Review Profile Data Document (Click here to download)
Any refinements or suggests to the above.
Only a comment - WOW!!! What a great job and a lot of work. Very informative. =)

Comments on the meaning of data presented(e.g. What does it say about our school that 1/3 of our entering10, 11th, and 12th graders have less than the expected number of credits?, What does it mean for our school that over 90% of our students have access to a computer and over 80% have access to the Internet)

1. In terms of our Stockton/Lodi/Manteca students, many came into our program because they were not doing well at traditional or other alternative schools. The data may be misleading because parents often marked "more parent choice" as the primary reason for enrolling their child with CWCS, even if their son or daughter had not passed some or most classes at their previous school. We are also getting referrals from the social service system and word of mouth (one parent of a troubled teen to another).
2. Having computers in 90% of the homes means more learning choices for families, faster information dissemination, and better communication. It also means that our students have the opportunity to become well-trained in the use of computer technology, a field with a growing job market. Finally, for serious students interested in a wide range of subjects, the Internet offers a plethora of informative websites.
   On the other hand, those 10% (or in some of our cases 25-30%) of families without a computer are at a definite disadvantage the more automated our school becomes. Often the funding for such students cannot stretch for tutoring or AESS services AND purchasing a computer system. (Could we maybe have a pool of computers available for those most in need?) Also, a fair number of parents, especially those in the lower socio-economic groups, are computer illiterate or just disinterested. Finally, computer involvement in some homes is limited mainly to "chatting" and game playing. How many of us have not had a student ask, "Can Instant Messaging count for typing?"
3. We noticed that fourth graders did better on the language arts tests in 2003 and 5th graders excelled in 2004. Could that be because of the increased emphasis on writing instruction that year for home-schooled 4th graders prior to the 4th grade writing test?
4. As mentioned above, some of the information regarding reasons for student enrollment in CWCS may be misleading, or perhaps that is our perception in the Elk Grove group due to the prevalence of lower achieving students in our "student pool" areas south of Elk Grove.
   We have a scant handful of college-bound students, and we all have a good percentage of students who were "falling through the cracks" and receiving low to not passing grades in the traditional public schools. It is felt by many of us that we should keep this in mind when looking at test scores, etc.
5. It was interesting that many more 10th grade students passed the CAHSEE than were considered "proficient" in the 9th grade on the STAR math CST: 66% and ~11% respectively. Given that the CAHSEE is purported to have a relatively small number of algebra questions, what could be accounting for the difference?
6. We found it heart-warming and a relief to see that most families wanted to keep their current ESs. ;)
7. We noticed that the only major dissatisfaction was with Edusoft. That seems to align with the feedback we're getting from many parents. Many of the parents who are interested in testing in general seem to find Edusoft difficult and prefer to use one or another of the comprehensive test prep books available through our vendors. What incentives can we offer families using the system? Will our direct tutoring ease some of their apprehension about using it?