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2702 Sigwalt St Rolling Meadows, IL 60008 M - M 0.0

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Sigwalt CLS Center Agent

### Carrie McCormick

Phone: 312-961-4612
Email: Carrie@atproperties.com

This table shows our adjusted scores and corresponding rating for each grade at the school, and for the school overall. As described below, we take the raw data from the US Department of Education and put the data in a format that can be input into our ratings algorithm. The first adjustmet we make is to account for the LEP/CWD (English Language Learners and Children with Disabilities) test takers at each school. We make an adjustment to the overall score of the school based on the performance of these student populations (described in detail below). We then plot these overall adjusted scores against the percentage of children that are considered economically disadvantaged for every school in each metro area. This plot reveals a trendline that in all cases shows a high correlation between parent income and test scores. For each school, we use the equation of the trendline to find the average or expected score for each school. Schools are then graded by the extent to which they have a departure from the trendline. Schools that are on or around the trendline get roughly a "C" grade. As their actual scores move up from the trendline, their score goes up, and conversely, the score goes down as they move south of the trendline.

It is important to note that we have not yet calculated LEP/CWD adjustments on each grade, we've made these adjustments only on the overall score for the school. That's why you may see individual grade scores that seem low, but an overall score that is high. The letter grade for each school grade is calculated utilizing the trendline equation for that grade for each metro area.

The diversity score is calculated based on the representation of different races at each school. If only one race has at least 10% represenation at the school, the score is 0. If two races have 10% represenation, the score is 10. 3 races: 20. 4 races: 30. If 3 races have at least 15% representation: 30. 4 races at 15% represenation: 40. 3 races at 20% representation: 40 diversity points. Soon we will make an adjustment to the diveristy score for large urban cities, giving the highest points to schools where the demographics closely mirror the actual demographics of the school district.

Year Expected Score
Diversity
Score
Trending 3rd Gr
Actual
3rd Gr
Score
4th Gr
Actual
4th Gr
Score
5th Gr
Actual
5th Gr
Score
6th Gr
Actual
6th Gr
Score
7th Gr
Actual
7th Gr
Score
8th Gr
Actual
8th Gr
Score
HS Gr
Actual*
HS Gr
Score*
Overall
Actual*
Overall
Score*
1617 NaN No data
1718
1819 No data

### Raw Data from the US Department of Education

This table shows the data as it was extracted from a spreadsheet provided by the US Department of Education. The spreadsheet from the Dept of Education literally has hundreds of columns, but for our purposes, we've extracted only the columns in this table. Here we save the data in its raw form, before we make any adjustments. The adjustments are necessary to convert the data to a format that can be plugged into our rating algorithm. For example, many of the data points are actually ranges of numbers. Sometimes there is a prefix to the number. "LE" means less than or equal to "LT" is less than, "GT" is greater than, and "GE" is greater than or equal to. Typically these prefixes are associated with small populations of students. Sometimes you will see a date as an attribute, this because sometimes excel interprets a range of values as a date. So "19-Nov" is equivalent to "11-19".

It is important to note that this data does not look at socio-economics. We handle that later. This data is used to make adjustments to account for LEP and CWD test takers.

Raw Data from the US Dept of Education

### NCES Standardized Test Scores

One of the ways that we create a more fair rating system is by accounting for the LEP/CWD students at a school. These are the English Language Learners and Children with Disabilities. On average, these populations of students don't test as well as students that are native English speakers and typically functioning. As a result, schools that have higher than average concentrations of these students are unfairly given low marks, while schools with less than average populations of these students are elevated, not because the school is better, but simply because they have low populations of these students.

The values in this table are derived from the raw data provided by the US Department of Education. When there is a range of values, we average the range. When there is a "LT10" or "LE10" or "GT50" we drop the letters and use the number. Importantly, this is where we calculate the overall adjusted test scores for each school. We do this by subtracting the # LEP and # CWD columns from the # Students column to get the New Total. Then we calculate the total number of students deemed proficient (Grade All / 100 * # Students). Then we calculate the number of students deemed proficient for both CWD and LEP students (LEP All / 100 * #LEP and CWD All / 100 * #CWD) and subtract these values from the total number of students deemed proficent. This number is then divided by the New Total to get our Adjusted Score. Our Adjusted Score is the performance of kids who are NOT classified as LEP/CWD.

These numbers aren't perfect because there are some assumptions, namely we assume the highest possible values when a column is "LT10" for example, we take the average of a range of values, and we assume there is no double counting, meaning there are no students that are both LEP and CWD. We've looked at the extremes in terms of these assumptions, and one thing is clear, making these assumptions paints a more accurate picture than doing nothing at all, which is exactly what the other guys are doing.

NCES Standardized Test Scores