Profile Analysis, 2011-2012 - Revision history

Messenburg at 21:07, 10 September 2012

2012-09-10T21:07:05Z

Messenburg at 23:47, 8 January 2012

2012-01-08T23:47:16Z

Messenburg at 23:43, 5 January 2012

2012-01-05T23:43:16Z

Messenburg: /* Key questions raised by the analysis of the profile data include: */

2011-12-13T06:59:38Z

‎Key questions raised by the analysis of the profile data include:

Messenburg: /* Key questions raised by the analysis of the profile data include: */

2011-12-13T06:58:21Z

‎Key questions raised by the analysis of the profile data include:

Messenburg: /* CAJ parents are satisfied: */

2011-12-13T06:58:09Z

‎CAJ parents are satisfied:

Messenburg: /* CAJ students continue to achieve the student objectives: */

2011-12-13T06:58:00Z

‎CAJ students continue to achieve the student objectives:

Messenburg: Created page with '==CAJ continues to experience a demographic shift:== *Enrollment Status: Since SY 2005-2006, the percentage of students from missionary homes has decreased while percentage of st…'

2011-12-13T06:57:49Z

Created page with '==CAJ continues to experience a demographic shift:== *Enrollment Status: Since SY 2005-2006, the percentage of students from missionary homes has decreased while percentage of st…'

New page

==CAJ continues to experience a demographic shift:==
*Enrollment Status: Since SY 2005-2006, the percentage of students from missionary homes has decreased while percentage of students from non-missionary homes has increased.
*Nationalities: Since SY 2005-2006, dual passport students and Korean students (both parents have Korean passports) have increased, North American students (both parents have North American passports) have significantly decreased, and Japanese students (both parents have Japanese passports) have decreased.

==CAJ students continue to achieve the student objectives:==
*Over 80% of graduating seniors matriculated to college and university (either immediately or after a gap year).
*Standardized Tests: The number of students taking AP tests has increased, and the number of seniors earning AP awards has increased. Students continue to score higher in math and lower in language (reading, writing, and vocabulary) on the SAT, PSAT, and ITBS.
*The average high school cumulative grade point average has remained in the B range. CAJ students know subject content and skills and communicate well in light of present standards.
(Regarding student achievement of the student objectives, a potential growth area is Effective Communicators in terms of reading, writing, and vocabulary.

==CAJ parents are satisfied:==
(According to the 2010 survey, CAJ parents would recommend CAJ to family and friends, understand CAJ’s educational goals, find online grades helpful and feel their children are appropriately challenged.
*They have concerns about student support, communication, homework, and SAT preparation.

==Key questions raised by the analysis of the profile data include:==

#How can we more effectively address our demographic shift?
#*How can we increase shared understanding about education with parents and students from diverse backgrounds?
#*How can we strike a better balance between nurturing cultural/linguistic diversity and ensuring English language proficiency through an American-style program?
#How can we address parent perceptions regarding student support, communication, homework load and schedule, and SAT preparation?
#How can we help students increasingly value learning and use appropriate learning strategies?

The initial analysis of the profile was completed by staff in August 2011. Staff worked in divisional teams to analyze profile data, documenting their findings in Google Docs. The findings were compiled and analyzed by the school improvement coordinator, reviewed by the Advisory Council, and published here.

← Older revision		Revision as of 21:07, 10 September 2012
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−	[[School_Improvement,_Report_2011-2012\|2011-2012 Report]] \| [[Student Objectives Review Process\|Student Objectives Review]] \| [http://caj.or.jp/~~whoweare~~/filingcabinet/School_Profile.pdf Profile] \| [[2011 Progress Report\|Progress Report]] \| [[School_Improvement,_Report_2011-2012#Focus_Group_Reports\|Focus Group Reports]] \| [[School_Improvement_Plan\|Plan]] \| [[School Improvement Process\|Process]]	+	[[School_Improvement,_Report_2011-2012\|2011-2012 Report]] \| [[Student Objectives Review Process\|Student Objectives Review]] \| [http://www.caj.or.jp/about/filingcabinet/School_Profile.pdf Profile] \| [[2011 Progress Report\|Progress Report]] \| [[School_Improvement,_Report_2011-2012#Focus_Group_Reports\|Focus Group Reports]] \| [[School_Improvement_Plan\|Plan]] \| [[School Improvement Process\|Process]]

	==CAJ continues to experience a demographic shift:==		==CAJ continues to experience a demographic shift:==

← Older revision		Revision as of 23:47, 8 January 2012
Line 1:		Line 1:
		+	[[School_Improvement,_Report_2011-2012\|2011-2012 Report]] \| [[Student Objectives Review Process\|Student Objectives Review]] \| [http://caj.or.jp/whoweare/filingcabinet/School_Profile.pdf Profile] \| [[2011 Progress Report\|Progress Report]] \| [[School_Improvement,_Report_2011-2012#Focus_Group_Reports\|Focus Group Reports]] \| [[School_Improvement_Plan\|Plan]] \| [[School Improvement Process\|Process]]
		+
	==CAJ continues to experience a demographic shift:==		==CAJ continues to experience a demographic shift:==
	*Enrollment Status: Since SY 2005-2006, the percentage of students from missionary homes has decreased while percentage of students from non-missionary homes has increased.		*Enrollment Status: Since SY 2005-2006, the percentage of students from missionary homes has decreased while percentage of students from non-missionary homes has increased.

← Older revision		Revision as of 23:43, 5 January 2012
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	[[Category: School Improvement]]		[[Category: School Improvement]]
−	~~[[Category: SOPHIE Link]]~~

← Older revision		Revision as of 06:59, 13 December 2011
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	The initial analysis of the profile was completed by staff in August 2011. Staff worked in divisional teams to analyze profile data, documenting their findings in Google Docs. The findings were compiled and analyzed by the school improvement coordinator, reviewed by the Advisory Council, and published here.		The initial analysis of the profile was completed by staff in August 2011. Staff worked in divisional teams to analyze profile data, documenting their findings in Google Docs. The findings were compiled and analyzed by the school improvement coordinator, reviewed by the Advisory Council, and published here.
		+
		+	[[Category: School Improvement]]
		+	[[Category: SOPHIE Link]]

@@ Line 20: / Line 20: @@
 #How can we address parent perceptions regarding student support, communication, homework load and schedule, and SAT preparation?
 #How can we help students increasingly value learning and use appropriate learning strategies?
 The initial analysis of the profile was completed by staff in August 2011. Staff worked in divisional teams to analyze profile data, documenting their findings in Google Docs. The findings were compiled and analyzed by the school improvement coordinator, reviewed by the Advisory Council, and published here.

@@ Line 10: / Line 10: @@
 ==CAJ parents are satisfied:==
-(According to the 2010 survey, CAJ parents would recommend CAJ to family and friends, understand CAJ’s educational goals, find online grades helpful and feel their children are appropriately challenged.
+*According to the 2010 survey, CAJ parents would recommend CAJ to family and friends, understand CAJ’s educational goals, find online grades helpful and feel their children are appropriately challenged.
 *They have concerns about student support, communication, homework, and SAT preparation.

@@ Line 7: / Line 7: @@
 *Standardized Tests: The number of students taking AP tests has increased, and the number of seniors earning AP awards has increased. Students continue to score higher in math and lower in language (reading, writing, and vocabulary) on the SAT, PSAT, and ITBS.
 *The average high school cumulative grade point average has remained in the B range. CAJ students know subject content and skills and communicate well in light of present standards.
-(Regarding student achievement of the student objectives, a potential growth area is Effective Communicators in terms of reading, writing, and vocabulary.
+*Regarding student achievement of the student objectives, a potential growth area is Effective Communicators in terms of reading, writing, and vocabulary.
 ==CAJ parents are satisfied:==