Profile Analysis, 2011-2012

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:

1. 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?
2. How can we address parent perceptions regarding student support, communication, homework load and schedule, and SAT preparation?
3. 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.