Running Head: DATA ANALYSIS

Steele Canyon High School Data Analysis

Monica Duncan
San Diego State University

DATA ANALYSIS

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Steele Canyon High School Data Analysis
Introduction and Literature Review

Despite the progress our country has achieved regarding equity for gender and race
within the education system, there continues to be indicators that show disparities in achievement
for many students. Because many educational institutions reveal existing gaps and trends among
groups, it is important to understand how school practices impact student achievement.
According to Chen-Hays, Ockerman and Mason (2014), school counselors should be aware of
data that encompasses student achievement and serve as advocates for inequities that affect
existing gaps (p. 191). As social justice educators, school counselors are leaders who are
involved in school reform, monitor data around existing gaps and assist schools in making databased decisions about interventions and change efforts.
The achievement gap refers to the disparity in academic performance between and across
diverse cultural groups, such as ethnicity/race, social class and gender (Chen-Hays, Ockerman &
Mason, 2014, p. 56). These inequities exist within a host of schooling indexes, including:
standardized tests, course-taking patterns, teacher experience and expectation, cultural
competence, availability of resources, special education, and college going rates (HolcombMcCoy, 2007, p. 6-9). It is critical to examine our education system to evaluate if the
institutional structures and classroom practices are accommodating the multidimensional student
populations.
Depending on the factors being reviewed, both girls and boys experience disparities
within the education system on the basis of gender. According to Thorius (2010), males
continue to perform better in math and science. Although the gap is shrinking, female students

DATA ANALYSIS

are less likely to be enrolled in some Advanced Placement (AP) courses and tend to perform less
well on AP exams (p. 2). In addition, one study found that teachers rate the math proficiency of
girls lower than that of similarly performing and behaving boys which likely contributes to the
early development of the gender gap in math (Robinson-Cimpian, Lubienski, Ganley & CopurGencturk, 2014, p. 1843). The research shows that gender equity in schools continues to be an
issue that should be addressed and remedied.
In addition, within our nation there continues to be academic performance gaps that are
distinguishable between students ethnicity and race. According to Boykin and Noguera (2011),
The United States has a persistent achievement and attainment gap between African American
students and their White peers, which begins in preschool and is found all the way through
college. The prevalence of racism in this country and the historical marginalization of African
Americans has affected their school experiences and ultimately, achievement. Students of color
are overrepresented in remedial or lower-level classes, alternative schools, charter schools, and
special education. This has produced disparate student achievement. (Theoharis, 2009, p. 6).
These differential educational opportunities exist across our nations schools, and by using a data
framework, educators can discover and address the gaps within their schools.
In order to address the concerns mentioned above data can be examined to inform us of
the current issues and what can be done to improve the persisting inequities students face.
School data should be disaggregated by multiple factors in order to investigate if achievement or
opportunity gaps exist. For this paper, data from Steele Canyon High School (SCHS), located in
the Grossmont Union High School District, was used for analysis. The school is a public charter
school, and operates on a block schedule and a four quarter system. In order to make the data
analysis meaningful, SCHS is compared to the district, the state and Helix Charter High School,

DATA ANALYSIS

which is another district school. Helix is a public charter school and also operates on a four
quarter block schedule. The data analysis was compiled from Data Quest published by the
California Department of Education, Naviance, and the College Board website. The purpose of
analyzing the statistics are to discover whether any category of achievement gaps exist within
SCHS. The information in this paper is the results of an analysis comparing SCHS, Helix, the
district and the state in the areas of advanced placement (AP) and standardized achievement test
(SAT) scores, graduation rates, A-G completion, and four-year college going rates.
Steel Canyon High School
Steel Canyon High School is located in the Grossmont Union High School District
(GUHSD). The school has an Academic Performance Index (API) of 798 and has a growth rate
of negative one point since the previous year. The total student population is 2,148, with 23% of
students identifying as low Socio-Economic Status (SES), 7.6% as English Language Learners
(ELLs), and 7.2% as Special Education (SPED). Helix Charter High School was chosen to
compare to SCHS based on the fact that they are both charter schools in the GUHSD. However,
Helix has a larger student population at 2,440 students and a larger amount of students
identifying as low-SES at 57%. In addition there population consist of 1.9% of ELLs and 9.3%
of SPED students.
When comparing student enrollment by ethnicity, SCHS reflects similar demographics to
the district. Enrollment for the 2013-2014 school year included: 55% of White students, 31% of
Hispanic/Latino students, 6.1% of African American students, 3.8% of Asian/Pacific Islander,
2% of students with two or more races and 1% of American Indian students. During the same
year student enrollment at Helixs demographics were more similar to the demographics of the
state, which included: 46% Hispanic/Latino students, 19% of White students, 18% of African

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American students, 9% of students with two or more races, 7% of Asian/Pacific Islander students
and .2% of American Indian students. Helixs highest reporting ethnic demographic are
Hispanic/Latino students, whereas White students make up about half of SCHSs population.
When reviewing enrollment data overtime SCHS has remained fairly consistent with a minor 2%
increase in Hispanic/Latino students and a 1% increase in Asian/Pacific Islander students.
Staff perception of how SCHS compared to Helix was mixed. One perspective was that
as a Title I school Helix receives more support services and would outperform SCHS, while
others thought the A-G graduation requirement at Helix is a disservice for certain populations
and more students at SCHS receive the specific services they need. One staff member
commented that it would be interesting to see if Helix sends more students to four year colleges
because of their graduation requirements aligning with A-G requirements. Members of the staff
also felt that SCHS and Helix are not similar in demographics and they might not be comparable
schools aside from the fact that they are both charters. The overall feedback was ambivalent on
whether which school performed better overall.
AP and SAT Test Scores
AP and SAT test scores were examined within SCHS over time, as well as comparatively
against Helix, the district and the state. When examining SCHSs AP scores it was found that
SCHS had a higher rate of students passing with a 3 or higher compared to Helix, the district and
the state. Over time at SCHS the overall average scores have stayed relatively the same, but
when disaggregated by gender the data shows males have been passing at a higher rate than
females for the last three years. Despite the fact that over the last three years female students
take more AP tests than male student, males are out performing females. In 2014 75% of male
students passed with a 3 or higher compared to only 59% of female students. It was also found

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that in 2014 less than half of African Americans passed the AP exam with a three or higher. 46%
of African Americans passed the AP test compared to 64% Hispanic/Latino students, 66% Pacific
Islander students and 71% White students.
When looking at SAT scores, SCHS has risen slightly and from 2012-2014 had an 18
point increase. Compared to Helix, the district and the state, SCHS only performs better in the
writing portion of the SAT. SCHSs SAT scores over the past three years showed African
American students to have consistently low scores. From 2012-2014, African Americans
average SAT score went from 1386 to 1390. Hispanic students average SAT scores over the last
three years were 1404, 1405 and 1451. Those groups are much lower than White students whose
average score showed a 1590, 1531 and 1556. The Asian/Pacific Islander population was small
each year and changed dramatically because of the scores of a few students. Finally, SAT scores
by gender showed that the female SAT scores have decreased over the last three years and during
2014 the SAT average score for female students was 74 points lower than male students.
Graduation and A-G Eligible Rates
For the 2013-2014 school year, SCHS produced high graduation rates and graduated
more students from each ethnic group compared to Helix, the district and the state. When
looking at graduation rates by ethnicity and over time there have been small changes. From
2012-2014 there has been a 4% increase of White students graduating and a 7% decrease of
African American students graduating. The A-G requirements posted by the state was inaccurate
for the past couple of years. The most recent and accurate A-G data available is from the 20112012 school year. 62% of the graduates in 2012 were A-G eligible. This is higher than the
district who reported 44% and the state who reported 38% of students graduating A-G eligible.

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However, Helixs graduation requirements align with the A-G requirements, therefore they
performed much higher and had a 90% A-G eligible rate for their graduates in 2012.
When examining A-G completion by gender in 2012, SCHS shows a 22% difference with
73% of males and 51% of females graduating A-G eligible. Within SCHS the A-G completion
differed by ethnicity with African Americans and Hispanic/Latinos having a 59% rate of
eligibility compared to 65% of White students and 88% of Asian/Pacific Islander students. The
Asian/Pacific Islander group had a smaller percentage of graduating students compared to the
three other groups, which influenced the higher A-G completion rate.
College Going Rates
SCHS staff perceive the school to be supportive of college bound students and to be
lacking support for students not planning on attending college. It was shown that SCHSs
college going rate has not increased by much from 2012-2014. Over the course of three years
the four-year college going rate went from 40%, dropped down to 33% and then came back up to
41%. The data disaggregated by ethnicity shows Hispanic/Latino/a students have a 10%
decrease in their four-year college going rate over the past three years (38% in 2012 to 28% in
2014). On the other hand African Americans four-year college going rate has experienced a
10% increase over time, going from 30% in 2012 to 40% in 2014. Overall, White students have
the highest four-year college going rate at 46% in 2014.
When looking at the same data by gender, female students show a decrease of 4% over
time (from 26% in 2012 to 22% in 2014), while male students have a 5% increase over time
(from 14% in 2012 to 19% in 2014). Lastly, a comparative look shows that in 2014 SCHS had
an 8% higher four-year college going rate than Helix. In 2014, SCHS had 41% of its graduates

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attended a four-year college while Helix reported to have only 33% of its graduates attended a
four-year college. Despite having a much higher rate of graduates complete the A-G
requirements, Helix sent less students onto a four-year compared to SCHS.
Areas of Strength and Areas for Growth
Overall, SCHS is performing well in some areas and could improve in others. The data
analysis shows areas in which SCHS stands out in student performance, such as, AP test scores.
SCHS performed better than Helix, the district and the state in overall AP tests scores. In
addition, the number of AP tests being taken by students has continuously increased over the past
three years. In addition, the A-G eligible rates for SCHS graduates were higher than the district
and the state for the 2011-2012 school year. And lastly, staff acknowledged that an important
strength of SCHS is the special education inclusion program.
On the other hand, SCHS has some areas where growth is needed. SCHSs academic
performance index (API) score had a growth rate of -1. The API score derived from the
Californias Public Schools Accountability Act of 1999, and it measures the academic
performance and growth of schools on a variety of measures (California Department of
Education, 2015). The API score shows that there was a decrease in the schools academic
growth overall. The data also shows Whites students graduate A-G eligible at a higher rate than
Hispanic/Latino/a and African American students. In addition, male students are graduating A-G
eligible at a higher rate than female students, as well as, outperforming females in average AP
and SAT scores. The last data point that brought concern to the analysis is that African
Americans students are experiencing lower achievement regarding AP and SAT scores and
graduation rates.

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Recommendations

Recommendations were developed in order to address the number of educational

inequities found throughout the data analysis of SCHS. It was recommended that SCHS explore
the factors surrounding the achievement gaps for African American and female students and
research methods to remedy those gaps. One way to improve the existing gaps is to research the
characteristics of high-performing low-income schools. Studies show that common practices in
closing the achievement gap within successful schools include: leadership, the school-wide use
of data-based decision making, emphasis for learning, and parent involvement (HolcombMcCoy, 2007, p. 14). Other studies have found similar characteristics among successful schools.
According to Pitre (2014), research on high performing low-income schools revealed student
achievement was the result of meaningful learning experiences, academic rigor, cultural
connections, and profound beliefs in student abilities (Pitre, 2014, p. 214). Each of those
characteristics could be used to develop strategies for closing opportunity gaps and increasing
African American and female student achievement.
Since female students have lower A-G completion rates and declining achievement in AP
and SAT scores, it is recommended that SCHS explore the reason behind this data and implement
research-based interventions to improve the declining trend. History and research show biases
exist within educators, which can either positively or negatively affect student achievement.
Teacher bias affects students learning within the classroom, and furthermore, practices within
the school are contributing to gender disparities (Robinson-Cimpian, Lubienski, Ganley &
Copur-Gencturk, 2014, p. 1843). Many times teachers or educators are not aware of their biases,
which gives the school further reason to act. Although society at large influences student minds,
teachers play an important role in student achievement, and according to Robinson & Lubienski

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(2011), the fact that math gender gaps vary by time and place indicates the central role that
environment and socialization play in the formation of these gaps (p. 273). Educators spend a
vast amount of time with students, which is why examining ones own beliefs and biases is
important to promote social change within student achievement.
Structural inequities within schools is also well documented in literature. In addition to
increasing multicultural competency and practices among staff, evidence based interventions are
needed to remedy the achievement gap that African-American students are experiencing at
SCHS. The data analysis shows African Americans have consistently low SAT and AP scores
and declining graduation rates, therefore, it would be beneficial for the SCHS to explore
potential reasons for these gaps in student achievement. One recommendation would be to
review curriculum content, as successful schools have both rigorous curriculum and curriculum
content that culturally connects students to the classroom.
According to Deplit (2013), one reason why African American students are achieving at
lower levels has to do with curriculum content, and further explains, if the curriculum we use to
teach our children does not connect in positive ways to the culture young people bring to school
it is doomed to failure, (p. 21). To increase student learning and achievement, schools can
implement curriculum that is strength based and culturally appropriate. All students would
benefit from a more balanced curriculum. Thorius (2010), suggests gender-balanced curriculum
as an area where educators can improve issues of gender equity within their schools (p. 2). By
examining the curriculum, SCHS can improve curricula and materials to emphasize instructional
strategies which support all students develop their interests and abilities.
In addition to reviewing successful practices, educators can develop a system for looking
at data points over time, and implement evidence based practices within their schools. School

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counselors can be involved in the reform effort by using their social justice lens to address issues
through the development of a school counseling program aligned with the national model and
standards (Holcomb-McCoy, 2007, p. 14). School counselors can review key data points,
including: grade point averages; performance on district, state, and national achievement tests;
rates of enrollment in rigorous courses; and differential placements in special education and
gifted-and-talented programs, as well as across behavioral indicators such as school dropout,
suspension, and referral rates (Boykin and Noguera, 2011). Once the data is found school
counselors collaborate to implement specific program interventions.
According to Chen-Hayes, Ockerman, and Mason (2014), two key interventions to assist
in school counselors work to help close achievement gaps include academic planning for each
student and delivering core curriculum lessons schoolwide (p. 58). A comprehensive school
counseling program is designed to ensure every student receives interventions to prepare them
for learning and monitor their results. Discussion of achievement gap issues within schools
could be problematic politically, which is why a needs assessment questionnaire that brings
forward the prevalent issues being seen by educators, staff, parent/guardians, and students is
effective (Chen-Hayes, Ockerman & Mason, 2014, p. 59). With the use of data-driven school
counseling programs, academic achievement will be enhanced. Furthermore, the elements of a
comprehensive counseling program, such as an advisory council and a closing-the-gap action
plan, create systems for the schools data profile to be reviewed (Chen-Hayes, Ockerman &
Mason, 2014, p. 59).
Reflection
The United States is challenged to provide high quality education to all students, and
despite its efforts, it has failed by producing achievement gaps between subgroups. My analysis

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of SCHS data revolves around the disparities uncovered for African American and female
student achievement. Within this analysis I have come to realize staffs cultural competence and
awareness of their biases are important factors on closing the achievement gap. In addition,
curriculum that has cultural content and rigor has been proven to increase student success.
Finally, a comprehensive school counseling program helps bring awareness of existing gaps
forward through data collection and assessments. School counselors also provide evidence based
practices to help all students be ready to learn. The literature on the achievement gap has helped
me understand the degree of systemic changes that must occur for there to be social justice
within public education.
SCHS has a positive reputation in the GUHSD, and while it has admirable strengths, the
data revealed real disparities that exist within the school. When beginning this project I was not
able to predict how the achievement data would compare or what it would reveal when
disaggregated. It might also be difficult for staff to obtain a true understanding of the occurring
trends in student achievement if they are never exposed to the data. In my discussions, one
school counselor stated that SCHS does not provide enough supports for students who are
struggling in AP classes. The counselor was not surprised at the gap between AP test scores for
African Americans and stated we do not support our AP students at all, in terms of tutoring, and
we need to we need to have some money funneled for peer tutoring for our at-risk AP students
(S. Roberts, personal communication, December 4, 2015). SCHS encourages students to take AP
courses to challenge themselves, but there are not current supports in place for those students.
Meanwhile, a staff survey revealed a majority of staff perceptions stated SCHS needs
more supports for non-college bound students. The staff perceive the school as a college prep
school that does not support the students who are not planning to attend college. The staff

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suggested that in order to fully support all student SCHS should provide supports for student
going directly into the workforce. In my conversations I came to realize the SCHS staff agree
that supports are in place for college-prep courses, but the school lacked resources for AP, honors
and non-college bound level students.
My review of the literature and analysis of staff perceptions led me to believe that SCHS
staff do not have a profound belief in student abilities. Regardless of coursework level, ability or
circumstance, the literature stated that students would be more successful if educators had a
belief that they are able to learn. A systemic change to curriculum content and a mindset that
students are capable and brilliant would create instructional approaches that increase student
success. When reading the research surrounding high-poverty, high performing schools the
discourse around student achievement was different than the staff perceptions at SCHS. Instead
of placing blame around the students ethnic identity for academic success, the system should be
evaluated to best serve the students. For instance, the conversation should not surround support
for African-American AP students who are at-risk for failing, but rather examine how is the
curriculum and instructional practices making learning meaningful and creating cultural
connections with the student population. Evidence has shown that low-income students and
students of color are able to be high achieving when the culture of the school believes it is
possible and provides the curriculum to assist in student achievement. Changes of expectations
and an evaluation of curriculum could better serve student success at SCHS.
Another factor needed within SCHS is leadership, in order to create education reform.
Any educator can become a leader within the school, and as student advocates, school counselors
fit this role. The school counselor is tasked with conducting data-driven practices and sharing
program results. It is important for staff to be regularly shown school data. By sharing data with

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stakeholders, school counselors not only inform staff, but begin to shape staff perceptions. In
addition, by implementing a comprehensive school counseling program, a school counselor can
show the counseling program does not engage in random acts of counseling, but rather need
based interventions. It would be very powerful for SCHS if the school counseling department
was aligned with the American School Counseling Association (ASCA) program model, and
used data-driven practices. A couple counselors are shifting in the direction of using data, and it
is my hope that the rest of the department starts to use data informed practices as well.
Reflecting on the literature and data regarding the achievement gap makes me nervous
for my children and the children in our society. Surprisingly, placing my daughter in a public
school was one of the hardest parental decisions I have had to make as a mother. We live in a
nation that is both rich with opportunity and achievement, but also corrupt, bias and consists of
an educational system that favors one race and gender. I am worried that my Latina daughter
will not be exposed to meaningful curriculum that challenges her, provides cultural connections
or opportunities to make her learning experience meaningful. While I am grateful for a free
education for my children, I am also terrified about how little control stakeholders have over
curriculum. This project helped me think deeply about the larger issues in education and reflect
on what is really important within a school to increase the student success.
The school holds the key to create change. The literature links characteristics which
make schools able to produce successful students. Theoharis (2009), stated that the best schools
are deeply connected to families, (p. 3), and Holcomb-McCoy (2007), listed a sense of
community and parent and community involvement as factor of high-performing, high poverty
schools (p. 13). Pitre (2014), wrote that positive collaborative connections must be the norm of
the school, (p. 216). These above examples are a representation of what has been found through

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research, leading us to believe that schools are evaluating the wrong factors when determining
success. The education system currently looks at student achievement through individual
measures, such as standardized testing, while the real measure that should be evaluated is the
culture of the school and the relationships that exist within it.
This project helped me piece together everything I learned over the past year and a half
regarding school counseling and resulted in creating my personal approach to school counseling
which is strength based and encompasses improving equity and access. I am grateful for my
social justice lens, and I hope to continue to spread my knowledge of promoting student
achievement for all students through systemic change. I have increased knowledge of systemic
issues and methods school counselors use to help close achievement gaps. Race and gender
should not be factors determining which students are exceling or struggling, and the
responsibility of achievement statistics should be put onto the educational system. I hope that as
a school counselor I am able to contribute to educational reform, challenge injustices and
advance towards equity in education.
Overall, the collection and analysis of SCHS data has informed my school counseling
practice, and will assist me in the future as an advocate for student success. I have a newfound
love for data and researching systemic needs in order to increase student achievement. I feel
passionately that school counselors are agents within schools to promote social justice practices,
increase cultural competence, assist in school reform and increase awareness about data-based
interventions and decisions. Finally, I am inspired to continue researching evidence-based
methods about closing the existing gaps in the educational system in order to further inform my
practice.
Resources

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Chen-Hayes, S.F., Ockerman, M.S., & Mason, E.C.M. (2014). 101 Solutions for school
counselors and leaders in changing times. Thousand Oaks, CA: Corwin (Sage).
California Department of Education (2015). Academic Performance Index (API). Retrieved
from: http://www.cde.ca.gov/ta/ac/ap/
Boykin, A. W., & Nouera, P. (2011). Creating the opportunity to learn: Moving from research to
practice to close the achievement gap. Alexandria, VA: ASCD.
Deplit, L. D., (2012). Multiplication is for white people: Raising expectations for other peoples
children. New York, NY: The New Press
Holcomb-McCoy, C. (2007). School Counseling to Close the Achievement Gap: A Social Justice
Framework for Success. Thousand Oaks, CA: Corwin (Sage).
Pitre, C.C., (2014). Improving African American student outcomes: Understanding educational
achievement and strategies to close opportunity gaps. Western Journal of Black Studies,
38(4), 209-217.
Robinson-Cimpian, J.P., Lubienski, S.T., Ganley, C.M., & Copur-Gencturk, Y. (2014). Are
schools short-changing boys or girls? The answer rests on methods and assumptions.
Developmental Psychology, 50(6), 1840-1844.
Robinsons, J.P., & Lubienski, S.T. (2011). The development of gender achievement gaps in
mathematics and reading during elementary and middle school: Examining direct
cognitive assessments and teacher ratings. American Educational Research Journal,
48(2), 268-302
Theoharis, G. (2009). The school leaders our children deserve: Seven keys to equity, social
justice, and school reform. New York, NY: Teachers Collee Press

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Thorius, K.K. (2010). Gender equity matters! The Equity Alliance at ASU. Retrieved from:
http://www.niusileadscape.org/docs/Gender_Equity_Matters.pdf

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