Data Overview:
Bradwell Institute
LaShaun V. Lovett
High School Social Studies
Teacher
Purpose
► This data overview will analyze school, district and state assessment data for
the Social Studies content area for Bradwell Institute (BI), Liberty County
School System (LCSS) in the state of Georgia. Through this data analysis
process, we hope to identify strengths, weaknesses and any student learning
problem that may negatively impact student achievement. The objective is to
collect data that effectively informs the decision making process as it relates
to student achievement and retention.
► In the state of Georgia, there are currently two state assessments for high
school Social Studies. Currently, students in the state of Georgia take the
End-of-Course (EOC) exam for Economics (12th grade) and US History (11th
grade unless the student in taking an AP course, these students complete the
course and are tested during their 10th grade year).
► It is intended that data collected and analyzed through this process can and
will be further utilized by other committees and organizations within Bradwell
Institute (BI) and Liberty County Public Schools (LCSS) to guide academic
planning and overall school improvement processes.
Overview: Bradwell Institute
► Title I high school located in
Hinesville, GA (Liberty County) near
Fort Stewart military base.
► Serves approximately 1611 students in
9th-12th grades.
► Student population consists of:
► 30% economically disadvantaged
► 13% students with disabilities
► 1% English Language Learners
► Bradwell Institute is 1:1 with all
students having personal access to
iPads and a multitude of digital
resources.
N= 1611
Overview: Bradwell Institute
Overview: Bradwell Institute
Overview: Bradwell Institute
Overview of Bradwell Institute
Overview of Bradwell Institute
The Governor's Office of Student Achievement (GOSA) defines
Chronic Absenteeism as a student missing 10% or more enrolled
school days.
Overview of Bradwell Institute
Throughout Liberty County Schools, there was a decrease in enrollment from the
2017-2018 school year to the 2018-2019 school year. A decrease can also be seen
by gender at the school level from the 2017-2018 to 2018-2019 school year for
male students.
Overview of Bradwell Institute
Overview of Bradwell Institute
Overview of Bradwell Institute
Student Achievement Data: Economics
Beginning = Level 1, Developing = Level 2, Proficient = Level 3, Distinguished = Level 4
Bradwell Institute’s Economic EOC data over a four-year period shows some consistency with little growth at each
level with the exception of the 2017-2018 school year where there was a drop in number of students scoring at
the Distinguished level.
Student Achievement Data: Economics EOC
Beginning = Level 1, Developing = Level 2, Proficient = Level 3, Distinguished = Level 4
Student Achievement Data: US History EOC
Beginning = Level 1, Developing = Level 2, Proficient = Level 3, Distinguished = Level 4
Student Achievement Data: US History EOC
Beginning = Level 1, Developing = Level 2, Proficient = Level 3, Distinguished = Level 4
Summary
► Overall, state assessment data for Bradwell Institutes US History and
Economics exams have seen a slight increase at the Proficient and
Distinguished level however these number have not been consistent
throughout the 4-years being analyzed.
► Bradwell has seen an increase in students with disabilities that would qualify
for 504 or IEP services to provide accommodations with student learning
needs which could impact achievement.
► Although student achievement with state assessments have not seen
consistent gains over a 4-year period, the graduation rate at Bradwell
Institute has increased within the same time period.
► Overall, Bradwell Institute’s EOC student achievement date is somewhat
similar to that of the district and state.
► Teacher, school administrators, Data Team and other committee should find
this information invaluable when seeking to identify areas of improvement as
it relates to school CCRPI.
Discussion
► What can we do as teachers and administrators to better assist our students?
Of the practices currently being implemented, what is working?
► Are our students receiving equitable access to content related resources
inside and outside of school? If not, how can we bring equitable access to
content related resources for our students?
► If we are identifying student attendance a weakness and a negative
contributor to student achievement, how can we improve student
attendance?
► What measures can be taken to identify solutions to assist students with
chronic absenteeism?
► Are there any steps that can be taken to improve student achievement from
the teacher level with most teachers being identified as having 1-10 years of
teaching experience?
