### Redwood Continuation High (Data source)

##### Source data for Redwood Continuation High

#### 2015

Step 1 | Step 2 | Step 3 | ||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

Get Mean Scale Score from line numbers in this data file. | Subtract 'met min' Scale Score. from Mean Scale Score to get Distance From Standard | Multiply Distance From Standard by proportion of students in grade. | ||||||||||||

Grade | Line number |
Mean Scale Score |
- | Scale Score: met min |
= | Distance from standard |
* | (Students tested in grade |
/ | Students) tested in school |
= | Weighted Distance From Standard |
||

11 | 22336 | 2456 | - | 2628 | = | -172 | * | (63 | / | 63) | = | -172.0 | ||

Step 4 | SUM Weighted Distance From Standard to get 2015 Difference From Standard for Redwood Continuation High | -172 |

#### 2016

Step 1 | Step 2 | Step 3 | ||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

Get Mean Scale Score from line numbers in this data file. | Subtract 'met min' Scale Score. from Mean Scale Score to get Distance From Standard | Multiply Distance From Standard by proportion of students in grade. | ||||||||||||

Grade | Line number |
Mean Scale Score |
- | Scale Score: met min |
= | Distance from standard |
* | (Students tested in grade |
/ | Students) tested in school |
= | Weighted Distance From Standard |
||

11 | 598 | 2462 | - | 2628 | = | -166 | * | (68 | / | 68) | = | -166.0 | ||

Step 4 | SUM Weighted Distance From Standard to get 2016 Difference From Standard for Redwood Continuation High | -166 |

#### 2017

Step 1 | Step 2 | Step 3 | ||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

Get Mean Scale Score from line numbers in this data file. | Subtract 'met min' Scale Score. from Mean Scale Score to get Distance From Standard | Multiply Distance From Standard by proportion of students in grade. | ||||||||||||

Grade | Line number |
Mean Scale Score |
- | Scale Score: met min |
= | Distance from standard |
* | (Students tested in grade |
/ | Students) tested in school |
= | Weighted Distance From Standard |
||

11 | 628 | 2458 | - | 2628 | = | -170 | * | (58 | / | 58) | = | -170.0 | ||

Step 4 | SUM Weighted Distance From Standard to get 2017 Difference From Standard for Redwood Continuation High | -170 |

#### 2018

Step 1 | Step 2 | Step 3 | ||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

Get Mean Scale Score from line numbers in this data file. | Subtract 'met min' Scale Score. from Mean Scale Score to get Distance From Standard | Multiply Distance From Standard by proportion of students in grade. | ||||||||||||

Grade | Line number |
Mean Scale Score |
- | Scale Score: met min |
= | Distance from standard |
* | (Students tested in grade |
/ | Students) tested in school |
= | Weighted Distance From Standard |
||

11 | 653 | 2442 | - | 2628 | = | -186 | * | (59 | / | 59) | = | -186.0 | ||

Step 4 | SUM Weighted Distance From Standard to get 2018 Difference From Standard for Redwood Continuation High | -186 |

#### 2019

Step 1 | Step 2 | Step 3 | ||||||||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|

Get Mean Scale Score from line numbers in this data file. | Subtract 'met min' Scale Score. from Mean Scale Score to get Distance From Standard | Multiply Distance From Standard by proportion of students in grade. | ||||||||||||

Grade | Line number |
Mean Scale Score |
- | Scale Score: met min |
= | Distance from standard |
* | (Students tested in grade |
/ | Students) tested in school |
= | Weighted Distance From Standard |
||

11 | 677 | 2466 | - | 2628 | = | -162 | * | (58 | / | 58) | = | -162.0 | ||

Step 4 | SUM Weighted Distance From Standard to get 2019 Difference From Standard for Redwood Continuation High | -162 |

#### Last steps

##### Compute the average

2015 | 2016 | 2017 | 2018 | 2019 | Sum | Average |
---|---|---|---|---|---|---|

-172 | -166 | -170 | -186 | -162 | -856.0 | -171.2 |

##### Compute the Upper Control Limit

Simply compute the standard deviation and multiply by 3 and add to the average: **-144.2**

##### Compute the Lower Control Limit

Simply compute the standard deviation and multiply by 3 and subtract from the average: **-198.2**

##### For the lines, you have the data necessary to plot the chart.

#### Very last step

##### The percent of students getting a Free or Reduced Price Meal comes from the following sources:

2015 | 2016 | 2017 | 2018 | 2019 | |
---|---|---|---|---|---|

Percent | 32% | 30% | 36% | 48% | 40% |

Data source | 2015 data file | 2016 data file | 2017 data file | 2018 data file | 2019 data file |

#### Castro Valley Unified school district County of Alameda

### Just a coincidence? That's absurd.

It's a system that causes this pattern to repeat.

**
THIS chart shows what thefollow-the-schedule method wants.
**

NOT what teachers want.

NOT what principals want.

NOT what parents want.

*math*proficiency

**26% less $meal**

**26% less $meal**

**33% less $meal**

**44% less $meal**

**38% less $meal**

• Any result above zero is proficient; below is not proficient. • There is a 99% chance that results will remain the same in coming years, which is to say, between the Upper and Lower Control Limits (the gray lines). • The houses with the % of students receiving a Free or Reduced Price Meal is a measure of wealth/poverty.

#### Continuation High Schools schools in Castro Valley Unified (1)

Redwood Continuation High |