Data

===Teachers and administrators in the Ithaca City School District are interested in sharing data to create dialogue among colleagues to improve student learning. The data collected here in 2012, helped me decide what areas to focus on in this website. ===

===On this page there is information about demographic diversity, demographic trends, linguistic diversity, the ESL program in the ICSD, and an example of data analysis for instructional analysis. ===

Thank you to Timothy Moon and Cheryl Covell for sharing 2012 district data from School Tool and COGNOS. *Please note that demographic data on citizenship status, immigrant status, home country and languages spoken is complex and constantly changing, and therefore subject to flaws and inaccuracies.The data available currently on School Tool only reflects the citizenship of our students and is not reflective of family or second generation culture.Therefore the data presented here only reflects part of the cultural diversity that exists in our community. In addition it is difficult to measure culturally diversity with any one demographic.For example, citizenship for students who are refugees from Myanmar is complex, and different schools have handled this data differently on School Tool. The data entered here for students from Myanmar is augmented with information from the SIFE (students with interrupted formal education) program in ICSD. Demographic Diversity Below the graph shows international demographics in the ICSD in 2012. The link below shows a table of the home countries represented in each school in the ICSD in 2012. Demographic Trends Linguistic Diversity
 * Students come to the Ithaca City School Districtfrom over 70 different countries.
 * According to School Tool in 2012, 494 students are citizens of other countries, and many more were born in the United Stated of parents who came from other parts of the globe.
 * U. S. Census Data shows a growing local population for all ages from Asian countries.
 * According to a recent New York Times Article, Diversity in the Classroom, enrollment of Asian students in the Ithaca City School district increased by over 50% from 1988 to 2006.
 * According to Cornell University International Students and Scholars Office, Asian students form 66.2 % of the University's International Student Population, and the enrollment of students from China has more than doubled since 2008.
 * Currently in the ICSD, students form China, Korea, and Myanmar form 40% of the international population.

First language

 * According to [|School Tool] ,in 2012 there are at least 65 first languages other than English spoken by students and families in the ICSD.
 * The top three first languages spoken are Mandarin Chinese (120 students), Spanish ( 70 students), Korean (69 students).
 * Our students coming from Burma speak either Burmese ( 19 students) or Karin (38 students) as a first language.

The link below shows a table of the first languages spoken in each school in the ICSD in 2012. [[file:District Languages by ICSD School 2012.ods]]
The Ithaca City School District ESL Program The Ithaca City School District ESL Program exists in six of our schools; The graph below shows students receiving ESL services at each school in the ICSD.
 * [|Belle Sherman Elementary]
 * Beverly J Martin
 * [|Northeast Elementary]
 * [|Dewitt Middle School]
 * Lehman Alternative Community School
 * Ithaca High School

Data Analysis
District personnel are interested in establishing a process to share data and create dialogue among colleagues to improve student learning. Descriptions of data analysis in district include sharing displays created by Cheryl Covell, exploring state testing results and item analyses and some regular discussions of student data for instructional planning among grade level teams. These charts show the difference in performance between students who are LEP eligible and students who are not LEP eligible on the 2010-11 Grade 3,4 and 5, NYS test for each tested NYS Standard. A positive number indicates that LEP students outperformed their non-LEP peers, a negative number indicates that the non-LEP students had a higher success rate.

||
 * These charts represents the gap in performance between students who are identified as Limited English Proficient and students who are not identified. A positive number means that the LEP studentd out-performed the non-LEP students, a negative number means that the non-LEP students performed better. Each performance indicator listed was assessed by at least one item, but many are an aggregate score of several items addressing the same content. The data is from ELA grades 3-8 from 2009-2012.

*According to the New York State Department of Education, Students whose primary language is a language other than English are often referred to as Limited English Proficient students (LEP) or as English Language Learners (ELLs).