org launched multi-measured schools ratings — including its Equity Rating — in 2017. The updated Summary Rating and Equity Rating methodology announced today is the result of a thorough process of consulting with parents, education researchers, policymakers, and civil rights advocates, as well as reviewing current research and available data that address equitable outcomes for all students.

“This is a big day for us. At GreatSchools, we are always working to improve our ratings and how we provide information and support for parents,” says Jon Deane, CEO of GreatSchools. “Focusing on student growth over time and equity measures in our new ratings helps us see the quality of instruction and experiences students receive in a school versus the advantages or disadvantages they may have in life. This is just a start — we will continue to uncover new ways to highlight school quality for all families.”

In a time when our country is reckoning with systemic inequities, GreatSchools.org is doubling down on ways to identify opportunities while continuing to shed light on educational disparities.

“We recognize that schools are complex and that the definition of success is as diverse as the millions of parents who visit GreatSchools each year,” said Orville Jackson, Vice President of Data Strategy at GreatSchools.org. “Our aim is to develop a broader view of school quality that increasingly reflects a focus on equity, better accounts for the complexities inherent in building just systems of education, and provides the parents we serve — many of whom have few resources — the information they need to set their child up for success.”

Key changes to the GreatSchools Summary Ratings include:

  • Elevating the relative weight of data that measures student learning (Student Progress, or growth data, and Academic Progress, or growth proxy).
  • Elevating the relative weight of the Equity Rating.
  • Continuing to display a red flag for schools with significant disparities in discipline and attendance but removing this factor from the Summary Rating.

The GreatSchools Equity Rating measures a school’s success in serving historically underserved students compared to all students in the state and in-school achievement gaps between underserved student groups and other students. Changes to the GreatSchools Equity Rating include:

  • Adding college readiness metrics, such as college entrance exam performance (SAT/ACT), high school graduation rates, and percentage of graduates who meet more advanced graduation requirements (e.g.  A-G course requirements in CA).
  • Adding measurements of student learning (Student Progress, or growth data, and Academic Progress, or growth proxy).

GreatSchools.org will continue to expand its data and information for parents and the rating system that parents know and trust. The current changes paint a more accurate picture of which schools are providing equitable outcomes for Black students, Hispanic/Latino students, Native American students, and students living in poverty, but there is more valuable school information to share with parents. GreatSchools.org is committed to accessing and advocating for new data that gives parents a richer picture of their child’s education and highlights excellence for all students.

In addition to school information, GreatSchools.org also offers parents free resources to support the academic and social-emotional development of their children in kindergarten through 12th grade,  including articles, worksheets, videos, podcasts, and grade-based newsletters in English and Spanish. During these unprecedented times, GreatSchools.org’s school closure learning guide in English and Spanish provides families with grade-based tools, resource recommendations, and guidance for learning at home.

GreatSchools.org’s experts are available for media interviews. For more information about their ratings and methodology visit https://www.greatschools.org/gk/ratings/.

SOURCE GreatSchools.org

90,000 Kurbatov Evgeny Olegovich-National Research University “Higher School of Economics”

  • ABV
  • ABV
  • ABV

    • Ordinary version of the site

    • Junior researcher: Faculty of Computer Sciences / Scientific and Educational Laboratory
      • Started working at the Higher School of Economics in 2018.
      • Scientific and pedagogical experience: 9 years.

      Powers / duties

      – Work on research projects;

      – Code development;

      – Writing articles.

      Education

      2010

      Lomonosov Moscow State University M.V. Lomonosov, specialty “Physics of the atomic nucleus and particles”, qualification “Physics”

      Professional interests

      Machine training and data analysis

      29. 15.00 Nuclear physics

      Publications

      6

    • Article AAIIJ R., Beteta C. A. , Borisyak M., Derkach D., Belavin V., Arzymatov K., Hushchyn M., Ratnikov F., Kazeev N., Kurbatov E. O., Ustyuzhanin A., Boldyrev A., Ryzhikov A., Maevskiy A. , Popov S., LHCb c. Study of the lineshape of the χc1(3872) state // Physical Review D – Particles, Fields, Gravitation and Cosmology . 2020 Vol. 102. No. 9. Article 092005. doi

    • Article Kurbatov E. O. LHCb results on rare leptonic decays of B-mesons // EPJ Web of Conferences . 2019. No. 222. P. 02008-02008. doi (in press)

    • Article Ratnikov F., Hushchyn M., Kurbatov E. O., Ustyuzhanin A. Sensitivity of the SHiP experiment to Heavy Neutral Leptons // Journal of High Energy Physics . 2019. Vol. 1904. no. 77. P. 1-16. doi

    • Article Ahdida C., Ratnikov F., Ustyuzhanin A., Kurbatov E., Hushchyn M., Zaytsev Y. The experimental facility for the Search for Hidden Particles at the CERN SPS // Journal of Instrumentation . 2019 Vol. 14. No. 3. Article P03025. doi

    • Article Antonioli M. A., Boiarinov S., Bonneau P., Elouadrhiri L., Eng B. J., Gotra Y. N., Kurbatov E. O. Performance of the CLAS12 Silicon Vertex Tracker modules // Nuclear Instruments and Methods in Physics Research, Section A: Accelerators, Spectrometers, Detectors and Associated Equipment . 2013. Vol. 732. P. 99-102. doi (in press)

    • Article Rogozhin S., Merkin M., Kurbatov E. O. The calculation of the speed performance of the CLAS12 silicon vertex tracker. / Per. from Russian // Moscow University Physics Bulletin . 2012. Vol. 66. No. 3. P. 300-303. doi (in press)

    Experience

    2010-2017 Junior Researcher, SINP MGU, Moscow

    Information

    *

    • Total experience: 9 years
    • Scientific and pedagogical experience: 9 years

    Nauki

    On February 25, the Faculty of Computer Science hosted the annual high-energy physics workshop with CERN, which was organized and conducted by Fyodor Ratnikov and Denis Derkach, employees of the LAMBDA Big Data Analysis Methods Laboratory.

    Virtual Research Institute

    Under the wing of the Virtual Research Institute, our analytical and scientific projects are collected: diagnostics and biology of aging, pharmaceutical companies and biotech, transhumanism and social change.

    what we think about now

    research directions

    From aging genes to social changes:

    Genetics of aging

    Development of a new database of genes associated with aging and longevity. Among other things, in our database will be the evolutionary age of the “ageing genes”.

    Aging diagnostics

    Which aging markers are the best? What should the optimal diagnostic panel look like? What do other scientific groups think about this?

    Analysis of biotech and pharmaceutical companies

    Financial analytics. Drugs that act on the molecular pathways of aging are being developed not only by anti-aging fighters, but also by big players from the old school.

    Strategy for defeating aging

    Solving such a global problem requires analytical work. To begin with, we want to analyze existing strategies and compare with ours.

    The biology of aging

    Explore the mechanisms of aging and interesting biological phenomena that may be useful in the search for a cure for old age.

    Clinical trials

    At the expense of patients or sponsors, initiated by the patient community and conducted by specialists. The main thing is absolutely open. Research for knowledge, not for patents.

    Roadmap for research to increase human life expectancy

    Part one. Directions of scientific research

    Head transplantation: engineering problems and their solutions

    This review deals with the scientific and technical problems of head transplantation in an orthotopic position with the intersection of the spinal canal and the formation of an anastomosis.

    COVID-19

    In particular, we are most interested in how we can influence the severity of the disease. Especially since it is age dependent.

    You:

    Why Virtual Research Institute?

    Open Longevity:

    Because most of our analytical work now is “dry biology”. And there is enough work in it: a lot of data has accumulated about aging, which first needs to be structured. And many authors and analysts communicate with us only remotely.

    You:

    What about clinical trials? Can’t you run them virtually?

    Open Longevity:

    Of course. Here we are virtualizing. But we will also use online tools to the maximum. We are already involved.

    You:

    Will there be an open knowledge base based on research?

    Open Longevity:

    Mandatory. With one foot we are already in it: ready-made analytical reviews and a database of genes can be viewed right now. The plans are to collect in one place and structure all available educational programs in the field of aging, not only ours.

    Educational programs

    We have yet to create full-fledged, but at the same time, preferably, open educational programs in the field of aging biology. And for starters, we checked how such programs look now. Below are some examples.

    We invite volunteers to browse available biology and medicine courses, videos and books and help us build a quality program.

    Rethinking aging: are we ready for longevity?

    5 hours from the University of Melbourne (Australia): the population is aging, how to keep the old people alive, the economic aspect of the aging of the world population, healthy aging – some kind of water, to be honest.

    Rethink

    Healthy aging and the future of cannabis research

    3 hours from the University of Colorado (USA): inflammation, microbiome, sports, recovery and cannabis, healthy aging and cannabis – looks more interesting and not only because of cannabis).

    Forward to the future

    Why do we age? Molecular Mechanisms of Aging

    24 hours (6 weeks x 4 hours per week) from the University of Groningen (Netherlands). It seems normal: cellular aging, genetics, they talk about worms – this is only a part.

    Why?

    Successful Aging Strategy

    10 hours (5 weeks x 2 hours per week) from Trinity College Dublin. Judging by the topic, well, it is.

    Explore

    The Biology of Aging: Age Related Diseases and Interventions

    26 hours (13 weeks, 2 hours per week) from MIT (USA). Not directly video lectures, like on a course, but simply (or better, no less) access to the materials of lectures that were read at MIT in the fall semester of the 2011 undergraduate program: you can download the materials and assignments that students take, read conclusions from the lectures and familiarize yourself with the primary sources.

    Forward

    Radical consequences of breathing: reactive oxygen species in aging and disease

    26 hours. Again MIT, format as above, but this time about oxidative stress, 2007

    Hold your breath

    Neuroscience, neuropsychology and neuroscience of aging

    24 hours (12 weeks) MIT, same format.