Important note: Schools that have been reorganized as “Accelerated Learning Academies” (ALAs) were not included in this year’s Report—see the Introduction for more information. Next year’s report will include data about the ALAs.
Additional detailed school-by-school information
Data compilation and analysis were performed by Carol S. Parke, Ph.D., associate professor of Research Methodology, Duquesne University School of Education; and Steven Kachmar, research assistant. Indicators (categories of data) were selected by an A+ Schools committee headed by Dr. Alan Lesgold, dean of the School of Education, University of Pittsburgh. The Report was written by Faith Schantz.
Additional detailed school-by-school information
Definitions and sources of expanded information (updated)
Note: This section of the Report includes charts showing the percentages of students in each score range on the PSSA (“Advanced,” “Proficient,” “Basic” and “Below Basic”) for each district school. If a bar in a chart does not include every score range (for example, it appears that no students were “Below Basic”), no students scored in that range. Percentages may not total to 100 due to rounding.
Information by level (elementary averages, K-8 averages…)
Student Mobility and Stability for Each School
Information by school
Note: The first page of each document is the page from the printed Report, followed by Web-only information.
Elementary Schools
Allegheny
Banksville
Beechwood
Brookline
Concord
Dilworth
Faison
Fulton
Grandview
Liberty
Lincoln
Linden
Manchester
Miller
Minadeo
Morrow
Phillips
Roosevelt
Schaeffer
Spring Hill
Stevens
Vann
West Liberty
Westwood
Whittier
Woolslair
K-8 Schools
Carmalt
Greenfield
Mifflin
Pittsburgh Montessori
Sunnyside
Middle Schools
Allegheny
Arsenal
Frick
Pittsburgh Classical
Rogers
Schiller
South Brook
South Hills
Sterrett
High Schools
Allderdice
Brashear
Carrick
Langley
Oliver
Peabody
Perry
Pittsburgh CAPA
Schenley
Westinghouse
Charter schools
City Charter
Northside Charter
Urban Charter
How were each district school’s “strengths” and “challenges” determined?
We compared each school to district averages at the same level (elementary schools to elementary averages, and so on). For elementary schools, there were 14 points of comparison; for K-8s, 24; for middle schools, 12; and for high schools, 24.
A school’s performance statistically above the district average in one category was labeled a strength, while its performance statistically below the district average in another category was labeled a challenge. In a school where performance was above the district average for nearly all categories, performance only at the average in a single category was considered a challenge. Likewise, average performance by a school that was below average in most categories was considered a strength. Not every strength and every challenge was included on the school pages. See the charts for a comprehensive list. For charts by school level, go to the bottom of this page.
Strengths/challenges statements are intended to be interpreted within the context of each school. The same statement may be listed as a strength for one school and a challenge for another. Although this component of the report is based on district averages, readers should not conclude that we are endorsing average achievement. In the district’s high schools, for example, “average” is below any acceptable standard.
How to interpret comparisons that group students by race or family income
PSSA test results were compared in these ways:
- All students in a school, or a grade within a school, compared to district averages for all students at that level or grade (all middle school students, or all high school seniors…)
- Black students in a school or grade compared to district averages for black students at that level or grade
- White students in a school or grade compared to district averages for white students at that level or grade
- Low-income students (eligible for free/reduced price lunch) in a school or grade compared to district averages for low-income students at that level or grade
When reading the school reports, keep in mind that these comparison groups hold even when the school’s population is all one race, or all low-income. For example, a statement such as “High PSSA 5th grade reading scores for low-income students” in a school with 100% low-income students is still a comparison of those students to district averages for low-income fifth graders, not to all fifth graders. Similarly, on the charts with more complete information, symbols that show a school’s performance for a subgroup of students (by race or family income status) are comparisons of that school’s subgroup to the same subgroup of students district-wide.
Strengths and challenges charts by school level
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