Allen Elementary School

Transcription

1 Allen Elementary School April 4, 216 Dear Parents and Community Members: We are pleased to present you with the (AER), which provides key information on the educational progress for the. 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 Mrs. Chilson, Principal (734) for assistance. The AER is available for you to review electronically by visiting the following web site or you may review a copy in the main office at your child s school. The state has identified some schools with the status of Reward, Focus or Priority. A Reward school is one that is outperforming other schools in achievement, growth, or is performing better than other schools with a similar student population. A Focus school is one that has a large achievement gap in 3% of its student achievement scores. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. Our school has been identified as a FOCUS SCHOOL. When looking at the proficiency levels as scored on the M-Step Assessment, Allen scored above the State and the County in 3 rd and 4 th grade Math and ELA, 4 th grade, and 5 th grade Math. Allen s 5 th grade scored above the County in ELA. In all these content areas, the goal is to show continued improvement. Allen Elementary has the resources and interventions in place to target continued improvement in these areas. Our key challenge is closing the gap between the bottom 3% and top 3% of performing students. State law requires that we also report additional information. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL Southgate resident are assigned to our elementary based on where they live. Each building has home school boundaries. Parents register at their home school. School-of- Choice students are assigned to each building based on the student population in each grade level. Principal: Renne Chilson 165 McCann Southgate Michigan (734) Fax: (734) Learning for Life Southgate Schools: The best choice for parents and students.

2 THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN Allen Elementary is in the Do process of school improvement. We are currently implementing, monitoring and evaluating our goals and strategies. Southgate continued the school improvement process in accordance with Public Acts 25, 335, 339, the federal NCLB and requirements for Title I using the School Systems Review Report and the School Improvement systems as models. The district s mission statement guided the work of the School Development Teams in each school. IDENTIFY HOW TO ACCESS A COPY OF THE CORE CURRICULUM, A DESCRIPTION OF ITS IMPLEMENTATION AND AN EXPLANATION OF THE VARIANCES FROM THE STATE S MODEL A copy of Southgate s Core Curriculum can be found on the district website, THE AGGREGATE STUDENT ACHIEVEMENT RESULTS FOR ANY LOCAL COMPETENCY TESTS OR NATIONALLY NORMED ACHIEVEMENT TESTS Subject Grade 213/214 MEAP 214/215 M-Step Math 3 rd 29% 5% 4 th 63% 52% 5 th 6% 36% Subject Grade 213/214 MEAP 214/215 M-Step Reading 3 rd 6% 53% 4 th 78% 58% 5 th 69% 44% was the first year of the M-Step assessment; therefore, we have no trend data information. On the 3 rd grade M-Step reading assessment, students scored on average 55%, 4 th grade scored on average 49%, and 5 th grade scored on average 47%. On Writing, each grade level scored on average 5%, and on average 45% on Research. On Listening, 3 rd grade scored on average 38%, 4 th grade scored on average 52% and 43% on average in 5 th grade. 4 th grade scored above the State and County in. In all these content areas, the goal is to show continued improvement. Allen Elementary has the resources and interventions in place to target continued improvement in these areas. Principal: Renne Chilson 165 McCann Southgate Michigan (734) Fax: (734) Learning for Life Southgate Schools: The best choice for parents and students.

3 Grade level, content area, and course level staff administer benchmark tests, and/or common course level exit and entrance exams. Common rubrics are used to determine the students who did not succeed at the proficient level and individual intervention plans are implemented. Math benchmark assessments are given in May for students in kindergarten through 5th grade. In the spring of % of our students at Allen scored at or above proficient on the math benchmark assessment as compared to 67.2% of our students in 214. in 1st through 5th grade are given guided reading assessments three times per year. Kindergarten students are assessed in March and June. In the spring of % of our students were reading at or above grade level, as compared to 74.8% in the spring of 214. IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY PARENTS AT PARENT-TEACHER CONFERENCES Each building has a day in the fall and a day in the spring dedicated to Parent-Teacher conferences. In grades K-7 parents are given a scheduled time to visit their child s building to discuss their individual progress. In grades 8-12 parents are given a threehour window in the afternoon and evening. Parents are strongly encouraged to talk to all their child s teachers. Year # Represented % Represented Fall % Spring % Fall % Spring % Southgate Schools is dedicated to continuous improvement and consistently analyzes student achievement data to monitor progress. Although there are areas of needed improvement, Southgate teachers, parents, staff and students should be commended for their efforts in many areas that have continued to show student growth. Sincerely, Principal: Renne Chilson 165 McCann Southgate Michigan (734) Fax: (734) Learning for Life Southgate Schools: The best choice for parents and students.

4 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not ELA (M- 2nd Grade STEP)/Reading All % 54.5% 6% 3.6% 56.4% 27.3% 12.7% ELA (M- 2nd Grade STEP)/Reading ELA (M- 2nd Grade STEP)/Reading African Hispanic of Any Race % 4.9% <1 <1 <1 <1 < % 48% <1 <1 <1 <1 <1 ELA (M- 2nd Grade STEP)/Reading ELA (M- 2nd Grade STEP)/Reading ELA (M- 2nd Grade STEP)/Reading ELA (M- 2nd Grade STEP)/Reading White % 56.5% 62.5% 2.1% 6.4% 25% 12.5% Female % 58.4% 6.7% % 6.7% 21.4% 17.9% Male % 5% 59.3% 7.4% 51.9% 33.3% 7.4% Economically % 45.1% 44.4% 3.7% 4.7% 37% 18.5% ELA (M- 2nd Grade STEP)/Reading ELA (M- 2nd Grade STEP)/Reading English With % <1 <1 <1 <1 <1 < % 38.3% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 1 of 35

5 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not STEP)/Reading STEP)/Reading All % 41% 52.6% 32.1% 2.5% 25.6% 21.8% All % 7.8% 78.2% 5.7% 72.4% 2.7% 1.1% STEP)/Reading STEP)/Reading STEP)/Reading Indian African African % <1 <1 <1 <1 <1 < % 1.7% <1 <1 <1 <1 < % 59.1% <1 <1 <1 <1 <1 STEP)/Reading Asian % <1 <1 <1 <1 <1 <1 STEP)/Reading STEP)/Reading STEP)/Reading Hispanic of Any Race Hispanic of Any Race Two or More Races % 28% <1 <1 <1 <1 < % 64% <1 <1 <1 <1 < % <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 2 of 35

6 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not STEP)/Reading STEP)/Reading STEP)/Reading STEP)/Reading STEP)/Reading STEP)/Reading STEP)/Reading STEP)/Reading White % 46.6% 57.1% 34.9% 22.2% 28.6% 14.3% White % 72.8% 79.2% 6.9% 72.2% 2.8% % Female % 49.2% 61.9% 38.1% 23.8% 26.2% 11.9% Female % 8.3% 93.8% 8.3% 85.4% 6.3% % Male % 33.3% 41.7% 25% 16.7% 25% 33.3% Male % 62.7% 59% 2.6% 56.4% 38.5% 2.6% Economically % 29.2% 29.6% 14.8% 14.8% 33.3% 37% Economically % 66.4% 73.7% 5.3% 68.4% 23.7% 2.6% STEP)/Reading English % <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 3 of 35

7 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not STEP)/Reading STEP)/Reading STEP)/Reading English With With % <1 <1 <1 <1 <1 < % 2.4% <1 <1 <1 <1 < % 37.3% 41.7% % 41.7% 5% 8.3% ELA (M- STEP)/Reading ELA (M- STEP)/Reading All % 45.3% 58.3% 16.7% 41.7% 22.9% 18.8% All % 69.9% 7.1% 18.4% 51.7% 18.4% 11.5% ELA (M- STEP)/Reading ELA (M- STEP)/Reading African African % 54.5% <1 <1 <1 <1 < % 55% <1 <1 <1 <1 <1 ELA (M- STEP)/Reading Asian % <1 <1 <1 <1 <1 <1 ELA (M- STEP)/Reading Hispanic of Any Race % 34.5% <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 4 of 35

8 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not ELA (M- STEP)/Reading Hispanic of Any Race % 6% <1 <1 <1 <1 <1 ELA (M- STEP)/Reading ELA (M- STEP)/Reading ELA (M- STEP)/Reading ELA (M- STEP)/Reading ELA (M- STEP)/Reading ELA (M- STEP)/Reading ELA (M- STEP)/Reading ELA (M- STEP)/Reading White % 45.8% 57.1% 14.3% 42.9% 26.2% 16.7% White % 72.3% 74.3% 2.3% 54.1% 17.6% 8.1% Female % 48.5% 48% 24% 24% 32% 2% Female % 76.6% 77.5% 17.5% 6% 15% 7.5% Male % 41.6% 69.6% 8.7% 6.9% 13% 17.4% Male % 64% 63.8% 19.1% 44.7% 21.3% 14.9% Economically % 32% 5% 14.3% 35.7% 25% 25% Economically % 61.5% 57.6% 12.1% 45.5% 18.2% 24.2% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 35

9 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not ELA (M- STEP)/Reading ELA (M- STEP)/Reading ELA (M- STEP)/Reading ELA (M- STEP)/Reading English English With With % <1 <1 <1 <1 <1 < % 36.4% <1 <1 <1 <1 < % 2.9% <1 <1 <1 <1 < % 31.1% <1 <1 <1 <1 <1 ELA (M- STEP)/Reading All % 38.3% 44% 2.2% 23.8% 29.8% 26.2% ELA (M- STEP)/Reading ELA (M- STEP)/Reading ELA (M- STEP)/Reading Indian African Hispanic of Any Race % <1 <1 <1 <1 <1 < % 34.8% <1 <1 <1 <1 < % 41.7% <1 <1 <1 <1 <1 ELA (M- STEP)/Reading White % 39% 44.9% 21.7% 23.2% 27.5% 27.5% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 35

10 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not ELA (M- STEP)/Reading ELA (M- STEP)/Reading ELA (M- STEP)/Reading Female % 49.3% 62.2% 33.3% 28.9% 26.7% 11.1% Male % 29% 23.1% 5.1% 17.9% 33.3% 43.6% Economically % 29.7% 3.8% 1.3% 2.5% 43.6% 25.6% ELA (M- STEP)/Reading ELA (M- STEP)/Reading English With % <1 <1 <1 <1 <1 < % 6.6% 7.7% % 7.7% 23.1% 69.2% 2nd Grade All % 34% 29.1% 1.8% 27.3% 29.1% 41.8% 2nd Grade African % 22.7% <1 <1 <1 <1 <1 2nd Grade Hispanic of Any Race % 36% <1 <1 <1 <1 <1 2nd Grade 2nd Grade 2nd Grade White % 34.6% 31.3% 2.1% 29.2% 27.1% 41.7% Female % 31.2% 28.6% % 28.6% 17.9% 53.6% Male % 37.3% 29.6% 3.7% 25.9% 4.7% 29.6% A service of the Center for Educational Performance and Information (CEPI) Page 7 of 35

11 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not 2nd Grade Economically % 27.9% 18.5% % 18.5% 37% 44.4% 2nd Grade English % <1 <1 <1 <1 <1 <1 2nd Grade With % 21.3% <1 <1 <1 <1 <1 All % 45.2% 5% 12.8% 37.2% 33.3% 16.7% All % 48.3% 63.2% 18.4% 44.8% 9.2% 27.6% Indian % <1 <1 <1 <1 <1 <1 African % 14.3% <1 <1 <1 <1 <1 African % 45.5% <1 <1 <1 <1 <1 Asian % <1 <1 <1 <1 <1 <1 Hispanic of Any Race % 36% <1 <1 <1 <1 <1 Hispanic of Any Race % 32% <1 <1 <1 <1 <1 Two or More Races % <1 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 8 of 35

12 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not White % 5.5% 55.6% 15.9% 39.7% 31.7% 12.7% White % 5.8% 65.3% 2.8% 44.4% 9.7% 25% Female % 38.1% 5% 14.3% 35.7% 4.5% 9.5% Female % 54% 77.1% 16.7% 6.4% 6.3% 16.7% Male % 51.9% 5% 11.1% 38.9% 25% 25% Male % 43.5% 46.2% 2.5% 25.6% 12.8% 41% Economically % 32.8% 29.6% % 29.6% 37% 33.3% Economically % 43.6% 5% 7.9% 42.1% 13.2% 36.8% English % <1 <1 <1 <1 <1 <1 English % <1 <1 <1 <1 <1 <1 With % 4.8% <1 <1 <1 <1 <1 With % 23.5% 33.3% % 33.3% 16.7% 5% A service of the Center for Educational Performance and Information (CEPI) Page 9 of 35

13 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not All % 39.6% 52.1% 18.8% 33.3% 35.4% 12.5% All % 33.3% 37.1% 3.4% 33.7% 18% 44.9% African % 36.4% <1 <1 <1 <1 <1 African % 21.1% <1 <1 <1 <1 <1 Asian % <1 <1 <1 <1 <1 <1 Hispanic of Any Race % 27.6% <1 <1 <1 <1 <1 Hispanic of Any Race % 19.4% <1 <1 <1 <1 <1 White % 41.7% 5% 21.4% 28.6% 38.1% 11.9% White % 35.8% 42.7% 4% 38.7% 17.3% 4% Female % 38.6% 4% 12% 28% 44% 16% Female % 38.3% 37.5% 2.5% 35% 22.5% 4% Male % 4.7% 65.2% 26.1% 39.1% 26.1% 8.7% Male % 28.9% 36.7% 4.1% 32.7% 14.3% 49% A service of the Center for Educational Performance and Information (CEPI) Page 1 of 35

14 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Economically % 27.3% 35.7% 7.1% 28.6% 46.4% 17.9% Economically % 24.5% 33.3% % 33.3% 18.2% 48.5% English % <1 <1 <1 <1 <1 <1 English % % <1 <1 <1 <1 <1 With % 18.6% <1 <1 <1 <1 <1 With % 6.6% % % % % 1% All % 23.7% 35.7% 17.9% 17.9% 31% 33.3% Indian % <1 <1 <1 <1 <1 <1 African % 13% <1 <1 <1 <1 <1 Hispanic of Any Race % 16.7% <1 <1 <1 <1 <1 White % 25.7% 4.6% 21.7% 18.8% 26.1% 33.3% Female % 25.2% 46.7% 22.2% 24.4% 24.4% 28.9% A service of the Center for Educational Performance and Information (CEPI) Page 11 of 35

15 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Male % 22.4% 23.1% 12.8% 1.3% 38.5% 38.5% Economically % 17.4% 23.1% 1.3% 12.8% 38.5% 38.5% English % <1 <1 <1 <1 <1 <1 With % 5% 7.7% 7.7% % 23.1% 69.2% All % 9.4% 18.8% 6.3% 12.5% 25% 56.3% All % 1.4% 16.9% 4.5% 12.4% 29.2% 53.9% African % % <1 <1 <1 <1 <1 African % 4.8% <1 <1 <1 <1 <1 Asian % <1 <1 <1 <1 <1 <1 Hispanic of Any Race % 1.3% <1 <1 <1 <1 <1 Hispanic of Any Race % % <1 <1 <1 <1 <1 White % 1.4% 21.4% 7.1% 14.3% 21.4% 57.1% A service of the Center for Educational Performance and Information (CEPI) Page 12 of 35

16 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not White % 12% 2% 5.3% 14.7% 34.7% 45.3% Female % 9.8% 12% 4% 8% 2% 68% Female % 7.8% 1% 2.5% 7.5% 42.5% 47.5% Male % 8.8% 26.1% 8.7% 17.4% 3.4% 43.5% Male % 12.7% 22.4% 6.1% 16.3% 18.4% 59.2% Economically % 3.1% 3.6% % 3.6% 28.6% 67.9% Economically % 5.6% 9.1% % 9.1% 24.2% 66.7% English % <1 <1 <1 <1 <1 <1 English % % <1 <1 <1 <1 <1 With % 2.3% <1 <1 <1 <1 <1 With % 1.4% % % % 2% 8% Social Studies All % 19% 13.1% 2.4% 1.7% 72.6% 14.3% A service of the Center for Educational Performance and Information (CEPI) Page 13 of 35

17 3/24/216 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Social Studies Indian % <1 <1 <1 <1 <1 <1 Social Studies African % 8.7% <1 <1 <1 <1 <1 Social Studies Hispanic of Any Race % 8.3% <1 <1 <1 <1 <1 Social Studies Social Studies Social Studies Social Studies White % 21.3% 15.9% 2.9% 13% 69.6% 14.5% Female % 15.8% 15.6% 2.2% 13.3% 71.1% 13.3% Male % 21.7% 1.3% 2.6% 7.7% 74.4% 15.4% Economically % 14.8% 1.3% % 1.3% 76.9% 12.8% Social Studies English % <1 <1 <1 <1 <1 <1 Social Studies With % 3.3% 7.7% % 7.7% 76.9% 15.4% A service of the Center for Educational Performance and Information (CEPI) Page 14 of 35

18 3/24/216 M-STEP Grade 11 Subject Grade Testing Group School Year State School Advanced Partially Not No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 15 of 35

19 3/24/216 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing 3rd All % 5% <1 <1 <1 <1 3rd African % <1 <1 <1 <1 <1 3rd White % 66.7% <1 <1 <1 <1 3rd Male % 5% <1 <1 <1 <1 3rd Economically % 66.7% <1 <1 <1 <1 4th All % 44.4% <1 <1 <1 <1 4th White % 44.4% <1 <1 <1 <1 4th Male % 37.5% <1 <1 <1 <1 4th Economically % 5% <1 <1 <1 <1 Reading 3rd All % 25% <1 <1 <1 <1 Reading 3rd African % <1 <1 <1 <1 <1 Reading 3rd White % 33.3% <1 <1 <1 <1 Reading 3rd Male % 25% <1 <1 <1 <1 Reading 3rd Economically % 33.3% <1 <1 <1 <1 Reading 4th All % 6% <1 <1 <1 <1 Reading 4th White % 6% <1 <1 <1 <1 Reading 4th Male % 62.5% <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 16 of 35

20 3/24/216 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing Reading 4th Economically % 42.9% <1 <1 <1 <1 Reading 5th All % 12.5% <1 <1 <1 <1 Reading 5th Hispanic of Any Race % <1 <1 <1 <1 <1 Reading 5th Male % 12.5% <1 <1 <1 <1 Reading 5th English % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 17 of 35

21 3/24/216 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 18 of 35

22 3/24/216 MI-Access Supported Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 19 of 35

23 3/24/216 MI-Access Participation Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 2 of 35

24 3/24/216 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** All 98.1% 36.5% 95.7% N/A 1% N/A All ELA 98.1% 48.5% 95.6% N/A 1% N/A All 97.5% 22.2% 91.7% N/A 1% N/A All Social Studies 97.4% 31.8% 92.3% N/A 1% N/A Indian Indian Indian Indian African African African African 98.2% 27.8% <3 N/A <3 N/A ELA 98% 41.5% <3 N/A <3 N/A 97.8% 17.7% <3 N/A N/A N/A Social Studies 97.2% 25.2% <3 N/A <3 N/A 96.5% 13.5% 94.4% N/A <3 N/A ELA 96.5% 24.5% 93.5% N/A <3 N/A 95.4% 6.1% 87.6% N/A <3 N/A Social Studies 95.2% 11% 9.9% N/A <3 N/A Asian 99.1% 66.3% <3 N/A N/A N/A Asian ELA 98.7% 7.2% <3 N/A N/A N/A Asian 99% 38% <3 N/A N/A N/A Asian Social Studies 98.8% 49.6% <3 N/A N/A N/A Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Native Hawaiian or Other Pacific Islander 98.3% 23.7% 98.2% N/A <3 N/A ELA 98.3% 36.1% 96.9% N/A <3 N/A 97.9% 11.7% 93.6% N/A <3 N/A Social Studies 97.5% 2.2% 96.5% N/A <3 N/A 99.8% 4.8% <3 N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 21 of 35

25 3/24/216 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Two or More Races Two or More Races Two or More Races Two or More Races ELA 99.3% 53.3% <3 N/A N/A N/A 99.6% 21.9% <3 N/A N/A N/A Social Studies 99.3% 33% <3 N/A N/A N/A 98.5% 33.6% <3 N/A <3 N/A ELA 98.5% 46.9% <3 N/A <3 N/A 98.5% 2.1% <3 N/A N/A N/A Social Studies 98.1% 28.3% <3 N/A N/A N/A White 98.5% 42.5% 95.6% N/A 1% N/A White ELA 98.5% 55% 95.7% N/A 1% N/A White 98.1% 26.6% 92% N/A 1% N/A White Social Studies 98% 37.3% 92% N/A 1% N/A Economically Economically Economically Economically English English English 97.6% 22.5% 95.1% N/A 1% N/A ELA 97.6% 33.7% 94.6% N/A 1% N/A 96.8% 11.7% 9.8% N/A <3 N/A Social Studies 96.5% 17.8% 91.1% N/A 1% N/A 98.6% 2.3% 1% N/A <3 N/A ELA 98.2% 24% 1% N/A <3 N/A 98.2% 3.9% <3 N/A <3 N/A A service of the Center for Educational Performance and Information (CEPI) Page 22 of 35

26 3/24/216 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** English With With With With Social Studies 97.9% 8.1% <3 N/A <3 N/A 97.2% 21.8% 97.3% N/A <3 N/A ELA 96.6% 24.7% 97.3% N/A <3 N/A 96.5% 15.4% 97.2% N/A <3 N/A Social Studies 95% 13.9% 96.2% N/A <3 N/A A service of the Center for Educational Performance and Information (CEPI) Page 23 of 35

27 3/24/216 Accountability Details Graduation Data Testing Group Statewide School All 78.6% 44.3% N/A Indian 64.8% N/A N/A African 64.5% 27.3% N/A Asian 89.1% N/A N/A Hispanic of Any Race 68.8% 52.8% N/A Migrant 63.2% N/A N/A Native Hawaiian or Other Pacific Islander 78.9% N/A N/A Two or More Races 74.2% N/A N/A White 82.9% 45.7% N/A Female 82.9% N/A N/A Male 74.4% N/A N/A Economically 65.6% 37.4% N/A English 68.2% N/A N/A With 55.1% 44.9% N/A Homeless 54.% N/A N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 24 of 35

28 3/24/216 Accountability Details Attendance Data Testing Group Statewide School All 94.7% 93.9% 96.2% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 25 of 35

29 3/24/216 Accountability Status Data Name Reading Status Reading Score Writing Status Writing Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 26 of 35

30 3/24/216 Accountability Status School Data Name School Name Title 1 Status Reading Status Reading Score Writing Status Writing Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 27 of 35

31 3/24/216 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D Professional Qualifications are defined by the State and may include information such as the degrees of public school teachers (e.g., percentage of teachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers Teacher Quality - Class School Aggregate High-Poverty Schools Low-Poverty Schools age of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers.%.%.% Teacher Quality - Provisional Certification age of Public Elementary and Secondary School Teachers in the School with Emergency Certification % A service of the Center for Educational Performance and Information (CEPI) Page 28 of 35

32 3/24/216 NAEP Grade 4 Math of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black Hispanic Asian Indian/Alaska Native Native Hawaiian/Pacific Islander Two or More Races # &# &#8225 Student classified as having a disability SD Not SD Student is an English Learner ELL Not ELL Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 29 of 35

33 3/24/216 NAEP Grade 8 Math of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black Hispanic Asian Indian/Alaska Native Native Hawaiian/Pacific Islander Two or More Races # # 4 32 Student classified as having a disability SD Not SD # 7 Student is an English Learner ELL Not ELL Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 3 of 35

34 3/24/216 NAEP Grade 12 Math of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Learner ELL Not ELL Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 31 of 35

35 3/24/216 NAEP Grade 4 Reading of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black Hispanic Asian Indian/Alaska Native Native Hawaiian/Pacific Islander Two or More Races # Student classified as having a disability SD Not SD # 6 Student is an English Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 32 of 35

36 3/24/216 NAEP Grade 8 Reading of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White 69 Black 2 Hispanic 4 Asian/Pacific Islander 3 1 Indian/Alaska Native 2 Two or More Races &# Student classified as having a disability SD Not SD # 3 Student is an English Learner ELL Not ELL # 3 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 33 of 35

37 3/24/216 NAEP Grade 12 Reading of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian Indian Native Hawaiian/Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 34 of 35

38 3/24/216 NAEP Participation Data Grade Subject Participation Rate for with Standard Error Participation Rate Standard Error for Limited English 4 Math Reading Math Reading A service of the Center for Educational Performance and Information (CEPI) Page 35 of 35