Data Analysis

Olympian High School

Home of the Eagles

Erika Aldridge
School Counseling Intern
Mission Statement
Every graduate of Olympian High School will qualify and
be academically ready for success in a four-year college
or university through a coherent system of learning.

In Support of our School’s Mission, We Also Provide Students:

● A diverse set of learning experiences that will meet the academic and career needs of all students
● A school-wide Academic Literacy Plan (a common set of college readiness skills and habits of mind)
● A systematic network of student support
● A student-centered learning community that promotes leadership, involvement, integrity and respect
Olympian High School
 Olympian Staff
What makes The teachers, staff, counselors, Special Education
team, secretaries, custodians, principal/APs and
What would make
OLH great? students. We all work towards the same goal of
helping students make progress/meet their goals.
We all believe that Olympian is where champions
it greater?
are made! More
opportunities to
connect with
Our students are very open I really like that we (as staff and
Greater buy-in and
a collective) have high students,
and accepting. We try to foster expectations of
consistency of practice
outside of
from all staff (regarding
inclusivity and it shows with our students’ education the school’s mission academics.
students. and behavior. statement).

Having all staff on board

Everyone on staff
is very helpful and
We have many
teachers who Diversity More
vocational
with SEL would make us
friendly. It's a are passionate AWESOME (as a
classes and
strong family feel about teaching
here. kids.
programs. collective).

We are committed to producing A greater

students that empathize, Greater trust
critique, protect, love, inspire, between
alignment around
It's all about the make, design, restore, and educators on the methods that
students. understand almost anything. campus. we, uniquely, teach
and believe in.
 What makes Olympian Students What would make
OLH great? it greater?
The teachers really The people here The students Hmmm, I
care about their are nice and and staff are don’t
students. welcoming. open-minded. know...
Do something
about the birds,
Tutoring is accessible PLEASE!
and the staff offers a lot
of support. It’s easy to
Block schedule four days
make friends This school is open a week instead of two.
here. to all cultures.
We have
so many
clubs and More
This school provides The dress code
activities! The teachers are VAPA!
opportunities for should be gender
easy to talk to. many things. neutral.
 Olympian Demographics
Enrollment by Ethnicity 2018-2019

The largest Ethnic group at Olympian High School is Latino followed by Filipino
Olympian Demographics
Enrollment by Gender Over Time

Gender
percentages
have not
changed
significantly
over the past 3
years.
Olympian Demographics
Enrollment by SES Over Time

A little over ¼ of
Olympian
students receive
free or
reduced-price
meals
School Demographics
Enrollment of English Learners Over Time

The enrollment
of English
Learners has not
changed
significantly over
the past 3 years
Olympian Demographics
Enrollment of Students with Disabilities Over Time

The percentage of
Students with
Disabilities has not
changed
significantly over the
past 3 years
Staff Demographics
Ethnicity

The largest Ethnic group in the Olympian staff population is Latino followed by White
Staff Demographics
Ethnicity Comparative 2018-19

When comparing student

There are more staff
and staff Ethnicities,
than students who
there are more students
identify as White.
than staff who identify as
African American,
Filipino, and Two or More
Races.
 Social Emotional Data CHKS Results
Mental Health Comparison for 9th Grade Students

Almost Half
Almost of
4 of every 10 9th grade
Females
9th graders

Olympian students report Experiencing Chronic Sadness or Hopelessness at higher rates than Eastlake High School, the District, and the State.
 Social Emotional Data CHKS Results
Mental Health Comparison for 11th Grade Students

Almost Half
of
4 of every 10 11th grade
11th graders Females

Olympian students report Experiencing Chronic Sadness or Hopelessness at higher rates than Eastlake High School, the District, and the State.
Social Emotional Data CHKS Results
Mental Health Comparison for 9th Grade Students

More than
3 of every 20
9th-grade
students have
Considered
Suicide

Olympian’s percentages are the same as the District and State percentages and lower than Eastlake’s.
Social Emotional Data CHKS Results
Mental Health Comparison for 11th Grade Students

1 of every 5
Olympian
Juniors have
Considered
Suicide

Olympian’s 11th graders are reporting higher rates of Considering Suicide than Eastlake High School, the District, and the State.
School Climate Data CHKS Results
School Connectedness Comparison

Olympian’s students are reporting higher rates of School Connectedness than comparable high schools, the District, and the State.
CAASPP Data ELA by Ethnicity
The percentage of
students meeting or
exceeding ELA
standards have
decreased for almost
all Ethnic groups
over the past 3
years.

The percentage of African American and Latino students meeting or exceeding

CAASPP ELA standards is lower compared to other Ethnic groups.
CAASPP Data Math by Ethnicity
The percentage of
Asian and African
American students
meeting or exceeding
Math standards has
decreased over the
past 3 years.

The percentage of African American and Latino students meeting or exceeding

CAASPP Math standards is lower compared to other Ethnic groups.
CAASPP Data by Gender
ELA Results by Gender Over Time

Female
Olympians have
outperformed
Male Olympians
for the past three
years.

The percentage of Males and Females meeting or exceeding CAASPP ELA standards has decreased over the past 3 years.
CAASPP Data by Gender
Mathematics Results by Gender Over Time

Female
Olympians
have
performed
slightly better
than Male
Olympians for
the past 3
years.
 CAASPP Data by Socioeconomic Status
ELA Scores by Socioeconomic Status Over Time

Students who are

Not Economically
Disadvantaged
performed better
than students who
are Economically
Disadvantaged.

The percentage of Economically Disadvantaged students meeting or exceeding CAASPP ELA standards has decreased over the
past 3 years.
CAASPP Data by Socioeconomic Status
Math Scores by Socioeconomic Status Over Time

Students who are

Not Economically
Disadvantaged
performed better
than students who
are Economically
Disadvantaged.
CAASPP Data by English Language Fluency
ELA Scores Over Time

The percentage of
English Learners
meeting or
exceeding ELA
standards is 62% 56% 62%
difference
significantly lower difference difference

compared to Fluent
English or English
Only students.

The percentage of English Learners meeting or exceeding CAASPP ELA standards has decreased over the past 3 years.
CAASPP Data by English Language Fluency
Math Scores Over Time

The percentage of
English Learners
meeting or
exceeding Math
standards is
significantly lower
compared to Fluent 46%
40%
38%
difference
difference
English or English difference

Only students.
CAASPP Data by Students with Disabilities
ELA Scores Over Time

The percentage of
Students with
Disabilities meeting or
exceeding ELA
standards is 45%
significantly lower difference 42%
difference
compared to Students 57%
difference
with no Reported
Disability
CAASPP Data by Students with Disabilities
Math Scores Over Time

The percentage of
Students with
Disabilities meeting or
exceeding Math
standards is
significantly lower
compared to Students 46% 47%
41%
with no Reported difference
difference difference

Disability
D/F Data by Ethnicity
At Least one D/F at the Semester by Ethnicity

Some Ethnicities are disproportionately represented in the D/F data when compared to Olympian
Demographics: American Indian/Alaska Native, African American, Latino, and Pacific Islander.
D/F Data by Gender
At Least One D/F at the Semester by Gender

The percentage
of males with at
least one D/F is
significantly
higher than the
percentage of
females with at
least one D/F.
 D/F Data by Students with Disabilities
At Least One D/F at the Semester Compared to Total Enrollment

In 2016-17 the
percentage of
Students with
Disabilities with at
least one D/F was
significantly lower
when compared to
the total enrollment of
Students with
Disabilities.
A-G Data by Ethnicity
Graduates A-G Eligible by Ethnicity Over Time

The percentage of African

American and Latino
students graduating A-G
eligible has been slightly
lower compared to other
ethnic groups over the
past 3 years.

The rates are

increasing
for most
student
groups.
A-G Data by Gender
Graduates A-G Eligible by Gender Over Time

Female Olympians
have met A-G
requirements at
higher rates than
Male Olympians
over the past 3
years.

A-G eligibility rates have been increasing for both males and females over the past three years.
A-G Data by Socioeconomic Status
Graduates A-G Eligible by SES Over Time

A-G eligibility
rates have been
increasing for
Economically
Disadvantaged
Students over the
past 3 years.
A-G Data by English Language Fluency
Graduates A-G Eligible by English Language Fluency Over Time

Approximately ⅓
of English
Learners are
graduating A-G
eligible over the
past 3 years.
A-G Data by Students with Disabilities
Graduates A-G Eligible Over Time

The percentage
of Students with
Disabilities
graduating A-G
eligible has
decreased over
the past 3 years.
AP Enrollment by Ethnicity
AP English Language & Composition Enrollment Compared to Demographics Over Time

In 2018-19, Asian
students In 2018-19, Latino
represented students
23.5% of the total represented 55%
enrollment, and 55% of the total
35% of the AP enrollment, but
40%
35% Lang & Comp only 40% of the
enrollment. AP Lang & Comp
enrollment
23.5%

The percentage of African American, Latino, and White students enrolled in AP English has decreased slightly while the percentage of
Asian students has increased slightly.
AP Enrollment by Ethnicity
AP US History Enrollment Compared to Demographics Over Time

In 2018-19, Asian
students In 2018-19, Latino
represented students
23.5% of the total represented 55%
enrollment, and 55% of the total
46% of the enrollment, but
46%
37% APUSH only 37% of the
enrollment. APUSH
23.5% enrollment

The percentage of African American, Latino, and students who identify as Two or More Races enrolled in AP US History has decreased
while the percentage of Asian and White students has increased.
AP Enrollment by Ethnicity
AP Biology Enrollment Compared to Demographics Over Time

In 2018-19, Asian In 2018-19, Latino

students students
represented represented 55%
23.5% of the total of the total
53% enrollment, and 55% enrollment, but
53% of the AP only 33% of the
33% Biology AP Biology
enrollment. enrollment.
23.5%

The percentage of African American, Latino, and White students enrolled in AP Biology has decreased while the percentage of Asian
students and students who identify as Two or More Races has increased.
AP Enrollment by Ethnicity
AP Calculus Enrollment Compared to Demographics Over Time

In 2018-19, Asian In 2018-19, Latino

students students
represented represented 55%
23.5% of the total 55% of the total
enrollment, and enrollment, but
39%
41% 39% of the AP only 41% of the
Calc enrollment. AP Calc
23.5% enrollment

The percentage of Latino, and White students enrolled in AP Calculus has decreased while the percentage of Asian students and
students who identify as Two or More Races has increased.
AP Enrollment by Gender
AP English Language & Composition and AP US History Enrollment Over Time

Female students are enrolling in AP English at much higher Male students are enrolling in AP History at higher rates
rates than male students. than female students.
AP Enrollment by Gender
AP Biology and AP Calculus Enrollment Over Time

Female students are enrolling in AP Biology AND AP Calculus at much higher rates than male students.
AP Enrollment by Students with Disabilities
AP English Language & Composition and AP US History Enrollment Over Time

0
students
enrolled

Students with Disabilities are not represented in AP English or AP History courses.

AP Enrollment by Students with Disabilities
AP Biology and AP Calculus Enrollment Over Time

Students with Disabilities are not represented in AP Biology or AP Calculus courses.

Discipline Data
Suspension rates are low for most student groups

Suspension
rates are highest
for African
American and
Pacific Islander
students and
Students with
Disabilities
Attendance
In 2017-2018 the chronic absenteeism rates were highest for almost all student groups.

Chronic
absenteeism
rates are
highest for
English
Learners and
Students with
Disabilities
Comparative Data: A-G Completion
Olympian High School Compared to Eastlake High School, District, and State by Ethnicity

Eastlake’s A-G
rates are higher for
students who
identify as
African American,
Two or More
Races, and White

Olympians of every Ethnicity graduate A-G eligible at higher rates compared to the District and State.
Comparative Data: A-G Completion
Olympian High School Compared to Eastlake High School, District, and State by Subgroup

Eastlake’s A-G
rates are higher for
students who are
Socioeconomically
Disadvantaged

Olympians of every subgroup graduate A-G eligible at higher rates compared to the District and State.
 Comparative Data: Chronic Absenteeism
Olympian High School Compared to Eastlake High School, District, and State by Ethnicity

Olympian’s chronic
absenteeism rates are
higher than
Eastlake’s for every
Ethnicity except
Latino

Olympian’s Chronic Absenteeism rates are higher than the District’s for many Ethnicities: African American, Filipino, White
Comparative Data: Chronic Absenteeism
Olympian High School Compared to Eastlake High School, District, and State by Subgroup

Olympian’s
Chronic Absenteeism
rates for
English Learners
are significantly
higher than
Eastlake’s, the
District’s and the
State’s

Olympian’s Chronic Absenteeism rates are higher than Eastlake’s and the State’s for every Subgroup.
Comparative Data: CAASPP Scores
Olympian High School Compared to Eastlake High School, District, and State

Olympian students are meeting or exceeding ELA and Math standards at higher rates than Eastlake
HS, the District, and the State.
 Areas of Strength
School Culture
● Students report a high level of school connectedness (see slide 17)
● “What makes OLH great?” student and staff responses (see slides 4 & 5)

Achievement and Outcomes

● A-G completion rates are increasing for most student groups: Asian, Filipino,
Latino, Two or More Races, Males, Females, Socioeconomically Disadvantaged,
and English Learners (see slides 31-34)
● A-G completion rates are higher than the district and state in all categories:
Ethnicity, Gender, SES, EL, SPED (see slides 46-47)
● Females are enrolled in AP Science and Math courses at high rates (see slide 41)
● CAASPP scores are higher than a comparable high school, the district, and the
state (see slide 50)
 Opportunities for Growth
School Culture
● Students report high levels of mental health challenges (see slides 13-16)
● Chronic absenteeism rates for English Learners, Students with Disabilities, and
Socioeconomically Disadvantaged Students are high (see slide 49)

Achievement and Outcomes

● Percent of students meeting ELA standards has decreased over the past 3 years (see
slides 18, 20, 22, 24)
● African American and Latino student CAASPP scores and D/F overrepresentation
(see slides 18-19 & 28)
● AP enrollment: underrepresentation of Latino students (see slides 36-39)
● English Learner performance: CAASPP scores, A-G completion, Attendance (see
slides 24, 25, 34, 45, 49)
● Male student performance: CAASPP scores, D/F, A-G completion, AP enrollment (see
slides 20, 21, 29, 32, 40, 41)
 One Worthy Problem
How can we better support our English Learners?
Attendance:
● Why do our English Learners have high absenteeism rates (19% in 2017-18)?
● How can we help improve attendance rates?

A-G Completion:
● Why do our English Learners have low A-G completion rates (34% in 2018-19)?
● How can we help improve A-G completion?

CAASPP Scores:
● Why is the percentage of our English Learners meeting CAASPP standards significantly
lower than Fluent English Speakers (17% vs. 79% ELA , 12% vs. 50% Math)?
● How can we help our English Learners meet CAASPP standards?
 Change Model and Call to Action
Supporting English Learners
1. Create Urgency 2. Form a Powerful 3. Create a Vision for Change
Create a ● Collect Data and Identify Gaps Coalition ● Collaborate and Consult
● Form Focus Group of English ● Look to other schools who are
Climate for ●School Site Council better supporting their English
Learners - ask their perspective Create OR
● Share Gap Data with Staff Learners
Change Empathy
●Volunteers to Form a ● What interventions should we
● Share Focus Group results with Change Committee
Staff implement?

6. Create Quick Wins

Engaging & 4. Communicate the Vision ● Kaizen - Look for Small
5. Empower Action
Enabling the ● School Site Council or Change Improvements
● Identify Barriers or Resistance ● Celebrate the Small
Committee Present
Organization Intervention Ideas to Staff
● Create a Plan to Address Improvements
Barriers/Resistance ● Revisit Focus Group and Share
Positive Feedback with Staff

8. Make it Part of the Culture

Implementing & 7. Build on Change ● Continuously Monitor the Data
Sustaining for ● Continuously Monitor the Data ● SSC or Change Committee Continues
● Modify the Interventions as Necessary to Meet
Change ● Continue to Share Data with Staff ● Train and Inform New Staff
● Celebrate Staff Who are Implementing
the Interventions Faithfully
Adapted from John Kotter’s 8-Step Change Model http://www.oneclearmessage.co.za/
Education gives you wings to fly.
-A.P.J Abdul Kalam
 Any Questions?

Thank you Olympian Staff and Students

Home of the Eagles

Erika Aldridge
School Counseling Intern
erikaaldridge4@gmail.com