State of New Jersey - Department of Education

State of New Jersey Deparment of Education

Arts School High School2006-07 Report Card

County: Essex

District: Newark

James Caldwell High School2006-07 Report Card

County: Essex

District: Caldwell-West Caldwell

Malcolm X Shabazz High School2006-07

County: Essex

District: Newark

I. What does the data tell us?

AYP based on each school, not by district (2006-07)

-Shabazz: No, did not meet the requirements

-Arts: Yes, did make the requirements and does not need improvement

-Caldwell-West Caldwell: N/A

Total Graduation Rate (2006-07)

-Shabazz: 88.2%

-Arts: 98.7%

-Caldwell: 100%

Total Drop Out Rate (2006-07)

-Shabazz: 2.7 %

-Arts: 0.6%

-Caldwell: 0.1%

Total Population of Schools:

-Shabazz: N/A

-Arts: 600 students

-Caldwell: 800 students

2006-07 HSPA Testing, Language (Percentages: Partial, Proficient, Advanced):

-Shabazz: 55.2%BA 20.7% MA 24.1% PhD.

-Arts: 4.0% 82.0% 14.0%

-Caldwell: 3.7% 59.95% 36.8%

2006-07 HSPA Testing, Math (Percentages: Partial, Proficient, Advanced):

-Shabazz: 86% 13.2% 0.8%

-Arts: 25.7% 63.8% 10.5%

-Caldwell: 12.1% 63.7% 24.2%

Teacher’s level of degree:

-Shabazz: 55.2% BA, 20.7% MA, 24.1% PhD.

-Arts: 61.5% BA, 11.5% MA, 26.9% PhD.

-Caldwell: 42.0% BA, 55.6% MA, 2.5% PhD.

Conclusion: Based on the information from the three different schools in Essex County, The Arts High School and James Caldwell High School showed a better Adequate Yearly Progress (AYP) status than the Shabazz High School, basically stating that Shabazz needed educational improvements over the other two schools. Although all of these schools are in the same county of Essex, Shabazz specifically shows significant decreases in HSPA scores, graduation rate, and AYP status when compared to the Arts High School and James Caldwell High School. This basically implicates that Shabazz is behind its fellow schools in Essex County in regards to these areas of study and testing.II. What are the implications of classroom resources, salaries, and test scores?In regards to classroom resources, the findings from the statistics above imply that resources would be better and more accessible to students in the Arts High School, which is mainly seen through the resulting high graduation rates. Better resources allow students to learn more efficiently, score better on test, and ultimately graduate. Since the graduation rates are high, students apparently are finding the school beneficial to their learning process, thus the schools resources must be readily available to them, which is what must be helping so many students to graduate.The salaries for each school can be easily compared by the level of degree that the teachers hold. However, it is difficult to compare and contrast these salaries collectively when looking at all three high schools at once. When individually assessing each school’s level of teaching degrees, it is easy to assume the Arts High School will have the highest teaching salaries because they have the most teachers with PhD’s. However, we do not know the actual amount of money available for each school to pay their teachers. Therefore, the salaries of schools cannot be assumed just by looking at the teaching degrees.Testing scores are lower in the schools that lack an abundance of resources. Without the resources to them, the school’s negative testing status can be seen in the drop out rates. For example, student’s aren’t doing well on HSPA scores in Shabazz as they are in the Arts High School, based on the test scores, and then again in the graduation/drop out rate. Because Shabazz’s lack of resources, in comparison to the Arts High School, the test scores, graduation rates, and AYP status are drastically lower. This data is depicted in the statistics of drop out rates, graduates, and AYP. Therefore, test scores and assessments are negatively affected by lacking resources.