• March 18, 2019    

     

    Dear Parents and Community Members:

    We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2017-18 educational progress for Carman-Ainsworth Baker Career Academy. The AER addresses the complex reporting information required by federal and state laws. The school’s report contains information about student assessment, accountability, and teacher quality. If you have any questions about the AER, please contact Principal Christensen for assistance.

    The AER is available for you to review electronically by visiting the following web site, http://bit.ly/2W9O2p6 ,or you may review a copy in the main office at your child’s school.

    For the 2017-18 school year, schools were identified using definitions and labels as required in the Every Student Succeeds Act (ESSA). A Targeted Support and Improvement (TSI) school is one that has at least one underperforming student subgroup. An Additional Targeted Support (ATS) school is one that has three or more underperforming student subgroups. A Comprehensive Support and Improvement (CSI) school is one whose performance is in the lowest 5% of all schools in the state or has a graduation rate at or below 67%. Some schools are not identified with any of these labels. In these cases, no label is given.

    * Note TSI and ATS definitions were changed for the 2018-19 school year per federal requirements. The new definitions are:

    TSI – The school has at least one subgroup performing in the bottom 25% within each applicable accountability index component.

    ATS – The school has met the criteria for TSI identification and has at least one subgroup performing at the same level as a CSI school.

    Our school was identified as “HAS NOT BEEN GIVEN ONE OF THESE LABELS”.

    As you know, we are a small school, so it is hard to look at subgroup data when we are as small as we are. As a result, most of the subgroup categories will show as <10 rather than give a rating. If you look at our Accountability Index, however, you will see the school’s overall ratings. You can see that we scored 100 on both our student growth and student proficiency.  It is challenging to have a group of students that are at such a high proficiency level and still show significant growth. We attribute our success to our smaller environment allowing us to know and challenge each student, our Study Skills I and II classes that help prepare our students for college and standardized testing, and our diverse college offerings that are able to assist us in challenging each and every student.

    State law requires that we also report additional information.

    Our process for assigning pupils to Carman-Ainsworth Baker Career Academy: We do not assign students to Carman-Ainsworth Baker Career Academy. Students apply to attend the school.  Interested students fill out an application packet and submit it. In that packet, there is a records release form that we use to obtain a student’s grades, transcript, and behavior report. We use that basis to determine if our program would be a good fit for the student.

    Our school improvement plan is focused on our students being 100% proficient in reading, mathematics, science, and social studies. On our most recent SAT, all but one of our students tested as proficient in reading and mathematics. The percentage of student proficiency was higher than the normalized expected percentage, thus our score of 100 on our student proficiency. We will continue to make efforts to ensure that all students are proficient. In the past year alone, we have added an English Essentials class, brought back Reading Plus, incorporated school-wide Math Minutes, partnered with Project River Green for our science classes, and partnered our Civics/Economics class with Junior Achievement.

    Carman-Ainsworth Baker Career Academy is a traditional high school that follows a block schedule format. We are slightly accelerated in that we offer 8 credits per year as opposed to the standard 6 credits offered by Carman-Ainsworth High School. The goal of our program is for students to get ahead on their high school graduation requirements so that we can allow them to begin taking college classes as soon as 10th grade.  All college classes are free to our students. Additionally, we have an Early College option for students interested in attending for a fifth year and obtaining an Associate’s degree.

    Carman-Ainsworth Baker Career Academy has the same graduation requirements as Carman-Ainsworth High School. Students and parents can view the graduation requirements in our Student Handbook. Additionally, we keep a copy of our Course Catalog in our office that parents and students are free to look over. We strongly encourage all of our students to complete a few classes that are not required elsewhere in the district or by the Michigan’s Department of Education, specifically Study Skills I, Study Skills II, and Internship. Study Skills I is a course designed to help students transition to the high school experience, learn leadership skills, learn different techniques for learning and studying, and ultimately to prepare for college classes. Study Skills II is a course that is largely centered around preparing for the SAT. Students in Study Skills II also focus on preparing for their senior year, preparing for Internship, and learning employability skills.  Internship is a class that requires students to spend 120 in a job placement that aligns with their Educational Development Plan. The goal of this class is to make students better prepared for their future and help them decide whether they would like to dive deeper into that particular field.

    Carman-Ainsworth uses NWEA testing as a nationally normed test. With respect to NWEA Mathematics for the past two years, the results were as follows. In the fall of 2016-2017, our mean scores were 214.7, 237.6, 223.1, and 242.5 for our 9th, 10th, 11th, and 12th graders respectively. In the spring of 2016-2017, our mean scores were 222.4, 251.8, 229.5, and 247.4 respectively.  In the fall of 2017-2018, our mean scores were 229.2, 228.2, and 233.3 for our 9th, 10th, and 12th graders respectively. Our 11th grade group in 2017-2018 was a smaller population than would be needed for NWEA to give mean data. In the spring of 2017-2018, our mean scores were 238.8, 239.5, and 234.5 respectively. Each year, growth was shown for each grade as the year progressed. With respect to NWEA Reading for the past two years, the results were as follows. In the fall of 2016-2017, our mean scores were 214.0, 229.5, 223.2, and 231.7 respectively. In the spring of 2016-2017, our mean scores were 210.2, 237.0, 221.9, and 230.6 respectively. These results were what encouraged us to add English Essentials as an optional course. In the fall of 2017-2018, our mean scores were 220.3, 222.6, and 225.4 respectively. In the spring of 2017-2018, our mean scores were 226.3, 226.7, and 232.0 respectively. Every grade level in the 2017-2018 showed an average growth in overall reading ability.

    We typically have a fairly good turnout of parents attending our parent-teacher conferences. We have two parent-teacher conferences each year, one in the spring and one in the fall. In the fall of 2017, we had 27 students whose parent attended conferences, which represented 55% of our population. In the spring of 2018, we had 19 students whose parent attended conferences, which was 40% of our population. In the fall of 2018, we had 52 students whose parent attended conferences, which was 54% of our school population. In spring of 2019, we had 42 students whose parent attended conferences, which totaled 49% of our student population. 

    We are located on the campus of Baker College of Flint.  As a result, our students are eligible to take any class offered by Baker College at no charge to them. We do not have direct credit or AP offerings at our high school because the students can take any college offering directly through Baker College. For 2017-2018, we had 21 students take dual enrollment courses, which was 44% of our student enrollment. For 2018-2019, we have 29 students taking dual enrollment courses, which is 34% of our student enrollment. The reason for the drop in percentage is that we have a substantial freshmen class (half of our school) and they are not eligible to take college courses until next year.

    On behalf of the staff at Carman-Ainsworth Baker Career Academy, we would like to congratulate our students on all of their accomplishments. The fact that our student proficiency exceeded the normalized student proficiency data is very impressive. The fact that our student growth exceeded the expected student growth is also a testament to the work ethic of the students. Thank you for your continued support of our school.

    Sincerely,

     

    Chris Christensen

    Principal, Carman-Ainsworth Baker Career Academy