Research & Accountability produces a variety of comprehensive reports throughout the 2013-2014 school year on class sizes, assessment results, graduates, program evaluations and many other topics.
Each year the Fairbanks North Star Borough School District reports the average number of students enrolled in elementary, middle and high school classes.
This two page report provides information on the race/ethnic breakdowns of our school population. This information is provided by school and district wide.
- Student Assessment Results and Alaska School Performance Index (ASPI) Report for the 2013-2014 School Year
This report presents district level results of the Alaska Standards Base Assessments (SBAs), Alaska High School Graduation Qualifying Exam (HSGQE), WorkKeys, and TerraNova tests taken by Fairbanks North Star Borough School District students during the 2013-2014 school year. It also provides a summary of the star rating for the Fairbanks North Star Borough School District for the 2013-2014 school year.
This report presents results of opinion polls completed by parents of Fairbanks North Star Borough School District students in the spring semester of the 2013-2014 school year.
This report presents the results of the 527 opinion polls taken by the senior class between March and May 2014, as well as data on the postsecondary enrollment of the 816 graduates in the Class of 2014.
This annual report provides results of college entrance exams (ACT - American College Test and SAT - Scholastic Assessment Test)and Advanced Placement (AP) exams taken by FNSBSD students during the 2011-2012 school year.
Ellis Ott is a school district representative to the NCES forum for the state of Alaska and presented information on the district's Early Warning System at the NCES Stats-DC Summer 2014 conference.
Session Description: A school district in Fairbanks, Alaska serving approximately 14,000 students used an Early Warning System (EWS) to make changes to an existing graduation success program (GSP). Students in grades K-12 were identified as low, medium, and high risk of dropping out using student data. Graduation success coaches were to prioritize services with high risk students. The district analyzed the frequency, duration, and quantity of GSP activities with individual students. The development of the EWS model, the implementation of services, and evaluation of the graduation success program will be discussed.