# Aeis report/

## AEIS Report/

Education AEIS Report/Assignment The enactment of new policies in school has prompted schools in the country to analyze the data they gather and use it to determine their annual progress (Benhardt, 2013). According to Hillocks (2002) and Johnson (2013), using tests to get the data is one of the meaningful ways of indicating a student’s performance.
Q. 1. Student group with the greatest area of need
Based on the Academic Excellence Indicator System (AEIS) reports on Clark High School, the student group that seems to have the greatest area of need are the White Students in school. This is because in TAKS writing, they only have 9% of change in the district and 7% of change in the state. This is low compared to the rates presented by students from other ethnicities such as the Hispanic who range from 18% to 20%. African-American students range between 17% and 21% (Academic Excellence Indicator System, 2015). The economically disadvantaged students have high rates because their rates are at 20% and 21% in TAKS writing. In another example, all the TAKS tests taken show that White students record low scores of 27% and 25% for the district and state changes respectively.
Q. 2. Subject area with the greatest area of need
As noted from the percentage rates exhibited in the answer to question one, the subject with the greatest area of need is the TAKS writing. All students from different ethnicities combined record low rates of change within the state and the district. For example, the district rate is at 15% and the rate on a state level is at 14% (Academic Excellence Indicator System, 2015). Compared to all the other rates recorded for other subjects, this is a subject area that needs more improvement since it has not improved greatly in the last few years.
Q. 3. Program that is most underfunded
All students seem to perform poorly in TAKS writing from 2003 to 2011, which shows that the programs in underfunded because there rate of change is low even after 8 years. TAKS reading/ELA shows that all students’ rates are at 18%, in Mathematics, the rate is at 26% to 27%. In social studies, the rate is at 18% and 19% and lastly in science, the rates reflect as 39% to 41% (Academic Excellence Indicator System, 2015).
References
Academic Excellence Indicator System. (2015). AEIS campus data: A multi-year history for 2003-2011. Retrieved from http://goo. gl/LtNbk5
Bernhardt, V. (2013). Using data to improve student learning in high schools. London: Routledge.
Hillocks, G. (2002). The testing trap: How state writing assessments control learning. New York: Teachers College Press.
Johnson, J. (2013). Getting to excellence: What every educator should know about consequences of beliefs, values, attitudes, and paradigms for the reconstruction of an academically unacceptable middle school. Bloomington, IN: AuthorHouse.