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It summarizes enrollment and staffing, student demographic highlights, and dashboard indicators for student achievement. The report analyzes SBAC and CAST results across 2021-22 to 2022-23, linking declines and growth patterns to pandemic effects, independent learning conditions, isolation periods, attendance, and program initiatives. 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It also highlights student demographics such as English learners, socioeconomically disadvantaged students, and students with disabilities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report interpret SBAC performance changes from 2021-22 to 2022-23?",{"text":117,"@type":113},"It links declines in Grade 11 ELA and Math meets/exceeds to pandemic-related impacts, changes in learning conditions, and attendance patterns. It also notes substantial growth for students with disabilities and calls for further study on the Independent Learning Academy’s effect on SBAC scores.",{"name":119,"@type":110,"acceptedAnswer":120},"What key factors does the report cite for CAST results and engagement?",{"text":121,"@type":113},"It states that the pandemic continued to affect student achievement and that teacher turnover influenced CAST outcomes. It also explains that many students view CAST as optional and opt out, reducing participation among top-achieving students, while further study is needed regarding internal motivation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},504553,1791094770,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},7971478544854,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","JOHN BURROUGHS HIGH SCHOOL  \nWASC/CDE MID-CYCLE SCHOOL PROGRESS REPORT  \n1920 West Clark Avenue Burbank, CA 91506  \nBurbank Unified School District February 27, 2024  \nAccrediting Commission for Schools Western Association of Schools and Colleges  \nCDE Mid-cycle Progress Report Gdocs Rev. 9/23  \nJohn Burroughs High School WASC/CDE Mid-cycle Progress Report 1  \nCONTENTS  \nI: School Description....................................................................................... 02  \nII: Significant Changes and Developments....................................................... 07  \nIII: Engagement of Educational Partners in Continuous School Improvement................................................................................................. 10  \nIV: Progress of the Implementation of the Schoolwide Action Plan/SPSA........ 11  \nV: Revised Schoolwide Action Plan/SPSA…….................................................... 16  \nJohn Burroughs High School WASC/CDE Mid-cycle Progress Report 2  \nI: School Description  \nKey information about John Burroughs High School (JBHS):  \n- JBHS opened in 1948 and is one of two large comprehensive public high schools in the Burbank Unified School District.  \n- Burbank, California is a 17.35 square mile community that is located in the southeastern end of the San Fernando Valley in Los Angeles County. According to the 2022 Census, Burbank’s population is estimated at 107,337 .  \n- To learn more about JBHS, click  here.  \nCurrent Enrollment and Staffing  \n- See the charts below for a demographic breakdown of JBHS as a whole school.  \n- 2305 High School currently enrolled in grades 9-12  \n- Certified Staff-Roughly 110 full and part-time  \n- Classified Staff-Roughly 100 full and part-time  \nStudent Demographics  \nSee JBHS demographic data for detailed enrollment and demographic data (ethnicity, language, economically disadvantaged, language proficiency) for each year from 2021-2023.  \n- English Learners-3% as of 2023  \n- Socioeconomically disadvantaged-26. 2% as of 2023  \n- Students with Disabilities-14. 2% as of 2023  \nJohn Burroughs High School WASC/CDE Mid-cycle Progress Report 3  \nJohn Burroughs High School WASC/CDE Mid-cycle Progress Report 4  \nDashboard Indicators, Student Achievement Data, and Implications  \nSBAC Data  \n\n| Indicator Summary | Implication(s) |\n| --- | --- |\n| For Burroughs from 2021-22 to 2022-23, we saw a | Several factors related to the epidemic negatively |\n| decline of-4.4%(from 68% to 65%) in Grade 11 ELA | impacted SBAC and CAST scores during the 2022-23 |\n| meets/exceeds on the SBAC test. Notably, | year. That year, students were back in school full-time |\n| socioeconomically disadvantaged students ' | if they chose to be. However, many students opted to |\n| performance declined by 15.3% over the period. A | take coursework through our Independent Learning |\n| highlight: there was a strong growth of 121% for | Academy (ILA), a distance-learning paradigm. Taking |\n| students with disabilities. The state of California saw a | many elective courses like fine art, performing art, or |\n| decline of-2.1%(from 47% to 46%) over the period in | practical art through ILA was impossible. However, |\n| ELA. | core academic courses like English, Math, and Science |\n| Over the period, Burroughs saw a decline in Grade | were available. A number of students physically |\n| 11 Math meets/exceeds of-13.9%(36% to 31%). | attended school only for electives. Further study is |\n| Declines for males (-22.6%), Hispanic or Latino | needed to determine the impact of ILA on SBAC scores. |\n| students (-24.1%), white students (-19.9%), and | Also, during 2022-23, the mandatory period of |\n| socioeconomically disadvantaged students (-16.9%) | isolation after exposure to COVID was longer, and |\n| were notable. Strong growth of 170.9% was again | absence due to illness was more frequent. Certainly, |\n| achieved in Math for students with disabilities. | absence had an impact on instruction and tes","cbCaik4wQ2r3fKc7","https://ap.wps.com/l/cbCaik4wQ2r3fKc7","pdf",619347,17,"English","# I: School Description\n# II: Significant Changes and Developments\n# III: Engagement of Educational Partners in Continuous School Improvement\n# IV: Progress of the Implementation of the Schoolwide Action Plan/SPSA\n# V: Revised Schoolwide Action Plan/SPSA","[{\"question\":\"What school information does the report include?\",\"answer\":\"It provides key background on John Burroughs High School, community context, and an overview of current enrollment and staffing. It also highlights student demographics such as English learners, socioeconomically disadvantaged students, and students with disabilities.\"},{\"question\":\"How does the report interpret SBAC performance changes from 2021-22 to 2022-23?\",\"answer\":\"It links declines in Grade 11 ELA and Math meets/exceeds to pandemic-related impacts, changes in learning conditions, and attendance patterns. It also notes substantial growth for students with disabilities and calls for further study on the Independent Learning Academy’s effect on SBAC scores.\"},{\"question\":\"What key factors does the report cite for CAST results and engagement?\",\"answer\":\"It states that the pandemic continued to affect student achievement and that teacher turnover influenced CAST outcomes. It also explains that many students view CAST as optional and opt out, reducing participation among top-achieving students, while further study is needed regarding internal motivation.\"}]","WASC/CDE Mid-cycle School Progress Report - February 27, 2024 | PDF",1791069756,43]