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Achievement Indicator - Grade Point Average (GPA), Grade 11

Introduction

This achievement indicator, Grade Point Average (GPA) in Grade 11, examines the percentage of students who earn an unweighted grade point average of at least a 3.0 at the end of eleventh grade. The unweighted GPA is calculated by dividing the number of grade points by the total grade points, which are determined based on the percent grade earned in each course taken in grade 11.  Unweighted GPA stands relative to a 4.0, which does not factor in course levels, such as honors and Advanced Placement.

Grade point average represents a student’s average academic performance in courses over time. The use of unweighted GPA provides information on student engagement and motivation in the form of grades without factoring in the course level.  Course grades are determined using multiple measures, which include but are not limited to assessments, long-term and short-term assignments, projects, and formative checks.  As students continue to formulate postsecondary plans in their junior year, GPA is one of the factors considered as an indicator of success and work ethic by postsecondary institutions in the college admission process, technical and trade center program admissions, and workforce employment.  

Significant disparities exist between race/ethnicity groups, which require us to investigate the extent to which we are providing equitable and inclusive learning environments for all students. Examining grading practices is essential to ensure grading practices are fair and unbiased. By conducting an audit of grading practices, districts can identify any potential biases. Limited access to culturally responsive teaching practices and unidentified bias can affect grading practices, as well as using limited/few measures of student performance. These are all areas we must investigate and explore as part of our action plan.

Current Update: November 2023

Action Plan

  • Various forms of assessment are employed to identify students’ strengths and areas of need and monitor progress relative curricular concepts and skills throughout the school year.  The curriculum-based common unit assessments, course projects, writing assignments, and classroom-based formative checks for understanding are examples of how teachers assess and report on student learning. 
  • Teachers employ differentiated instruction practices and varied small-group instructional models for pre-teaching, reteaching, and extension of learning.
  • Students receive supplemental academic support through the Math and/or Writing Lab during the day and Extended Learning Time and STARS tutoring after school.
  • Second-chance learning opportunities are available for students to participate in the reteaching of curriculum-based concepts and skills throughout each unit of study to achieve mastery.
  • Teachers utilize a variety of supplemental resources and instructional strategies to provide entry points to learning for all students.
  • Application of the Pennsylvania Career Standards, including career awareness and preparation, career retention, and entrepreneurship exposure, are embedded within the high school program as an opportunity for students to explore their own strengths, discover career fields, and connect career fields to their high school courses of study.
  • Through professional learning opportunities, teachers continue to build their capacity to cultivate a classroom community and embed culturally responsive teaching practices.
  • Teachers use multiple modes of communication to share student progress and engage families in the instructional program.  The school conferences held in the fall and spring are an additional opportunity for families to engage with teachers on a student’s progress.

 

Achievement Indicator - Grade Point Average (GPA), Grade 11

In this table and chart, the data are represented as percentages of students who earned an unweighted GPA of at least 3.0 at the end of eleventh grade. Data from the 2019-2020 and 2020-2021 school years are not included in this table and chart because of the COVID-19 global pandemic that started in March 2020. To interpret these data, an example is: in the 2015-2016 school year, 87.80% of Asian students earned an unweighted GPA of at least 3.0 at the end of eleventh grade.

 

 

2015-16

2016-17

2017-18

2018-19

2021-22

2022-23

Asian

87.80%

85.19%

93.75%

95.12%

91.49%

90.57%

Black

25.00%

36.59%

34.21%

20.51%

48.15%

32.65%

Hispanic

40.00%

39.13%

37.50%

43.48%

52.38%

63.64%

Multi-Racial

40.91%

72.73%

71.43%

57.89%

66.67%

53.33%

White

76.56%

77.78%

80.83%

72.17%

84.58%

79.17%

All Students

69.40%

71.39%

74.50%

66.48%

79.28%

72.07%

 

GPA Grade 11 Column Chart