Bangor Central Elementary School Annual Education Report

Transcription

1 Bangor Central Elementary School Melissa Vrable; Principal March 23, 26 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 24 5 educational progress for Bangor Central Elementary School. 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 Bangor Central Elementary School at 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. According to our local and state data, the key challenges for our school are in the areas of math, science, and social studies. We have invested time in the past 2 years implementing the Eureka math curriculum and we are pleased to be adding the position of Math Interventionist to support our struggling students with math skills. needs are being addressed through professional development for our teachers on the Michigan Standards and unit development to reflect these standards. Social Studies standards are being addressed through the implementation of common units and adjusting the schedule to provide adequate time to instruct. Bangor Central provides differentiated instruction to meet the needs of all learners in all content areas. These initiatives are all being undertaken to accelerate achievement and to close achievement gaps. On the following pages you will find information regarding: A description of our school Student enrollment and assignment to our building(s) The core curriculum The status of our school improvement plan 24 5 Student achievement data Parent Teacher conference statistics College Credit/Enrollment *High Schools only* I am very pleased with the accomplishments of our students, staff, and parents. Bangor Central is a family atmosphere with dedicated staff. We work diligently to review data, revise instruction, support struggling learners, and challenge high achievers. We keep in mind the importance of teaching students life principles while maintaining our focus on student achievement. Respectfully, Melissa Vrable Principal Bangor Central Elementary School Melissa Vrable; Principal

2 Bangor Central Elementary School Melissa Vrable; Principal Bangor Central houses twelve general education classrooms, one SSE (Success Start Early) classroom, a special education classroom, an intervention classroom, a specials classroom, and a separate gym, cafeteria, library, and computer lab. There is also a district on site daycare, which includes a before and after school program for school age students up the the age of 2. The building has a lower elementary hallway (SEE, Kindergarten and Grades 2) and an upper elementary hallway (Grades 3 5). These wings are connected by the main hallway. Located in the main hallway is access to the computer lab, the main office, Principal s Office, Responsible Thinking Office, and Student Service Coordinator s office. There are seventeen certified teachers on staff, a principal, an office secretary, a Student Services Coordinator, a Responsible Thinking Classroom Coordinator, and specialized teachers in the areas of music, physical education and health, integrated technology, and library/media. We also have a library aide, part time classroom aides in kindergarten and first grade, part time intervention aide staff of two aides that service second through fifth grades, special education aide staff, maintenance staff, kitchen staff, playground and cafeteria aides, and a number of parent and community volunteers who can be seen daily assisting throughout the building in academic and non academic functions. Bangor Township Schools is a small school community with 3 elementary buildings located in close proximity to one another. When students are enrolled through the kindergarten registration process, they are screened and placed at one of the three elementary buildings based on requests, siblings in buildings, and student data. Parents enrolling their children in Bangor Township Schools during the school year visit Edison Administration Building to enroll. Parents can request a school, but school placements are determined by class numbers. We keep all class sizes as close as possible. Implementation of curriculum is facilitated at the district level in coordination with the Bay Arenac Intermediate School. Bangor Central Elementary utilized the Common Core State Standards to establish the curriculum for math and ELA, the Michigan Standards for science, and the Michigan Grade Level Expectations for social studies. Our Melissa Vrable; Principal

3 Bangor Central Elementary School Melissa Vrable; Principal elementary curriculum can be found on our district Curriculum Blog at Bangor Central has implemented programs that follow all state standards. We use Eureka Math, MAISA Writing and Grammar, a Workshop approach, and we are in development of units to support the Michigan Standards. Social Studies is taught through the MAISA units. Goals Progress Getting Started Implementation Monitoring Goal : All students will be proficient in reading. Strategies: Best Practice Instruction Professional learning to close achievement gaps Research based instruction for all students Multi tiered systems of support for struggling learners Parent Involvement X Goal 2: All students will be proficient in writing.. Strategies: Best Practice Instruction Professional learning to close achievement gaps Research based instruction for all students Multi tiered systems of support for struggling learners Parent Involvement X Goal 3: All students will be proficient in math. Strategies: Best Practice Instruction Professional learning to close achievement gaps Research based instruction for all students Multi tiered systems of support for struggling learners X Melissa Vrable; Principal

4 Bangor Central Elementary School Melissa Vrable; Principal Parent Involvement/engagement Goal 4: All students will be proficient in science. Strategies: Best Practice Instruction Professional learning to close achievement gaps Research based instruction for all students Parent involvement/engagement X Goal 5: All students and staff will contribute to a positive learning environment.. Strategies: Positive behavior supports Parent Involvement Opportunities X Goal 6: All students will be proficient in social studies. Strategies: Best Practice Instruction Professional learning to close achievement gaps Research based instruction for all students X See attached data. Last year, at our fall parent teacher conferences 74% of parents were in attendance and 64% of parents were in attendance at the spring conference. We provide provide other opportunities throughout the school year to involve our parents. Bangor Central holds an Open House before the start of the school year, an annual Family Math Night in the fall and a Family Literacy Night in the spring. Melissa Vrable; Principal

5 3/2/26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not All % 69.7% 57.9% 3.2% 44.7% 3.6%.5% % < < < < < < Asian % < < < < < < Hispanic of Any Race % < < < < < < White % 69.2% 54.5% 5.2% 39.4% 33.3% 2.% Female % 65% 55.6%.% 44.4% 33.3%.% Male % 73.6% 6% 5% 45% 3% % % 65.8% 54.5% 4.5% 5% 3.8% 3.6% With % 5% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page of 37

6 3/2/26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not All % 73.5% 82.8% 3.4% 79.3%.3% 6.9% All % 8.8% 83.3% 5.6% 77.8% 3% 3.7% % < < < < < < % < < < < < < Asian % < < < < < < Asian % < < < < < < Hispanic of Any Race Hispanic of Any Race % < < < < < < % < < < < < < White % 74.7% 83% 3.8% 79.2% 9.4% 7.5% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 37

7 3/2/26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not White % 8.7% 83.3% 6.3% 77.% 4.6% 2.% Female % 73.9% 72.4% % 72.4% 3.8% 3.8% Female % 8.6% 74.% 7.4% 66.7% 8.5% 7.4% Male % 73.% 93.% 6.9% 86.2% 6.9% % Male % 83.3% 92.6% 3.7% 88.9% 7.4% % % 73.% 79.5% % 79.5% 2.8% 7.7% % 76.3% 75.7% 2.7% 73% 8.9% 5.4% English Language Learners With % < < < < < < % 53.3% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 3 of 37

8 3/2/26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not With % 5% < < < < < All % 73% 66% % 66% 28.3% 5.7% All % 74.7% 67.9% 9.4% 58.5% 26.4% 5.7% Hispanic of Any Race Hispanic of Any Race % < < < < < < % < < < < < < % < < < < < < % < < < < < < White % 72.5% 67.3% % 67.3% 26.5% 6.% White % 74.3% 69.4%.2% 59.2% 24.5% 6.% A service of the Center for Educational Performance and Information (CEPI) Page 4 of 37

9 3/2/26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Female % 77.4% 76.7% % 76.7% 23.3% % Female % 75% 72.4% 3.8% 58.6% 2.7% 6.9% Male % 68% 52.2% % 52.2% 34.8% 3% Male % 74.4% 62.5% 4.2% 58.3% 33.3% 4.2% % 72.5% 63.9% % 63.9% 3.6% 5.6% % 75% 59.4% 3.% 56.3% 34.4% 6.3% With With % 25% < < < < < % 3.8% < < < < < All % 77.6% 8.4% 5.2% 65.2% 5.2% 4.3% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 37

10 3/2/26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Hispanic of Any Race % < < < < < < % < < < < < < White % 78.% 8.5% 7.% 63.4% 4.6% 4.9% Female % 79.7% 75% 5% 6% 2% 5% Male % 75.6% 84.6% 5.4% 69.2%.5% 3.8% % 79% 74.% 7.4% 66.7% 8.5% 7.4% With % 47.% < < < < < All % 54.% 35% 5% 3% 27.5% 37.5% % < < < < < < Asian % < < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 6 of 37

11 3/2/26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Hispanic of Any Race % < < < < < < White % 57.7% 4% 5.7% 34.3% 25.7% 34.3% Female % 54.% 26.3% % 26.3% 26.3% 47.4% Male % 54.% 42.9% 9.5% 33.3% 28.6% 28.6% % 45% 2.8% 4.2% 6.7% 29.2% 5% With % 23.5% < < < < < All % 4.4% 35.% % 35.% 29.8% 35.% All % 5.5% 5.9% 3.8% 48.% 2.2% 26.9% % < < < < < < % < < < < < < Asian % < < < < < < Asian % < < < < < < Hispanic of Any Race % < < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 7 of 37

12 3/2/26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Hispanic of Any Race % < < < < < < White % 42.7% 36.5% % 36.5% 28.8% 34.6% White % 52.3% 54.3% 4.3% 5% 2.7% 23.9% Female % 4.7% 35.7% % 35.7% 4.3% 5% Female % 45.7% 42.3% % 42.3% 23.% 34.6% Male % 42.3% 34.5% % 34.5% 44.8% 2.7% Male % 58.9% 6.5% 7.7% 53.8% 9.2% 9.2% % 35% 25.6% % 25.6% 28.2% 46.2% % 4.7% 4% 5.7% 34.3% 25.7% 34.3% English Language Learners % < < < < < < With % 37.5% < < < < < With % 4% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 8 of 37

13 3/2/26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not All % 5% 32.7%.9% 3.8% 2.2% 46.2% All % 5.3% 43.4%.9% 4.5% 22.6% 34% % < < < < < < % < < < < < < Hispanic of Any Race % < < < < < < Hispanic of Any Race % < < < < < < White % 5.3% 33.3% 2.% 3.3% 22.9% 43.8% White % 49.7% 44.9% 2% 42.9% 2.4% 34.7% Female % 47.% 36.7% 3.3% 33.3% 23.3% 4% Female % 47.6% 44.8% % 44.8% 27.6% 27.6% Male % 53.3% 27.3% % 27.3% 8.2% 54.5% Male % 53.2% 4.7% 4.2% 37.5% 6.7% 4.7% % 43.5% 25.7% 2.9% 22.9% 25.7% 48.6% A service of the Center for Educational Performance and Information (CEPI) Page 9 of 37

14 3/2/26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not % 48.3% 37.5% % 37.5% 25% 37.5% With % 6.7% < < < < < With % 4.3% < < < < < All % 43.7% 4% % 4% 7.8% 42.2% % < < < < < < Hispanic of Any Race % 3% < < < < < White % 44.4% 4% % 4% 7.9% 4% Female % 38% 36.8% % 36.8% 2.% 42.% Male % 48.8% 42.3% % 42.3% 5.4% 42.3% % 4.3% 34.6% % 34.6% 5.4% 5% With % 6.7% < < < < < All % 7.7%.8%.8% % 3.9% 67.3% % < < < < < < A service of the Center for Educational Performance and Information (CEPI) Page of 37

15 3/2/26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not Hispanic of Any Race % < < < < < < White % 7.7% 2% 2% % 3.4% 66.7% Female % 4.7% 3.4% 3.4% % 3% 65.5% Male %.8% % % % 3.8% 69.2% % 6.5% % % % 27.3% 72.7% With % % < < < < < All % 4.4% 2% % 2% 4.8% 57.% % < < < < < < Hispanic of Any Race % % < < < < < White % 4.9% 2.3% % 2.3% 4.9% 55.8% Female % 2.6% 4.8% % 4.8% 38.% 57.% Male % 6% % % % 42.9% 57.% % 2.3% % % % 3% 69% A service of the Center for Educational Performance and Information (CEPI) Page of 37

16 3/2/26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not With % 3.8% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 2 of 37

17 3/2/26 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing 3rd All % 6% < < < < 3rd All % 4% < < < < 3rd Hispanic of Any Race % < < < < < 3rd White % 5% < < < < 3rd White % 5% < < < < 3rd Female % 25% < < < < 3rd Male % 6% < < < < 3rd 3rd % 75% < < < < % 5% < < < < 4th All % 8% < < < < 4th All % 7% 66.7% % 66.7% 33.3% 4th White % % < < < < 4th White % 66.7% 66.7% % 66.7% 33.3% 4th Male % 8% < < < < 4th Male % 62.5% 66.7% % 66.7% 33.3% 4th 4th % 75% < < < < % 66.7% 66.7% % 66.7% 33.3% A service of the Center for Educational Performance and Information (CEPI) Page 4 of 37

18 3/2/26 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing 5th All % 87.5% 66.7% 66.7% % 33.3% 5th All % 6% < < < < 5th White % 87.5% 66.7% 66.7% % 33.3% 5th White % 66.7% < < < < 5th Female % 8% < < < < 5th Male % % < < < < 5th Male % 5% < < < < 5th 5th % 85.7% 66.7% 66.7% % 33.3% % 5% < < < < 3rd All % 33.3% < < < < 3rd All % 25% 5% % 5% 5% 3rd Hispanic of Any Race % < < < < < 3rd White % 2% < < < < 3rd White % 28.6% 66.7% % 66.7% 33.3% 3rd Female % 2% 33.3% % 33.3% 66.7% 3rd Male % 33.3% < < < < 3rd Male % 33.3% < < < < 3rd % 5% < < < < A service of the Center for Educational Performance and Information (CEPI) Page 5 of 37

19 3/2/26 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing 3rd % 4% 5% % 5% 5% 4th All % 42.9% < < < < 4th All % 3% < < < < 4th White % 6% < < < < 4th White % 33.3% < < < < 4th Male % 5% < < < < 4th Male % 37.5% < < < < 4th 4th % 33.3% < < < < % 6% < < < < 5th All % 66.7% 75% 5% 25% 25% 5th All % 83.3% < < < < 5th Hispanic of Any Race % < < < < < 5th White % 62.5% 66.7% 33.3% 33.3% 33.3% 5th White % 75% < < < < 5th Female % 66.7% < < < < 5th Male % 66.7% < < < < 5th Male % 8% < < < < A service of the Center for Educational Performance and Information (CEPI) Page 6 of 37

20 3/2/26 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing 5th 5th % 7.4% 66.7% 66.7% % 33.3% % 8% < < < < A service of the Center for Educational Performance and Information (CEPI) Page 7 of 37

21 3/2/26 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging All % < < < < < All % < < < < < White % < < < < < White % < < < < < Female % < < < < < Female % < < < < < Male % < < < < < Male % < < < < < % < < < < < % < < < < < All % < < < < < All % < < < < < All % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 8 of 37

22 3/2/26 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging White % < < < < < White % < < < < < White % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < % < < < < < % < < < < < % < < < < < All % < < < < < All % < < < < < All % < < < < < White % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 9 of 37

23 3/2/26 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging White % < < < < < White % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < % < < < < < % < < < < < % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 2 of 37

24 3/2/26 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** All 99% 62.2% 99.5% 64.9% % 68.% All 99.% 85.8% 99.6% 88.7% % 89.9% All 98.3% 42.9% 98.9% 4.7% % 22.2% All Social Studies 97.3% 57.3% 99.6% 6.3% N/A 39.2% All Writing 98.5% 73.2% 99.5% 74.8% % 72.2% Bottom 3% N/A 8.9% N/A 8.5% N/A 2.9% Bottom 3% N/A 6.% N/A 67.7% N/A 69.4% Bottom 3% N/A.5% N/A % N/A <3 Bottom 3% Social Studies N/A 9.% N/A 6.2% N/A <3 Bottom 3% Writing N/A 26.5% N/A 7.7% N/A <3 Indian Indian Indian Indian Indian 98.9% 54.% <3 <3 N/A N/A 99% 83.4% <3 <3 N/A N/A 98.4% 35.6% N/A N/A N/A N/A Social Studies 97.7% 49.7% <3 N/A N/A N/A Writing 98.5% 63.2% N/A N/A N/A N/A 97.5% 39.5% <3 <3 <3 <3 97.9% 72.2% <3 <3 <3 <3 95.8% 4.9% <3 <3 <3 <3 Social Studies 93.6% 28.4% <3 <3 N/A <3 Writing 96.4% 54.4% <3 <3 <3 N/A Asian 99.6% 82.8% <3 <3 <3 <3 Asian 99.5% 9.9% <3 <3 <3 <3 Asian 99.4% 6.% <3 <3 N/A N/A Asian Social Studies 99.% 74.4% <3 <3 N/A N/A Asian Writing 99% 86% <3 <3 <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 23 of 37

25 3/2/26 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander 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 Two or More Races 99.% 5.5% 98.3% 47.5% <3 <3 99.2% 8.5% % 9.9% <3 <3 98.5% 26.7% <3 <3 <3 <3 Social Studies 97.5% 42.7% <3 <3 N/A <3 Writing 98.8% 64.3% <3 <3 <3 <3 99% 67.9% N/A N/A N/A N/A 98.8% 87.3% N/A N/A N/A N/A 99.% 48.4% N/A N/A N/A N/A Social Studies 98.9% 65.5% N/A N/A N/A N/A Writing 99% 76.6% N/A N/A N/A N/A 99.3% 6.4% <3 <3 N/A <3 99.4% 86.3% <3 <3 N/A <3 98.9% 4.6% <3 <3 N/A N/A Social Studies 98.2% 53.8% <3 <3 N/A <3 Writing 99.% 72.8% <3 <3 N/A N/A White 99.3% 67.9% 99.6% 66.% % 7% A service of the Center for Educational Performance and Information (CEPI) Page 24 of 37

26 3/2/26 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** White 99.4% 89.3% 99.6% 89% % 9.2% White 98.9% 5.% 98.8% 43.3% % 22.5% White Social Studies 98.2% 64.5% 99.6% 62.4% N/A 42.9% White Writing 99% 77.8% 99.4% 75.6% % 72% English Language Learners English Language Learners English Language Learners English Language Learners English Language Learners With With With With With 98.6% 49.7% 99.4% 6% % 62.4% 98.8% 78.5% 99.5% 86.3% % 88% 97.4% 26.4% 98.5% 34.8% % 2% Social Studies 95.8% 4.4% 99.6% 52% N/A <3 Writing 97.8% 6.3% 99.3% 65.4% % 7.9% 99.2% 46% <3 <3 <3 N/A 99% 69.8% <3 <3 <3 N/A 98.4%.2% N/A N/A N/A N/A Social Studies 97.5% 22.7% N/A N/A N/A N/A Writing 98% 5.% <3 <3 <3 N/A 98.% 39.7% 98.9% 38.6% <3 45.5% 98.4% 56.2% 98.9% 62% <3 6.6% 97.2% 6.% 97.3%.8% <3 <3 Social Studies 92.3% 2.7% % 26.7% N/A <3 Writing 97.7% 35.2% 98.7% 27.5% <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 25 of 37

27 3/2/26 Accountability Details Graduation Data Testing Group Statewide School All 77.% 89.% N/A Indian 64.% N/A N/A 6.5% N/A N/A Asian 87.9% N/A N/A Hispanic of Any Race 67.3% N/A N/A Migrant 7.5% N/A N/A Native Hawaiian or Other Pacific Islander 69.2% N/A N/A Two or More Races 73.9% N/A N/A White 82.% 89.% N/A Female 8.5% N/A N/A Male 72.7% N/A N/A 63.9% 84.6% N/A English Language Learners 65.4% N/A N/A With 53.6% N/A N/A Homeless 54.2% N/A N/A Bottom 3% N/A 97.% 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 26 of 37

28 3/2/26 Accountability Status School Data Name School Name Title Status Status Score Writing Status Writing Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score Bangor Township Schools Bangor Central School Green 2 Green 2 Green 2 Green 2 Green 2 Yellow 37 A service of the Center for Educational Performance and Information (CEPI) Page 29 of 37

29 3/2/26 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D. 7 6 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 3 of 37

30 3/2/26 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 Language 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) 25 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 3 of 37

31 3/2/26 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 Language 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) 25 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 32 of 37

32 3/2/26 NAEP Grade 2 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 Language 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) 25 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 33 of 37

33 3/2/26 NAEP Grade 4 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 Language 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), 25 Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 34 of 37

34 3/2/26 NAEP Grade 8 of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black Hispanic Asian/Pacific Islander Indian/Alaska Native Two or More Races &#35 3 Student classified as having a disability SD Not SD # 3 Student is an English Language 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), 25 Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 35 of 37

35 3/2/26 NAEP Grade 2 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 Language 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), 25 Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 36 of 37

36 3/2/26 NAEP Participation Data Grade Subject Participation Rate for with Standard Error Participation Rate for Limited English Standard Error 4 Math Math A service of the Center for Educational Performance and Information (CEPI) Page 37 of 37