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Accountability/Performance Reports

2017-18  School Performance Report for Traditional High Schools

(WAEA = Wyoming Accountability in Education Act) (ESSA = Every Student Succeeds Act)

This report provides information on how well this school is doing according to the requirements of state and federal accountability laws. State accountability is defined in the Wyoming Accountability in Education Act (WAEA) and federal accountability is defined in the Every Student Succeeds Act (ESSA). Information on how schools are measured and rated to meet the requirements of both laws can be found below. More information on accountability is available in this FAQ.

State Accountability

All Wyoming high schools receive one of four School Performance

Ratings: Exceeding Expectations, Meeting Expectations, Partially Meeting Expectations, or Not Meeting Expectations. Seven indicators are used to inform the ratings: Achievement, Growth, Equity, English Learner Progress (ELP), Extended Graduation Rate, Post-Secondary Readiness, and Grade Nine Credits. Different measures are used for each indicator:

   Achievement is measured using the statewide assessment, the Wyoming Test of Proficiency and Progress (WY-TOPP).

   Growth is measured by comparing how students did on WY-TOPP or ACT compared to how they did on prior statewide assessments.

   Equity is measured by focusing heavily on the growth of the students who scored the lowest on prior statewide assessments.

   English Learner Progress (ELP) is measured by how well students learning the English language improve on an assessment of English.

   Extended Graduation Rate is measured by the last year's graduation rate and the five-, six-, and seven-year graduates.

   Post-Secondary Readiness (PSR) is measured by the percent of students that demonstrate readiness for college or career.

   Grade Nine Credits is measured by the percent of last year's freshman that earned one fourth the course credits needed to graduate.

 

Federal  Accountability

All schools are required to report annually on progress toward long-term goals and short-term targets for English Language Arts (ELA) Achievement, Math Achievement, Graduation Rate, and English Learner Progress (ELP). Federal law requires the schools that are struggling the most to be identified for support. There are three types of support:

   Comprehensive Support and Improvement (CSI) is for

Title I schools performing among the lowest in the state. Any school with a graduation rate below 67 percent will automatically be identified for CSI.

   Targeted Support and Improvement (TSI) is for schools that have a specific group of students that is not performing well.

   Additional Targeted Support and Improvement (ATSI) is for schools that have a specific group of students that is chronically not performing well.

   Schools that are not identified for support are noted as "Not Identified."

To determine which schools need support, similar indicators and measures are used to those used to determine the School

Performance Ratings for high schools. Achievement, Growth, English Learner Progress, and Post-Secondary Readiness are measured the same way they are for state accountability. However, only the four-year graduation rate is used to measure high schools for federal accountability, and Equity and Grade Nine Credits are not included as indicators.

 

District Name: Uinta #1

School Name: Evanston High School

Grades Served: 9-12

Enrollment: 762

WAEA School Performance Rating = Not Meeting Expectations

WAEA Weighted Average Indicator Score =   1.3 (Cut Scores =   1.4 ;   1.8 ;   2.5 )

ESSA School Identification = Not Identified

Four-Year, On-Time Graduation Rate =   89.5

Overall School Performance on Indicators

Only students enrolled for a full academic year (FAY) are included (FAY is from first school day in October to midpoint in test window)

 

WAEA Target

ESSA Norm

 

Indicator

Level

Category

Description

Growth

Below Target

Average

WAEA: The mean student growth percentile (MGP) in ELA and math combined for all students in grades nine through eleven as measured from prior year Aspire to current

year WY-TOPP and ACT (grade eleven only).

ESSA: The mean student growth percentile (MGP) in ELA and math combined for all

students grades four through ten.

Equity

Below Target

N/A

The weighted mean student growth percentile (MGP) with MGP of students who scored in the bottom 25% of students on the prior year test weighted at 80% and the

MGP of the remaining students weighted at 20% for grades nine and ten.

Achievement*

Below Target

Below Average

WAEA: The percent proficient or above on the state test in English language arts,

mathematics, and science.

ESSA: The percent proficient or above on the state test in English language arts and

mathematics.

ELP

Meets Target

Below Average

The percent of English learners who met their annual progress goal for English

language proficiency.

Extended

Meets Target

N/A

WAEA: Prior year extended graduation rate including the four year, on-time cohort

Graduation

 

 

plus all five, six, and seven year graduates.This is a lagged indicator.

Four-Year

On-Time

Graduation

N/A

Average

ESSA: The prior year four year, on-time graduation rate.This is a lagged indicator.

Post-Secondary

Below Target

Above Average

The percent of all prior year graduates demonstrating college or career

Readiness

 

 

readiness.This is a lagged indicator.

Grade Nine

Meets Target

N/A

WAEA Only: The percent of all prior year first year grade nine students who earned

Credits

 

 

one fourth of the credits needed to graduate.This is a lagged indicator.

* A school's achievement score may be lowered if the school does not meet the 95% participation rate requirement

FAY School Participation Rate Status WAEA: Met

FAY School Participation Rate Status ESSA: Met

Statewide Assessment Participation Rate Status WAEA: Met Statewide Assessment Participation Rate Status ESSA: Met

WAEA Performance Category Cut Scores

ESSA Performance Category Cut Scores

Below Targets

Meeting Targets

Exceeding Targets

Below Average

Average

Above Average

A panel of educators, parents, business representatives, and community members

The cut scores were set by being broken into thirds for all Wyoming high schools.

set the targets for each indicator and the cut scores for each School Performance

The bottom third of scores are Below Average, the middle third of scores are

Rating.

Average, and the top third of scores are Above Average.

           

Overall School Long-Term Goals and Interim Target Performance

Table 1. Long-term goal for students proficient or advanced on WY-TOPP

 

 

2017-18 Interim

Target (IT)

 

 

 

 

At or

At or

 

15-Year

Above

Above

Goal Area

Goal*

Goal

IT

EL Progress

59%

No

Yes

Graduation Rate

88%

Yes

Yes

HS ELA

53%

No

Yes

HS Math

47%

No

Yes

*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.

Note. Must meet minimum n of 10 to be included.

Table 2. Long-term goal for student groups proficient or advanced on WY-TOPP ELA

 

 

2017-18 Interim

Target (IT)

 

 

 

 

At or

At or

Student

15-Year

Above

Above

Group

Goal

Goal

IT

All

53%

No

Yes

Black

43%

No

Yes

EL

28%

No

Yes

Free/Reduced Lunch

48%

No

Yes

Hispanic

45%

No

Yes

IEP

30%

No

Yes

White

55%

No

Yes

*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.

Note. Must meet minimum n of 10 to be included.

Table 3. Long-term goal for student groups proficient or advanced on WY-TOPP Math

 

 

2017-18 Interim

Target (IT)

 

 

 

 

 

At or

At or

Student

15-Year

Above

Above

Group

Goal

Goal

IT

All

47%

No

Yes

Black

35%

No

Yes

EL

26%

No

Yes

Free/Reduced Lunch

41%

No

Yes

Hispanic

37%

No

Yes

IEP

26%

No

Yes

White

51%

No

Yes

*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.

Note. Must meet minimum n of 10 to be included.

Table 4. Long-term goal for English Learner Progress

 

 

 

2017-18 Interim

Target (IT)

 

 

 

 

 

At or

At or

Student

15-Year

Above

Above

Group

Goal

Goal

IT

All

59%

No

Yes

*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.

Note. Must meet minimum n of 10 to be included.

Table 5. Long-term goal for student groups four-year, on-time graduation rate

 

 

2017-18 Interim

Target (IT)

 

 

 

 

At or

At or

Student

15-Year

Above

Above

Group

Goal

Goal

IT

All

88%

Yes

Yes

EL

81%

Yes

No

Free/Reduced Lunch

88%

No

Yes

Hispanic

86%

Yes

Yes

IEP

78%

No

No

White

90%

Yes

Yes

*The baseline year for ELP, ELA, and Math is 2017-18. The interim target during the baseline year is equal to the school's baseline score.

Note. Must meet minimum n of 10 to be included.