Report Growth of Student Groups, School Bangor Area High School, District Bangor Area School District
| Report: | Growth of Student Groups |
| School: | Bangor Area High School |
| District: | Bangor Area School District |
View Growth by Subject Area
This report shows the growth of student groups for an individual school in the selected year. Each table shows a subject, and each row displays the growth measure, standard error, growth index, and growth color indicator where available. This information is available across a group of similar tests, grades, and courses as well as by each individual test, grade, or course.
There must be at least 11 students with sufficient testing history in a specific student group in order for growth to be included in this table. Students can be included in multiple groups.
For more information about the reference group comparison, click Help.
Student Group | Growth Measure | Standard Error | Growth Index | Growth Color Indicator |
|---|---|---|---|---|
| All Students | ||||
| Keystone | -0.71 | Meets | ||
| Algebra I | -1.2 | 1.7 | -0.71 | Meets |
| Economically Disadvantaged | ||||
| Keystone | -1.23 | Below | ||
| Algebra I | -2.8 | 2.3 | -1.23 | Below |
| Hispanic | ||||
| Keystone | -0.2 | Meets | ||
| Algebra I | -1.2 | 5.8 | -0.2 | Meets |
| Lowest performing 33% of students | ||||
| Keystone | 0.3 | Meets | ||
| Algebra I | 0.8 | 2.8 | 0.3 | Meets |
| Students with IEPs | ||||
| Keystone | -1.52 | Below | ||
| Algebra I | -4.3 | 2.8 | -1.52 | Below |
| Two or More Races | ||||
| Keystone | -0.29 | Meets | ||
| Algebra I | -2.0 | 6.9 | -0.29 | Meets |
| White | ||||
| Keystone | -0.66 | Meets | ||
| Algebra I | -1.2 | 1.8 | -0.66 | Meets |
Student Group | Growth Measure | Standard Error | Growth Index | Growth Color Indicator |
|---|---|---|---|---|
| All Students | ||||
| Keystone | -2.35 | Well Below | ||
| Literature | -4.4 | 1.9 | -2.35 | Well Below |
| Economically Disadvantaged | ||||
| Keystone | -1.66 | Below | ||
| Literature | -4.5 | 2.7 | -1.66 | Below |
| Hispanic | ||||
| Keystone | -0.95 | Meets | ||
| Literature | -5.7 | 6.0 | -0.95 | Meets |
| Lowest performing 33% of students | ||||
| Keystone | 0.0 | Meets | ||
| Literature | 0.0 | 3.1 | 0.0 | Meets |
| Students with IEPs | ||||
| Keystone | 0.07 | Meets | ||
| Literature | 0.2 | 3.5 | 0.07 | Meets |
| White | ||||
| Keystone | -1.96 | Below | ||
| Literature | -3.9 | 2.0 | -1.96 | Below |
Student Group | Growth Measure | Standard Error | Growth Index | Growth Color Indicator |
|---|---|---|---|---|
| All Students | ||||
| Keystone | 2.19 | Well Above | ||
| Biology | 3.9 | 1.8 | 2.19 | Well Above |
| Economically Disadvantaged | ||||
| Keystone | 1.66 | Above | ||
| Biology | 4.6 | 2.8 | 1.66 | Above |
| Hispanic | ||||
| Keystone | 2.07 | Well Above | ||
| Biology | 11.8 | 5.7 | 2.07 | Well Above |
| Lowest performing 33% of students | ||||
| Keystone | 1.33 | Above | ||
| Biology | 4.1 | 3.1 | 1.33 | Above |
| Students with IEPs | ||||
| Keystone | 2.01 | Well Above | ||
| Biology | 7.7 | 3.8 | 2.01 | Well Above |
| White | ||||
| Keystone | 1.54 | Above | ||
| Biology | 2.9 | 1.9 | 1.54 | Above |
View Growth by Student Group
This report shows the growth of student groups for an individual school in the selected year. Each table shows a student group, and each row shows growth across all tests, grades, and courses for a subject. The row displays the growth measure, standard error, growth index, and growth color indicator where available.
There must be at least 11 students with sufficient testing history in a specific student group in order for growth to be included in this table. Students can be included in multiple groups.
For more information about the reference group comparison, click Help.
- All Students
- Economically Disadvantaged
- Hispanic
- Lowest performing 33% of students
- Students with IEPs
- Two or More Races
- White
| Well Above | Significant evidence that the school exceeded the growth standard |
|---|---|
| Above | Moderate evidence that the school exceeded the growth standard |
| Meets | Evidence that the school met the growth standard |
| Below | Moderate evidence that the school did not meet the growth standard |
| Well Below | Significant evidence that the school did not meet the growth standard |