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2006-2007 Recovery School District

District Composite Report

March 2008

State Board of Elementary and Secondary Education

This public document is published at a total cost of $2,884.18; three hundred fifty (350) copies of this public document were published in the first printing at a cost of $2,884.18. The total cost of all printings of this document, including reprints is $2,884.18. This document was published by the Louisiana Department of Education, Office of Management and Finance, Division of Planning, Analysis and Information Resources; Post Office Box 94064; Baton Rouge, Louisiana 70804-9064 to aid in the interpretation of School Profiles under authority of R.S. 17:21. This material was printed in accordance with the standards for printing by state agencies established pursuant to R.S. 43:31.

For further information, contact: Janice M. Ducote Division of Planning, analysis and Information Resources Telephone (225) 342-3391; e-mail [email protected] Toll free helpline: 1-877-453-2721 Web site: www.louisianaschools.net

Mr. James D. Garvey, Jr. 1st BESE District Ms. Louella Givens 2nd BESE District Ms. Glenny Lee Buquet 3rd BESE District Mr. Walter Lee 4th BESE District

Mr. Keith Guice 5th BESE District Mr. Charles E. Roemer 6th BESE District Mr. Dale Bayard Secretary-Treasurer 7th BESE District Ms. Linda Johnson President 8th BESE District

Mr. John L. Bennett Member-at-Large Mrs. Penny Dastugue Member-at-Large Ms. Tammie A. McDaniel Member-at-Large Ms. Weegie Peabody Executive Director

The Louisiana Department of Education (LDE) does not discriminate on the basis of sex in any of the education programs or activities that it operates, including employment and admission related to such programs and activities. The LDE is required by Title IX of the Education Amendments of 1972 (Title IX) and its implementing regulations not to engage in such discrimination. LDE’s Title IX Coord. is Patrick Weaver, Deputy Undersecretary, LDE, Exec. Office of the Supt.; PO Box 94064, Baton Rouge, LA 70804-9064; 877-453-2721 or [email protected]. All inquiries pertaining to LDE’s policy prohibiting discrimination based on sex or to the requirements of Title IX and its implementing regulations can be directed to Patrick Weaver or to the USDE, Asst. Sec. for Civil Rights.

2006-2007 District Composite Report

March 2008

Recovery School District

Prepared by theLouisiana Department of Education

TABLE OF CONTENTS

About This District Composite Report.......................................................................................................................................................................... i Introduction .................................................................................................................................................................................................................. ii Section 1. District Summary District Indicator Summary Results....................................................................................................................................................................1-1 District Accountability Results.........................................................................................................................................................................1-23 Section 2. School Characteristics and Accountability Information School Characteristics and Accountability Information.....................................................................................................................................2-1 Faculty with a Master's Degree or Higher ........................................................................................................................................................2-54 Teacher Quality.................................................................................................................................................................................................2-57 Class Size Characteristics .................................................................................................................................................................................2-61 Section 3. Student Participation Student Attendance .............................................................................................................................................................................................3-1 Student Suspensions and Expulsions..................................................................................................................................................................3-5 Student Retention..............................................................................................................................................................................................3-14 Student Dropouts ..............................................................................................................................................................................................3-21 Section 4. Student Achievement Overview of The Assessment Program and Student Achievement Policies.......................................................................................................4-1 Section 5. College Readiness American College Test (ACT) Results ...............................................................................................................................................................5-1 First-Time College Freshmen Performance........................................................................................................................................................5-4 Glossary.....................................................................................................................................................................................................................6-1

KEY TO FIGURES AND TABLES

Table 1a: School Characteristics and Accountability Information - Public Schools ................................................................................................1-2

Table 1b: School Characteristics and Accountability Information - Schools by Performance Label.......................................................................1-2

Table 1c: School Characteristics and Accountability Information - Schools by Growth Label ...............................................................................1-3

Table 1d: School Characteristics and Accountability Information - Reward Data...................................................................................................1-3

Table 1e: School Characteristics and Accountability Information - Schools by Level of School Improvement/Academic Assistance ..................1-4

Table 1f: School Characteristics and Accountability Information - Schools by Academically Unacceptable School Status..................................1-5

Table 1g: School Characteristics and Accountability Information - Schools by Subgroup Component Failure Status...........................................1-6

Table 1h: School Characteristics and Accountability Information - Adequate Yearly Progress (AYP) Data..........................................................1-7

Table 1i: School Characteristics and Accountability Information - Faculty Degree Data........................................................................................1-7

Table 1j: School Characteristics and Accountability Information - Teacher Quality...............................................................................................1-7

Table 1k: School Characteristics and Accountability Information - Class Size Characteristics ..............................................................................1-8

Table 2a: Student Participation - Student Attendance ..............................................................................................................................................1-9

Table 2b: Student Participation - Student Suspensions and Expulsions .................................................................................................................1-10

Table 2c: Student Participation - Student Retention ...............................................................................................................................................1-11

Table 2d: Student Participation - Student Dropouts................................................................................................................................................1-12

Table 3a: Student Achievement - Grade 3 iLEAP Test Results..............................................................................................................................1-13

Table 3b: Student Achievement - Grade 4 LEAP Test Results ..............................................................................................................................1-14

Table 3c: Student Achievement - Grade 5 iLEAP Test Results..............................................................................................................................1-15

Table 3d: Student Achievement - Grade 6 iLEAP Test Results .............................................................................................................................1-16

Table 3e: Student Achievement - Grade 7 iLEAP Test Results..............................................................................................................................1-17

Table 3f: Student Achievement - Grade 8 LEAP Test Results ...............................................................................................................................1-18

Table 3g: Student Achievement - Grade 9 iLEAP Test Results .............................................................................................................................1-19

Table 3h: Student Achievement - Graduation Exit Examination (GEE) Results....................................................................................................1-20

Table 3i: Student Achievement - National Percentile Ranks - Grades 3, 5, 6, 7, and 9..........................................................................................1-21

Table 4a: College Readiness - American College Test (ACT) Results ..................................................................................................................1-22

Table 4b: College Readiness - First-Time College Freshmen Performance ...........................................................................................................1-22

Table 5: District Accountability and Subgroup Performance Scores .....................................................................................................................1-29

Table 6: School Characteristics and Accountability Information ...........................................................................................................................2-12

Table 7: Faculty with a Master's Degree or Higher.................................................................................................................................................2-55

Table 8: Teacher Quality - Percent and Number of Core Classes Taught by Highly Qualified Teachers .............................................................2-59

Table 9: Percent and Number of Classes by Class Size Range...............................................................................................................................2-62

KEY TO FIGURES AND TABLES (continued)

Table 10: Percent of Student Attendance..................................................................................................................................................................3-3

Table 11: Percent and Number of Students Suspended and Expelled ......................................................................................................................3-7

Table 12: Student Retention - Percent and Number of Students Retained by Selected Grades (4, 8, 9, and all grades) .......................................3-16

Table 13: Percent and Number of Students Who Dropped Out of School .............................................................................................................3-23

Table 14a: Achievement Level Data - Grade 3 - English Language Arts (iLEAP) ..................................................................................................4-5

Table 14b: Achievement Level Data - Grade 3 - Mathematics (iLEAP) ................................................................................................................4-11

Table 14c: Achievement Level Data - Grade 3 - Science (iLEAP).........................................................................................................................4-17

Table 14d: Achievement Level Data - Grade 3 - Social Studies (iLEAP)..............................................................................................................4-23

Table 14e: Achievement Level Data - Grade 4 - English Language Arts (LEAP) .................................................................................................4-29

Table 14f: Achievement Level Data - Grade 4 - Mathematics (LEAP)..................................................................................................................4-35

Table 14g: Achievement Level Data - Grade 4 - Science (LEAP) .........................................................................................................................4-41

Table 14h: Achievement Level Data - Grade 4 - Social Studies (LEAP) ...............................................................................................................4-47

Table 14i: Achievement Level Data - Grade 5 - English Language Arts (iLEAP).................................................................................................4-53

Table 14j: Achievement Level Data - Grade 5 - Mathematics (iLEAP).................................................................................................................4-60

Table 14k: Achievement Level Data - Grade 5 - Science (iLEAP) ........................................................................................................................4-67

Table 14l: Achievement Level Data - Grade 5 - Social Studies (iLEAP)...............................................................................................................4-74

Table 14m: Achievement Level Data - Grade 6 - English Language Arts (iLEAP)...............................................................................................4-81

Table 14n: Achievement Level Data - Grade 6 - Mathematics (iLEAP) ................................................................................................................4-88

Table 14o: Achievement Level Data - Grade 6 - Science (iLEAP) ........................................................................................................................4-95

Table 14p: Achievement Level Data - Grade 6 - Social Studies (iLEAP)............................................................................................................4-102

Table 14q: Achievement Level Data - Grade 7 - English Language Arts (iLEAP) ..............................................................................................4-109

Table 14r: Achievement Level Data - Grade 7 - Mathematics (iLEAP)...............................................................................................................4-116

Table 14s: Achievement Level Data - Grade 7 - Science (iLEAP).......................................................................................................................4-123

Table 14t: Achievement Level Data - Grade 7 - Social Studies (iLEAP).............................................................................................................4-130

Table 14u: Achievement Level Data - Grade 8 - English Language Arts (LEAP) ...............................................................................................4-137

Table 14v: Achievement Level Data - Grade 8 - Mathematics (LEAP) ...............................................................................................................4-144

Table 14w: Achievement Level Data - Grade 8 - Science (LEAP).......................................................................................................................4-151

Table 14x: Achievement Level Data - Grade 8 - Social Studies (LEAP) .............................................................................................................4-158

Table 14y: Achievement Level Data - Grade 9 - English Language Arts (iLEAP) ..............................................................................................4-165

Table 14z: Achievement Level Data - Grade 9 - Mathematics (iLEAP) ..............................................................................................................4-168

Table 15a: Achievement Level Data - English Language Arts (GEE)..................................................................................................................4-171

KEY TO FIGURES AND TABLES (continued)

Table 15b: Achievement Level Data - Mathematics (GEE) .................................................................................................................................4-173

Table 15c: Achievement Level Data - Science (GEE)..........................................................................................................................................4-175

Table 15d: Achievement Level Data - Social Studies (GEE) ...............................................................................................................................4-177

Table 16: National Percentile Ranks - Grades 3, 5, 6, 7, and 9.............................................................................................................................4-179

Table 17: American College Test (ACT) Results - Average Composite Scores ......................................................................................................5-3

Table 18: First-Time College Freshmen Performance ..............................................................................................................................................5-6

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About This District Composite Report

This District Composite Report (DCR) contains data for public schools that are currently under the Recovery School District (RSD). During the 2006-07 school year, approximately 40 RSD schools existed and all RSD schools were in the New Orleans area.

RSD schools are operated by state agencies, such as the RSD-Louisiana Department of Education, the University of New Orleans (UNO), and Southern University of New Orleans (SUNO), or by other providers of charter schools. The following sponsor codes will be helpful when reviewing this DCR.

Sponsor Code Agency/Provider 300 UNO : New Beginnings Schools Foundation 390 Dryades YMCA 391 Friends of King 392 New Orleans Charter School Foundation 393 Choice Foundation 395 Algiers Charter Schools Association (ACSA) 396 Recovery School District-Louisiana Department of

Education 397 SUNO: Sophie B. Wright Institute of Academic

Excellence 398 Knowledge is Power Program (KIPP)-New Orleans 399 Middle School Advocates, Inc.

Besides RSD schools, there are some public schools in Orleans Parish that are operated by the Orleans Parish School District. This DCR does not include schools that were under the control of the Orleans Parish School District during the school year 2006-07. For information about those schools, please refer to the 2006-07 DCR for the district of Orleans. The arrangement of indicators and the format of Tables in this report are similar to what is in the DCRs of the 68 regular Parish/City School districts. However, this DCR for RSD schools:

1. does not have Figure Pages or indicators unique to the Figure Pages.

2. has tilde marks for any year that has no available data.

3. does not include any district-level results in the Tables. 4. presents school-level results from the 2006-07 year only and will

have tilde marks for the schools for 2001-02 through 2005-06.

5. does not show accountability data for the RSD schools prior to the school’s 2006-07 results.

6. may lack results for the indicators that require data from more than one school year.

7. displays state-level results for more than one year, when applicable.

For this first District Composite Report on RSD Schools, please disregard anything in the text sections or in footnotes about Figure Pages, district-level calculations/results, or school-level data from years 2001-02 to 2005-06. At this time, there are no district-level aggregations of data for all of the RSD schools.

It is our hope that more services can be provided through the collaboration of RSD schools, state agencies, other school sponsors, and community groups when more people are able to return to Orleans Parish. When data-reporting is improved, additional information about RSD schools can be included in future DCRs, thereby facilitating any longitudinal study of public schools that were placed under the control of the RSD.

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Introduction

In order to provide longitudinal data on educational indicators, a customized District Composite Report (DCR) is produced for each Louisiana public school district on an annual basis. The DCRs are intended to serve as an effective tool to aid policymakers and district administrators in identifying opportunities for school improvement.

DCRs have been prepared for each public school district since 1990, when the Progress Profiles Program was implemented. The three main objectives of the Progress Profiles Program were (1) to provide information about schools to parents and the general public, (2) to provide a basis for educational planning, and (3) to increase educational accountability at all levels. Three levels of reports were developed through the Progress Profiles Program. Along with school-level report cards, the DCRs, and a state-level education report, Louisiana had a sound mechanism for disseminating information about the status and performance of the state’s public schools.

When the Louisiana School Accountability System was implemented in 1998-99, it replaced the Progress Profiles Program. However, decisions were made to continue the levels of the reports and to align these reports with the statewide School Accountability System. The indicators included in this DCR have been influenced by changes in (1) School Accountability, (2) District Accountability, (3) state and federal laws, (4) data sources, and (5) The Louisiana Educational Assessment Program (LEAP), which is the statewide testing program.

Organization and Contents of this Report

This DCR has been organized into an Introduction, five sections, and a glossary. The following describes each part of this report:

• Introduction. In the Introduction, information is presented on how the DCRs are organized, and the key features of this report are described. Figures 1 through 5 of the Introduction display District, Parish, State, and/or National data to provide a “Profile of the School District.” In these Figures, most information is presented graphically (i.e., pie chart, line graphs, or bar charts). Narratives are included to explain the socioeconomic, demographic, and financial indicators.

• Section 1. District Summary. The tables in this section offer district-level summary information for all indicators that are detailed in other sections, as well as the school and district accountability results [e.g., the District Performance Score (DPS), DPS Label, and district-level Subgroup Performance Scores (GPS)]. A narrative section provides a description of District Accountability.

• Section 2. School Characteristics and Accountability Information. This section contains data about the context within which students are educated and the level of educational resources available to them which impact learning and performance results. Section 2 provides a description of the School Accountability System and a quick summary of each school’s accountability results (i.e., School Performance Score, Growth Label, Performance Label, Growth Target, Academic Assistance, School Improvement status, Academically Unacceptable School status, and Subgroup Component Failure status). This section also focuses on key educational “inputs” and resources at the schools by reporting on indicators such as the student enrollment, number of faculty, the school’s category (e.g., elementary schools, middle schools), class size data, the academic preparation of faculty, and the Teacher Quality Indicator.

• Section 3. Student Participation. For students to receive an education, they must first have the opportunity to learn; the extent to which students are present and actively engaged in schooling is of vital importance (Oakes, 1989). Section 3 presents school-level indicators that provide some measure of student participation: attendance, suspensions/expulsions, retention, and dropouts.

• Section 4. Student Achievement. A narrative describes the assessments of the statewide testing program and the high-stakes testing policy. Several assessments, which are criterion-referenced tests (CRTs), are administered to students in grades 3 through 9, and the state’s Graduation Exit Examination (GEE) is administered to high school students. These assessments provide Achievement Level data, which measure how well students have

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mastered the state content standards. These Achievement Level data are presented in Tables 14a to 14z and in Tables 15a to 15d.

The integrated Louisiana Educational Assessment Program tests (iLEAP) for grades 3, 5, 6, 7, and 9 also have a norm-referenced test (NRT) component, which enables Louisiana’s students to be compared with other students in the nation. The national percentile ranks (NPRs) of schools with grades 3, 5, 6, 7, and/or 9 are presented in Table 16.

• Section 5. College Readiness. One goal of elementary-secondary schooling is to ensure that those students seeking an advanced education are adequately prepared for college. This report presents two indicators of college readiness: (1) student performance on the American College Test (ACT), a national test commonly used for college placement purposes, and (2) the percentage of first-time college freshmen who take developmental courses.

A brief narrative introduces the indicators presented in Sections 2 through 5 of this report and is organized to include the following:

• an introduction to the indicator;

• a description of how data are organized in the table(s);

• definitions of key terms, where applicable;

• formulas/equations used to calculate statistics, where applicable;

• and the source(s) of the data presented.

• The Glossary. At the end of the DCR, the glossary provides definitions of the DCR’s key terms.

Key Features of This Report

Longitudinal Analysis

Up to six years of data are presented in the District Composite Report (DCR). Each year, this report is updated by adding the most current year’s data and deleting the data that are more than six years old. Incorporating longitudinal data in the DCRs enables policy makers to anticipate changes in educational outcomes (Smith, 1988). However, longitudinal reporting complicates the presentation of data. To assist

users in interpreting data, tables in the District Composite Report (DCR) have been formatted as follows:

1. Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns.

2. Longitudinal data are presented horizontally in rows. An individual school’s progress on any single indicator can be charted over time by scanning left-to-right across columns.

3. To facilitate longitudinal and cross-sectional tracking of individual schools, all tables of school-level data include the six digit site code assigned to public schools. Schools are listed in sequential order, based on school site code.

4. In instances for which certain data may be insufficient, unavailable, or not applicable for a given school year, the tilde symbol (~) is displayed. As always, longitudinal data for the prior years not contained in the current DCR are still accessible through the previous DCRs that are available on the LDE web site at www.louisianaschools.net.

5. In the past, it was felt that it may not be fair to compare elementary schools with middle schools or with high schools. The public schools were placed into school type categories depending on their grade structures. For some indicators, earlier DCRs reported data by separating schools of one school type category from schools of other types.

Since most indicators in this DCR are reported for specific grade-levels, schools appear in indicator tables if they were listed as open in 2006-07 and if they had the grade-levels of an indicator. For those indicators, which are not reported by grade-levels, school type category statistics are presented for the district and for the state as a whole at the end of the indicator tables. The indicators with these school type category statistics are class size, attendance, suspension, and expulsion.

The 1,447 Louisiana public schools open in 2006-07 have been placed into one of the four school categories of Elementary, Middle/Junior High, High, and Combination. (To find a school’s type, please see Table 6.) The specific definition for each school type is provided in Section 2 of this report. If a school has been re-categorized due to a change in grade structure or the school has

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been closed, the school’s available longitudinal data can be found in earlier DCRs if the longitudinal data were not included in this DCR.

6. Section 4 of this DCR includes Achievement Level data for grades 3 through 9, and for students who took the GEE. The Achievement Level data are organized in grade-level order. However, because the first statewide administration of the iLEAP tests was in spring 2006, the iLEAP Achievement Level data are presented for only two years (2005-06 and 2006-07) in this DCR. Additional years of Achievement Level data can be added in future DCRs.

Years of Data

The 2006-07 DCRs contain data for school years 2001-02 through 2006-07. Some indicators have less than six years of data at this time. Indicator data that are older than 2001-02 can be found in earlier DCRs.

School year 2001-02 was the fourth year that (1) schools with grades K-8 received accountability results, and (2) students in grades 4 and 8 were administered the English Language Arts and Mathematics LEAP tests. Also in 2001-02, the phasing in of the new high school GEE continued, and grades 9 through 12 were in the Accountability System for their second year.

In 2001-02, all subjects of the GEE tests were administered, and the first release of District Accountability Results was in May of 2002. In 2002-03, changes to School Accountability made some of the school accountability results incomparable longitudinally. In these instances, prior year accountability data have been omitted from this report and replaced with the tilde symbol (~).

From 2003-04 through 2006-07, a number of indicators have been modified in order to bring the Louisiana School and District Accountability Systems and the statewide testing program into compliance with the federal No Child Left Behind Act of 2001. The narrative sections and/or footnotes for the Tables indicate the most significant changes of the indicators.

If an indicator has 2005-06 data, these data may be different than the data of previous years. Difficulties associated with Hurricanes Katrina and Rita, such as school closures and population changes, affected many districts throughout the state during the 2005-06 school year. School year 2006-07 was the second year after the hurricanes.

Section 1. District Summary

District Indicator Summary Results ..................................................................1-1 District Accountability Results .......................................................................1-23

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District Indicator Summary Results

Section 1 of this District Composite Report (DCR) presents district-level results for five groups of education indicators. The overall objective of this section is to provide the readers with a brief summary of the district’s performance in the five areas as described below. It should be noted that state-level results are also included (when available) in Section 1. All school and district accountability information displayed is post-appeals.

1. School Characteristics and Accountability Information: Table 1a summarizes key educational inputs for the district, such as the number of schools in the district, the student enrollment, the number of students eligible for Free/Reduced Lunch, and the number of faculty. Tables 1b, 1c, 1d, 1e, 1f, 1g, and 1h provide a summary of this district’s school accountability results (i.e., Performance Labels, Growth Labels, Rewards, Academic Assistance, School Improvement, Academically Unacceptable School Status, Subgroup Component Failure Status, and Adequate Yearly Progress). Tables 1i and 1j present additional information on the faculty and on teacher quality. Table 1k is a summary of class size information, including district and state statistics calculated for school type categories (e.g., elementary schools, middle schools).

2. Student Participation: District-level summary results on four student participation indicators (i.e., attendance, suspensions and expulsions, retention, and dropouts) are presented in Tables 2a through 2d. District and state school type category statistics are also provided for the attendance, suspension, and expulsion indicators.

3. Student Achievement: District- and state-level assessment results are reported in Tables 3a through 3i. These indicators include: (1) all available grades-levels of iLEAP, LEAP, and GEE Achievement Level data, which measure students’ performance on state-prescribed curricula; and (2) national percentile ranks (NPRs) based on the iLEAP and The Iowa Tests results of students in five grade-levels. NPRs can be used to evaluate how Louisiana students compare with other students nationally.

4. College Readiness: District-level summary results on two indicators of college readiness are found in Tables 4a and 4b. These indicators include (1) student performance on the American College Test (ACT), a national test commonly used for college placement purposes; and (2) number and percent of first-time college freshmen who enroll in developmental courses. Graduate counts are also included in Table 4b.

5. District Accountability Results: Louisiana District Accountability Results include the District Performance Score (DPS), the DPS Label, the district-level Subgroup Performance Scores (GPS), and District Responsibility Indicators. The most recent District Accountability Scores are for school year 2005-06; these were released in the spring of 2007. The DPS and the GPS are roll-ups of the student-level School and Subgroup Performance Scores. A narrative section preceding Table 5 describes the District Accountability System in more detail.

District Indicator ResultsSchool Characteristics and Accountability Information

Table 1a: Public Schools

State

Table 1b: Schools by Performance Label* (Starting from 2002-03)

State

Number of Faculty

729,516 727,316 724,002 653,786 675,851

55,428 56,280 55,485 50,498 51,64555,528

730,252Enrollment1,551 1,550 1,535 1,521 1,4471,538Total Number of Schools

Number Eligible for Free/Reduced Lunch 432,527 443,182 447,176 445,936 416,534400,362

100.7523.8

31523.245633.735226.0

~~17012.5

1,355100.0

80.6392.9

26619.545633.436827.015011.0

785.71,365100.0

80.6302.2

23417.047434.438728.116612.0

805.81,379100.0

~~~~~~~~~~~~~~

~~

40.4 40.4242.1 211.9

22820.2 24522.045140.0 44740.133830.0 33129.7

~~ ~~827.3 686.1

1,127100.0 1,116100.0

Five Stars ( )Four Stars ( )Three Stars ( )Two Stars ( )One Star ( )Academic WarningAcademically UnacceptableNumber of Schools

✫✫✫

✫✫✫✫✫✫✫✫✫

✫✫✫

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07Percent Number Percent Number Percent Number Percent Number Percent NumberPercent Number


Starting in 2002-03, schools were assigned revised Performance Labels. The Academic Warning Label was not used in 2004-05 through 2006-07.

Data were insufficient, unavailable, or not applicable during this school year.

*

~ =


Table 1c: Schools by Growth Label*

State

Table 1d: Reward Data***

State

171.2 4.141630.3 25.421615.7 15.026219.1 18.317512.7 11.928921.0 25.3

46286169206134285

8.214.710.025.816.424.9

92165112290184279

1,375100.0 100.0 1,126 100.0 1,122

No Label Assigned **Exemplary Academic GrowthRecognized Academic GrowthMinimal Academic GrowthNo GrowthSchool In DeclineNumber of Schools

12.7 1749.5 130

19.4 26736.1 496

6.216.2 222

85100.0 1,374

9.1 12335.3

245475

18.220.1 271

8.1 1099.2 124

100.0 1,347

~~~

~~ ~

~~ ~

~

~~~ ~

Schools Eligible for Receiving Rewards 45.2 40.4 24.7621 455 27724.2 333 53.5 720~ ~




Growth Labels were assigned once every two years through 2002-03. Growth Labels were redefined in 2003-04 and in 2006-07. Starting in 2003-04, Growth Labels are assigned each year.

For more information about designation, see note on pages 2-10 and 2-11.


1

*

~ =

** No Label Assigned

School rewards were not determined or distributed during school years for which no data are displayed.***


Table 1e: Schools by Level of School Improvement*/Academic Assistance

State

School Improvement 2 (SI 2)School Improvement 1 (SI 1)

Not in Academic Assistance (AA)/ School Improvement (SI)

39.5 40.1 ~ ~3.8 2.3 9.2 ~~

~

55.5 54.0 61.3 ~~

School Improvement 3 (SI 3) 0.4 2.3 1.5 ~~

~

~~~

54552

765

6

54832

737

32

~124

830

21

~~

~

~School Improvement 4 (SI 4) 0.8 0.8 1.8 ~~ ~ 11 11 24 ~School Improvement 5 (SI 5) 0.0 0.4 0.2 ~~ ~ 0 5 3 ~

0.0 0.0 0.2 ~~ ~ 0 0 3 ~School Improvement 6 (SI 6)

~3.3

52.7

3.5

~37

594

390.4 50.4 40.0 0

Academic Assistance 1 (AA 1) ~ ~ 25.8 22.6~ ~ ~ ~ 350 25239.8 448Academic Assistance 2 (AA 2) ~ ~ ~ 0.0~ ~ ~ ~ ~ 0~ ~**



From 2002-03 through 2005-06, schools that did not meet their performance and growth requirements entered Academic Assistance (AA) or School Improvement (SI), or schools progressed to another level of SI. In 2004-05, SI 1 was discontinued. SI 2 through SI 6 were discontinued in 2006-07.


*

~ =

Starting in 2006-07, schools could be in AA 1 or in AA 2.**


Table 1f: Schools by Academically Unacceptable School Status*

StateAcademically Unacceptable School 1 (AUS 1)Academically Unacceptable School 2 (AUS 2)Academically Unacceptable School 3 (AUS 3)Academically Unacceptable School 4 (AUS 4)Academically Unacceptable School 5 (AUS 5)Academically Unacceptable School 6 (AUS 6)Academically Unacceptable School 6+ (AUS 6+)

~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~

~~~~~~

1.20.43.50.20.40.0

135

39250

~~ ~ ~ 0.4 4

~~~~~~~

~~~~~~~

~~~~~~~

~~~~~~~

~ ~~ ~~ ~~ ~~~~

~~

~



Data were insufficient, unavailable, or not applicable during this school year.~ =

This information was first reported in 2006-07.*


Table 1g: Schools by Subgroup Component Failure Status*

StateSchool Improvement 1 (SI 1)School Improvement 2 (SI 2)Correction Action 1 (CA 1)Correction Action 2 (CA 2)Restructuring

~~ ~~~ ~~~ ~~~ ~~~ ~

~~~~~

0.90.20.00.00.0

112000

~~~~~

~~~~~

~~~~~

~~~~~

~ ~~ ~~ ~~ ~~ ~




This information was first reported in 2006-07.*


Table 1i: Faculty Degree Data

Table 1h: Adequate Yearly Progress (AYP) Data*

State

State

Table 1j: Teacher Quality**

State

20,42536.9 36.6 20,604 36.5 37.2 37.020,232 18,778 19,10020,66337.2Faculty with a Master's Degree or Higher

~ ~~ ~

93.8 1,23794.9 1,282

95.1 1,20694.3 1,287

92.4 1,15987.5 1,185

Made AYP for Subgroup Component 88.7 1,049Made AYP for SPS Component 93.9 1,048

91.3 1,02992.7 1,045

83.5145,245Core Classes Taught by Highly Qualified Teachers*** 79.6139,815~ ~ 85.6101,778 90.5110,639 91.4136,559





Beginning in 2002-03, AYP was determined for each school.


Teacher Quality data became available for reporting starting in 2002-03. Please use caution when comparing 2004-05 through 2006-07 results to prior years because different data sources were used starting in 2004-05.Core classes are English Language Arts, Reading, Mathematics, Science, Social Studies, or Foreign Languages in grades 1-12 and secondary visual and performing arts courses for which high school credits are awarded.

**

***

~ =

*


Table 1k: Class Size Characteristics*

StateElementary Schools

58,064 66,16162.3 55.051.452.652.649.5 40,71722,78420,99118,310Class Size Range 1 - 2031,105 46,14033.4 38.342.639.339.641.6 33,70217,02515,82415,403Class Size Range 21 - 26

3,441 6,7673.7 5.65.98.07.88.9 4,6463,4463,0993,275Class Size Range 27 - 33548 1,2570.6 1.00.10.10.00.0 862863Class Size Range 34 +

Middle/Jr. High Schools21,321 24,04357.0 52.937.037.435.833.6 11,05611,65910,97610,262Class Size Range 1 - 2011,860 12,30831.7 27.137.339.641.341.3 11,14412,34112,65212,612Class Size Range 21 - 26


High Schools36,466 52,29263.2 61.151.346.645.544.1 27,58922,45322,29721,731Class Size Range 1 - 2014,851 18,97725.7 22.226.829.429.529.4 14,40314,14814,46514,476Class Size Range 21 - 26


Combination Schools13,287 17,30082.1 80.277.075.171.867.6 10,7397,6236,9096,091Class Size Range 1 - 20

2,253 3,22713.9 15.018.520.020.823.2 2,5772,0342,0012,090Class Size Range 21 - 26524 8703.2 4.04.44.97.49.2 616497707827Class Size Range 27 - 33124 1650.8 0.80.10.00.00.0 7220Class Size Range 34 +

All Schools129,138 159,79663.2 58.551.048.747.444.8 90,15964,69161,17356,394Class Size Range 1 - 20

60,069 80,65229.4 29.535.034.334.835.4 61,82645,55744,94244,581Class Size Range 21 - 2614,165 28,2966.9 10.413.817.017.819.7 24,32522,61523,02724,809Class Size Range 27 - 33

1,090 4,2780.5 1.60.30.10.00.0 497852815Class Size Range 34 +



Please use caution when comparing 2004-05 through 2006-07 class size results to prior years because a new data source was used starting in 2004-05.*

District Indicator ResultsStudent Participation

Table 2a: Student Attendance

State95.3 94.895.095.195.294.8Elementary Schools93.2 93.493.293.393.293.0Middle/Jr. High Schools91.3 92.091.691.691.891.4High Schools93.5 92.392.692.892.993.0Combination Schools93.8 93.793.793.793.893.5All Schools

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07Percent Percent Percent Percent Percent Percent



Table 2b: Student Suspensions and Expulsions

StateElementary Schools

17,302 18,680 20,3865.64.5 4.74.4 4.2 4.717,174 16,074 17,894Suspended (In School)28,666 22,409 24,4326.77.4 5.66.8 6.8 7.026,337 26,249 26,726Suspended (Out of School)

606 649 7440.20.2 0.20.2 0.1 0.2595 471 602Expelled (In School)258 234 2950.10.1 0.10.1 0.1 0.1301 294 234Expelled (Out of School)

Middle/Jr. High Schools26,451 25,938 29,16624.019.7 19.118.1 17.7 17.725,243 24,508 24,847Suspended (In School)25,948 22,781 23,05019.019.3 16.817.9 18.6 19.125,001 25,703 26,714Suspended (Out of School)

1,888 2,321 2,1131.71.4 1.71.1 1.1 1.31,531 1,574 1,848Expelled (In School)1,202 837 8930.70.9 0.60.8 1.0 0.81,146 1,363 1,103Expelled (Out of School)

High Schools32,063 32,947 33,00917.315.9 16.114.7 14.8 15.429,717 30,006 30,909Suspended (In School)33,105 29,213 31,12216.316.4 14.213.5 14.2 15.127,269 28,718 30,303Suspended (Out of School)

1,513 1,717 1,9461.00.7 0.80.7 0.7 0.71,425 1,347 1,486Expelled (In School)1,416 1,067 1,1570.60.7 0.50.7 0.7 0.61,468 1,406 1,283Expelled (Out of School)

Combination Schools3,777 3,446 3,3767.07.5 6.05.5 6.1 6.62,660 3,002 3,173Suspended (In School)6,192 6,608 6,89314.212.2 11.610.6 11.0 11.45,092 5,405 5,538Suspended (Out of School)

152 309 2990.60.3 0.50.1 0.3 0.461 154 181Expelled (In School)1,060 761 8641.82.1 1.30.7 1.2 1.6317 583 780Expelled (Out of School)

All Schools79,133 80,572 85,47812.110.5 10.59.8 9.6 10.174,491 73,140 76,422Suspended (In School)92,193 79,374 83,64211.812.2 10.410.8 11.2 11.682,456 84,755 87,790Suspended (Out of School)





State

Table 2c: Student Retention

Grade K 5,421 5,251 4,930 4,9905,2855,3199.8 10.1 10.0 9.4 8.7 9.2Grade 1 6,205 6,183 6,161 6,3866,9137,45212.7 12.1 11.3 11.1 10.7 11.7Grade 2 3,105 2,803 2,615 2,8203,5203,6576.5 6.4 5.8 5.4 5.0 5.6Grade 3 3,447 3,238 2,596 2,5213,8423,6686.4 6.8 6.2 6.0 5.0 5.1Grade 4 7,023 10,544 8,296 4,3517,1698,49813.8 11.9 12.0 18.1 13.8 8.1Grade 5 2,068 1,785 1,362 1,4722,1452,0934.2 4.0 3.8 3.4 2.8 3.1Grade 6 4,031 3,849 3,995 3,3854,0774,7588.5 7.6 7.1 6.8 7.3 6.9Grade 7 5,566 5,228 5,183 4,8146,0386,46711.5 10.7 10.2 9.2 9.2 9.4Grade 8 10,377 7,911 7,947 4,7279,96910,30717.5 17.1 17.9 13.9 13.8 8.8Grade 9 9,355 8,792 8,999 8,9448,1297,45915.0 15.6 17.9 16.7 16.7 17.6Grade 10 4,805 4,281 4,190 4,0544,4465,12610.6 9.8 10.5 9.5 9.3 9.6Grade 11 2,509 2,498 2,454 2,3762,6733,0267.3 6.4 6.3 6.3 6.2 6.3Grade 12 2,308 2,133 2,615 2,4691,9091,8164.5 4.8 5.8 5.4 6.7 6.8All Grades (K-12) 66,220 64,496 61,343 53,30966,11569,64610.1 9.7 9.8 9.6 9.1 8.4


~ = Data were insufficient, unavailable, or not applicable during this school year.



Table 2d: Student Dropouts

State

*

936 992 877 913 1,5771.5 1.7 1.4 1.5 2.6Grade 7 ~~2,100 2,302 2,139 2,069 2,6713.3 3.6 3.4 3.3 4.2Grade 8 ~~3,823 4,735 4,822 4,813 5,0496.3 7.6 7.7 7.6 7.8Grade 9 ~~3,535 3,420 3,381 3,173 3,2206.8 6.5 6.6 6.2 6.2Grade 10 ~~3,069 2,893 2,869 2,883 2,9946.4 6.3 6.3 6.4 6.4Grade 11 ~~3,151 3,459 4,098 3,341 3,1547.0 7.5 9.0 7.6 7.1Grade 12 ~~

13,578 14,507 15,170 14,210 14,4176.6 7.0 7.4 7.0 6.9Grades 9 - 12 ~~




Current year's Student Dropout data were not available at the time of this publication. Previous year's data are displayed as the most recently available data.

~ =

*

District Indicator ResultsStudent Achievement

Table 3a: Grade 3 LEAP Test Results*i

State

~ ~ ~ ~ 1,547~ ~ 3.2~ ~ 3.8 1,911AdvancedMasteryBasicApproaching BasicUnsatisfactory

~ ~ ~ ~ 8,370~ ~ 17.3~ ~ 19.2 9,702~ ~ ~ ~ 20,765~ ~ 43.0~ ~ 41.6 20,982~ ~ ~ ~ 10,000~ ~ 20.7~ ~ 21.2 10,727~ ~ ~ ~ 7,602~ ~ 15.7~ ~ 14.2 7,175

English Language Arts


~ ~ ~ ~ 8,056~ ~ 16.7~ ~ 18.0 9,084~ ~ ~ ~ 20,009~ ~ 41.4~ ~ 40.8 20,608~ ~ ~ ~ 10,604~ ~ 22.0~ ~ 20.0 10,078~ ~ ~ ~ 7,427~ ~ 15.4~ ~ 15.1 7,602

Mathematics


~ ~ ~ ~ 6,195~ ~ 12.8~ ~ 15.0 7,560~ ~ ~ ~ 20,508~ ~ 42.5~ ~ 40.1 20,247~ ~ ~ ~ 14,273~ ~ 29.6~ ~ 29.3 14,786~ ~ ~ ~ 5,938~ ~ 12.3~ ~ 12.4 6,268

Science

~ ~ ~ ~ 984~ ~ 2.0~ ~ 1.6 785AdvancedMasteryBasicApproaching BasicUnsatisfactory

~ ~ ~ ~ 6,707~ ~ 13.9~ ~ 16.0 8,063~ ~ ~ ~ 22,707~ ~ 47.1~ ~ 45.2 22,778~ ~ ~ ~ 10,921~ ~ 22.6~ ~ 22.2 11,220~ ~ ~ ~ 6,917~ ~ 14.3~ ~ 15.1 7,596

Social Studies



Data were insufficient, unavailable, or not applicable during this school year. The statewide LEAP assessments were first administered in spring 2006. Only two years of LEAP results were available for this DCR.i

~ = * i


Table 3b: Grade 4 LEAP Test Results

State

1,891 595 1,575 1,669 1,9832.6 2.7 3.83.1 1.0 3.5 1,783AdvancedMasteryBasicApproaching BasicUnsatisfactory

9,442 7,952 10,629 11,331 8,35417.8 18.3 15.915.6 12.9 19.7 9,95323,234 27,128 23,249 26,401 23,30238.9 42.7 44.438.3 44.1 45.1 22,77317,490 15,898 13,285 13,607 10,62222.2 22.0 20.228.8 25.9 19.3 9,741

8,646 9,921 11,007 8,768 8,26018.4 14.2 15.714.2 16.1 12.3 6,211


*

1,293 1,592 1,195 1,619 2,1812.0 2.6 4.22.1 2.6 3.6 1,795AdvancedMasteryBasicApproaching BasicUnsatisfactory

6,291 8,007 7,988 9,002 9,31113.4 14.6 17.710.4 13.0 12.9 6,53323,212 25,390 22,814 26,789 21,08838.2 43.4 40.238.2 41.3 46.5 23,46214,930 14,324 13,714 12,868 10,84923.0 20.8 20.724.6 23.3 20.4 10,29114,966 12,170 14,033 11,477 9,08223.5 18.6 17.324.7 19.8 16.6 8,371

Mathematics

*

2,098 1,100 852 2,528 1,3781.4 4.1 2.63.5 1.8 2.5 1,246AdvancedMasteryBasicApproaching BasicUnsatisfactory

6,617 7,526 7,986 7,880 6,40513.4 12.8 12.210.9 12.3 13.6 6,83425,500 22,451 25,135 27,430 22,24942.1 44.5 42.442.0 36.6 45.7 23,03017,630 21,720 17,244 17,612 15,09028.9 28.6 28.829.1 35.4 27.0 13,613

8,819 8,627 8,505 6,234 7,34314.2 10.1 14.014.5 14.0 11.3 5,692

Science

*

650 1,018 841 773 9251.4 1.3 1.81.1 1.7 2.5 1,262AdvancedMasteryBasicApproaching BasicUnsatisfactory

4,855 7,102 8,296 5,510 6,99113.9 8.9 13.38.0 11.6 12.9 6,52427,539 27,950 26,123 29,419 25,49543.7 47.7 48.645.4 45.5 51.6 26,00615,125 15,345 12,942 15,196 10,52821.7 24.6 20.124.9 25.0 18.5 9,34012,481 10,006 11,510 10,760 8,50819.3 17.5 16.220.6 16.3 14.4 7,271

Social Studies

*



Data were insufficient, unavailable, or not applicable during this school year. Starting in spring 2003, the achievement level was changed toProficient Mastery.

~ = *


Table 3c: Grade 5 LEAP Test Results*i

State


~ ~ ~ ~ 7,648~ ~ 16.3~ ~ 14.5 7,120~ ~ ~ ~ 19,681~ ~ 42.1~ ~ 41.8 20,504~ ~ ~ ~ 11,445~ ~ 24.5~ ~ 22.6 11,052~ ~ ~ ~ 6,693~ ~ 14.3~ ~ 18.3 8,953



~ ~ ~ ~ 5,511~ ~ 11.8~ ~ 10.9 5,322~ ~ ~ ~ 22,037~ ~ 47.1~ ~ 42.9 21,043~ ~ ~ ~ 8,231~ ~ 17.6~ ~ 18.5 9,059~ ~ ~ ~ 8,526~ ~ 18.2~ ~ 22.8 11,150

Mathematics

~ ~ ~ ~ 885~ ~ 1.9~ ~ 2.4 1,196AdvancedMasteryBasicApproaching BasicUnsatisfactory

~ ~ ~ ~ 6,346~ ~ 13.6~ ~ 13.3 6,501~ ~ ~ ~ 18,195~ ~ 38.9~ ~ 38.4 18,815~ ~ ~ ~ 14,717~ ~ 31.5~ ~ 29.7 14,530~ ~ ~ ~ 6,620~ ~ 14.2~ ~ 16.2 7,925

Science


~ ~ ~ ~ 4,793~ ~ 10.3~ ~ 11.5 5,607~ ~ ~ ~ 21,597~ ~ 46.2~ ~ 46.2 22,594~ ~ ~ ~ 10,601~ ~ 22.7~ ~ 21.9 10,725~ ~ ~ ~ 8,202~ ~ 17.6~ ~ 17.4 8,497

Social Studies



Data were insufficient, unavailable, or not applicable during this school year. ~ = The statewide LEAP assessments were first administered in spring 2006. Only two years of LEAP results were available for this DCR.i* i


Table 3d: Grade 6 LEAP Test Results*i

State


~ ~ ~ ~ 7,784~ ~ 16.4~ ~ 13.7 6,804~ ~ ~ ~ 21,344~ ~ 44.9~ ~ 45.4 22,612~ ~ ~ ~ 10,690~ ~ 22.5~ ~ 23.9 11,906~ ~ ~ ~ 6,036~ ~ 12.7~ ~ 14.4 7,170



~ ~ ~ ~ 4,993~ ~ 10.5~ ~ 10.8 5,362~ ~ ~ ~ 22,887~ ~ 48.2~ ~ 47.2 23,472~ ~ ~ ~ 8,824~ ~ 18.6~ ~ 18.4 9,146~ ~ ~ ~ 9,280~ ~ 19.5~ ~ 19.4 9,637

Mathematics

~ ~ ~ ~ 881~ ~ 1.9~ ~ 2.1 1,030AdvancedMasteryBasicApproaching BasicUnsatisfactory

~ ~ ~ ~ 6,162~ ~ 13.0~ ~ 13.0 6,464~ ~ ~ ~ 18,855~ ~ 39.8~ ~ 40.1 19,941~ ~ ~ ~ 14,474~ ~ 30.5~ ~ 30.1 14,982~ ~ ~ ~ 7,036~ ~ 14.8~ ~ 14.7 7,289

Science


~ ~ ~ ~ 4,531~ ~ 9.6~ ~ 9.0 4,480~ ~ ~ ~ 20,574~ ~ 43.5~ ~ 42.8 21,266~ ~ ~ ~ 12,000~ ~ 25.3~ ~ 25.7 12,748~ ~ ~ ~ 8,103~ ~ 17.1~ ~ 17.7 8,793

Social Studies





Table 3e: Grade 7 LEAP Test Results*i

State


~ ~ ~ ~ 6,599~ ~ 13.3~ ~ 13.3 6,399~ ~ ~ ~ 21,295~ ~ 42.9~ ~ 42.2 20,359~ ~ ~ ~ 13,221~ ~ 26.7~ ~ 26.8 12,908~ ~ ~ ~ 5,972~ ~ 12.0~ ~ 13.6 6,562



~ ~ ~ ~ 3,608~ ~ 7.3~ ~ 8.6 4,132~ ~ ~ ~ 22,503~ ~ 45.4~ ~ 46.2 22,282~ ~ ~ ~ 11,698~ ~ 23.6~ ~ 22.3 10,763~ ~ ~ ~ 10,126~ ~ 20.4~ ~ 19.2 9,247

Mathematics


~ ~ ~ ~ 5,609~ ~ 11.3~ ~ 13.3 6,392~ ~ ~ ~ 18,086~ ~ 36.6~ ~ 38.5 18,511~ ~ ~ ~ 15,733~ ~ 31.8~ ~ 29.8 14,348~ ~ ~ ~ 9,160~ ~ 18.5~ ~ 16.6 7,999

Science


~ ~ ~ ~ 4,985~ ~ 10.1~ ~ 12.4 5,979~ ~ ~ ~ 23,216~ ~ 47.1~ ~ 46.2 22,204~ ~ ~ ~ 11,699~ ~ 23.7~ ~ 24.0 11,528~ ~ ~ ~ 8,953~ ~ 18.1~ ~ 15.9 7,620

Social Studies





Table 3f: Grade 8 LEAP Test Results

State

866 559 411 413 1,2750.8 0.8 2.61.7 1.0 1.1 531AdvancedMasteryBasicApproaching BasicUnsatisfactory

8,062 7,730 5,055 7,340 5,8239.5 13.4 11.815.8 14.3 12.5 6,07716,373 19,625 19,942 20,749 19,65937.5 37.9 39.932.0 36.2 44.3 21,57219,713 17,360 19,067 17,602 17,04435.9 32.2 34.638.6 32.0 32.2 15,707

6,102 8,941 8,672 8,625 5,40916.3 15.8 11.011.9 16.5 10.0 4,860


*

754 1,657 1,167 1,224 1,2932.2 2.2 2.51.5 3.1 5.1 2,491AdvancedMasteryBasicApproaching BasicUnsatisfactory

1,792 2,941 3,076 2,979 1,9765.8 5.4 3.93.5 5.4 5.1 2,50220,631 22,243 26,198 25,149 23,66249.3 46.0 46.240.4 41.0 44.8 21,81614,237 11,847 11,187 12,151 12,27721.1 22.2 24.027.9 21.9 24.5 11,94513,704 15,516 11,511 13,204 12,00321.7 24.1 23.426.8 28.6 20.5 9,978

Mathematics

*

568 479 594 844 7871.1 1.5 1.61.1 0.9 1.6 776AdvancedMasteryBasicApproaching BasicUnsatisfactory

7,851 7,256 8,381 8,363 5,58015.8 15.3 11.515.4 13.4 15.1 7,34817,415 17,846 17,579 18,922 17,69233.1 34.6 36.634.2 33.0 37.4 18,12914,742 16,535 14,238 15,962 15,49626.8 29.2 32.028.9 30.6 27.7 13,44910,381 11,984 12,252 10,530 8,84723.1 19.3 18.320.4 22.2 18.2 8,834

Science

*


4,682 4,549 5,240 6,499 4,4189.9 11.9 9.19.2 8.4 11.2 5,43522,346 21,571 22,319 23,497 21,05342.1 43.0 43.643.9 39.9 43.5 21,08012,468 14,683 14,184 11,808 11,98026.8 21.6 24.824.5 27.2 24.6 11,91311,040 13,065 10,723 12,279 10,37320.2 22.5 21.521.7 24.2 19.6 9,481

Social Studies

*



Data were insufficient, unavailable, or not applicable during this school year. Starting in spring 2003, the achievement level was changed toProficient Mastery.

~ = *


Table 3g: Grade 9 LEAP Test Results*i

State


~ ~ ~ ~ 5,593~ ~ 11.9~ ~ 10.9 5,425~ ~ ~ ~ 21,832~ ~ 46.5~ ~ 45.5 22,660~ ~ ~ ~ 13,127~ ~ 27.9~ ~ 29.1 14,476~ ~ ~ ~ 5,665~ ~ 12.1~ ~ 13.4 6,657



~ ~ ~ ~ 4,531~ ~ 9.7~ ~ 9.3 4,620~ ~ ~ ~ 21,230~ ~ 45.4~ ~ 43.0 21,371~ ~ ~ ~ 9,007~ ~ 19.3~ ~ 19.7 9,793~ ~ ~ ~ 9,505~ ~ 20.3~ ~ 23.1 11,500

Mathematics





Table 3h: Graduation Exit Examination (GEE) Results

StateEnglish Language Arts

647 346 1,015 706 4912.3 1.6 1.21.5 0.8 1.2 488AdvancedMasteryBasicApproaching BasicUnsatisfactory

6,423 5,033 8,101 7,245 5,26018.3 16.4 13.214.5 10.9 10.2 4,21118,321 18,897 17,825 19,471 19,91140.2 44.2 50.041.3 41.0 45.1 18,65210,223 11,314 9,440 10,166 8,99721.3 23.1 22.623.0 24.6 26.8 11,063

8,792 10,450 7,930 6,463 5,19117.9 14.7 13.019.8 22.7 16.8 6,935

*

Mathematics3,060 3,284 3,691 3,149 3,2048.3 7.2 8.06.9 7.1 6.7 2,788Advanced

MasteryBasicApproaching BasicUnsatisfactory

5,589 7,038 6,892 7,180 6,64815.6 16.3 16.712.6 15.3 14.9 6,16515,279 16,746 16,806 17,044 16,44638.0 38.7 41.334.4 36.3 41.7 17,259

6,909 7,431 6,781 6,300 6,55915.3 14.3 16.515.5 16.1 17.1 7,05913,628 11,603 10,059 10,365 7,01122.7 23.5 17.630.6 25.2 19.5 8,075

*

Science1,055 823 1,210 1,532 1,1463.2 4.0 3.22.4 2.0 3.9 1,413Advanced


5,833 5,403 6,254 6,041 4,37716.7 16.0 12.113.5 12.9 15.6 5,69814,188 16,470 15,291 14,984 13,95040.8 39.6 38.532.9 39.3 40.0 14,576

9,359 9,926 8,956 9,164 10,47423.9 24.2 28.921.7 23.7 24.2 8,82712,746 9,234 5,801 6,123 6,26915.5 16.2 17.329.5 22.1 16.3 5,927

*

Social Studies433 700 404 479 3011.1 1.3 0.81.0 1.7 1.6 571Advanced


3,709 4,859 4,339 3,832 2,75511.6 10.1 7.68.6 11.6 10.1 3,68717,896 18,629 19,935 19,349 19,14453.2 51.2 52.941.5 44.5 51.6 18,772

9,182 9,317 7,840 8,107 8,15320.9 21.4 22.521.3 22.3 20.7 7,53811,919 8,327 4,957 6,058 5,83713.2 16.0 16.127.6 19.9 16.0 5,838

*




Starting in spring 2003, the achievement level was changed toProficient Mastery.

~ =

*


Table 3i: National Percentile Ranks* - Grades 3, 5, 6, 7, and 9

State

Nation

**

57 57 50 505550Grade 357 59 50 495651Grade 546 47 48 464451Grade 648 49 48 474847Grade 748 49 50 514748Grade 9

50 50 50 505050All Grades

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07



National percentile ranks from 2001-02 to 2004-05 are based on The Iowa Tests Composite Scores. Starting in 2005-06, these data are based on the norm-referenced survey total from the LEAP tests.

Please use caution when comparing The Iowa Tests Results of spring 2003, 2004, and 2005 with the results of prior school years because a new form of the test was used in 2003, 2004, and in 2005.

i

*

**

~ =

District Indicator ResultsCollege Readiness

Table 4a: American College Test (ACT) Results

State

Nation

Table 4b: First-Time College Freshmen Performance

State

**

19.6 19.6 19.8 19.8 20.1 20.1ACT Average Composite Score

20.8 20.8 20.9 20.9 21.1 21.2ACT Average Composite Score

Number of High School GraduatesHS Graduates Who Were First-Time College FreshmenFirst-Time Freshmen Enrolled in College Developmental Courses

17,49046.537,608 37,017 36,007 33,275

6,36136.417,35046.9

5,56732.114,94041.5

4,12027.615,390

4,424

*46.328.8

37,90538,31415,92542.015,29939.9

6,29339.55,90038.6

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07




Represents diploma graduates from the previous school year.Due to the hurricanes/disasters of 2005, only 23 college/unversity campuses submitted Fall 2005 First-Time Freshmen data. Please use caution when comparing 2005-06 data to any other year.

**

~ = *


District Accountability Results

In previous District Composite Reports, as well as in the Louisiana State Education Progress Reports, there are discussions of the Key Facets of the Louisiana School and District Accountability System. Readers who are not familiar with accountability in this state may find it helpful to read about these Key Facets, which are (1) Curriculum and Content Standards, (2) the Louisiana Educational Assessment Program, (3) School, District, and State Performance Monitoring and Reporting, (4) Assistance to Low-Performing Schools and Districts, and (5) Recognition and Rewards.

On an annual basis, Louisiana’s public schools receive a School Performance Score (SPS) indicating the academic status of the school’s students. The SPS of each school has been a weighted composite index, based upon how students perform on various assessments, student attendance, and the dropout rates in schools with grades 7 to 12. Starting with the 2006-07 SPSs, a new indicator was used to calculate the SPS of a school with grade 12. (School accountability is discussed in Section 2.) Schools are expected to improve their SPS by increasing attendance, the achievement of students, and the number of diploma graduates, while also reducing the dropouts.

In refining the state’s accountability system, Louisiana is following the No Child Left Behind Act of 2001 (NCLB), P.L.107-110. This law is a blueprint of the national agenda for educational reform that Congress has enacted. This blueprint focuses greatly on holding school systems accountable for producing results. A major tenet of the NCLB law is “increased accountability for student performance,” with an acknowledged priority of “improving the academic performance of disadvantaged children by closing the achievement gap.” To meet this goal, the law requires for the federal investment in Title I to be spent more effectively and with greater accountability. This proposal changed previous laws by requiring states, school districts, and schools receiving Title I funds to ensure that all student groups meet high standards. Besides implementation of accountability and high standards, efforts to close achievement gaps are built upon annual academic assessments and consequences for schools that fail to educate disadvantaged students (United States Department of Education, NCLB of 2001).

To hold districts and schools more accountable for their students' performance, in spring 1997, the Louisiana Legislature created the School and District Accountability Advisory Commission, which recommended a system for district accountability. The State Board of Elementary and Secondary Education (SBESE) approved the Accountability Commission’s recommendations for a District Accountability System in spring 2001. The first release of District Accountability results was in May 2002; the most recent release was in spring 2007. Each release of District Accountability results was different from any other release of results.

Before looking at District Accountability results, it is important to understand the structure of the District Accountability System. Like the individual schools, public school districts are expected to continually improve student achievement and to help all students make progress. However, the Accountability Commission designed the District Accountability System to focus on the responsibilities of local school boards and district administrators, particularly those not shared with school-based personnel. The District Accountability System includes three main parts: (1) a District Performance Score, (2) the District Subgroup Component, and (3) indicators that focus on the district’s responsibilities.

District Performance Score (DPS)

Calculation of the District Performance Score (DPS) began in 2001-02. The DPS is an aggregation of, or an actual roll–up of, the district’s K-12 student-level School Performance Score (SPS) data. From 2001-02 to 2004-05, the DPS was comprised of four indicators (i.e., LEAP/GEE scores, The Iowa Test Scores, attendance data, and dropout data), whose calculated values were weighted and summed into a single score. The 2005-06 DPS was based on assessment data (weighted 90%), attendance data (weighted 5%), and dropout data (weighted 5%).

DPS calculations are based upon data taken from previous school years. The 2005-06 DPS was based on the spring 2006 assessment data and on one prior year’s attendance and dropout data. Comparing DPSs longitudinally shows if the district performance improved, declined, or was sustained over a period of time.


Beginning in 2002-03, districts also received DPS Labels. The following chart shows the DPS labels and the corresponding DPS ranges used in 2002-03 through 2003-04.

Starting in 2004-05, the Academic Warning label was discontinued, and the DPS range for Academically Unacceptable was changed. The following chart shows the DPS labels and the corresponding DPS ranges used in 2004-05 through 2005-06.

District Subgroup Component

The second part of the District Accountability System continues to be the calculation of district-level subgroup performance scores (GPS). Like other accountability scores, the GPS is comprised of indexes based on assessment results, attendance, and dropout data. The GPS is an aggregation of, or a roll-up of the district’s K-12 student-level School Performance Score data for students who are members of various subgroups. The subgroups included racial/ethnic student groups, students that are economically disadvantaged, students that have disabilities, and students with Limited English Proficiency (LEP). The K-12 GPS were first calculated in 2001-02.

Beginning with the release of 2002-03 District Accountability results, districts were evaluated to determine if adequate yearly progress (AYP) was made for the district-level subgroup component. A district passed the subgroup component when each subgroup of its students met certain requirements and the district as a whole met the criteria for status or improvement on an additional academic indicator, which was the non-dropout rate of the district.

Beginning in 2003-04, each district was evaluated for Subgroup AYP based on three different grade clusters, elementary (K-5), middle (6-8), and high school (9-12). Each grade cluster must meet requirements in test participation, in academic performance, and in an additional academic indicator (i.e., attendance rate for elementary and middle schools and the non-dropout rate for high schools). To make AYP on the District’s Subgroup Component, each subgroup within each grade cluster had to pass the subgroup component and each grade cluster as a whole had to meet criteria pertaining to its additional academic indicator.

Also beginning in 2003-04, the subgroups were each ethnic subgroup, a students with disabilities subgroup, a limited English proficiency subgroup, an economically disadvantaged subgroup, and an “all students” subgroup. The test participation and academic performance evaluations were based on students who had been enrolled for a full academic year (FAY) and were first-time LEAP/GEE test takers in grades 4, 8, and 10. In 2005-06, a displaced students subgroup also existed due to Hurricanes Katrina and Rita; it was only evaluated for meeting the test participation requirement, which is that 95% of a subgroup takes the state’s assessments. Subgroups with more than 10

District Performance Labels (Used in 2002-03 Through 2003-04)

DPS Range

Five Stars ( ) 140.0 and above

Four Stars ( ) 120.0 – 139.9

Three Stars( ) 100.0 – 119.9

Two Stars ( ) 80.0 – 99.9

One Star ( ) 60.0 – 79.9

Academic Warning 45.0 – 59.9

Academically Unacceptable Below 45.0

District Performance Labels (Used in 2004-05 Through 2005-06)

DPS Range


Four Stars ( ) 120.0 – 139.9

Three Stars( ) 100.0 – 119.9

Two Stars ( ) 80.0 – 99.9

One Star ( ) 60.0 – 79.9



but less than 40 students were not evaluated for test participation. Any subgroup of fewer than 10 students automatically made AYP.

An Annual Measurable Objective (AMO) was used to determine if a certain percentage of a subgroup was proficient, meaning that LEAP/ GEE scores were at the Basic or above achievement levels in English Language Arts (ELA) and in Mathematics (Math). The AMOs for ELA and for Math are shown below for years 2002-03 through 2005-06.

Annual Measurable Objectives (AMOs) For: School Year

ELA Mathematics

2002-03 36.9% 30.1%

2003-04 36.9% 30.1%

2004-05 47.4% 41.8%

2005-06 47.4% 41.8%

Subgroups with a percent proficient at or above these AMO percentages made AYP. However, if the AMOs were not met, a subgroup could still make AYP if it satisfied the requirements of Safe Harbor, i.e., the subgroup decreased its percent of non-proficient students by 10% or more from the previous year AND the subgroup met requirements for its additional academic indicator (AAI). The required AAI for elementary (K-5) and middle school (6-8) grade cluster subgroups was a 90% attendance rate. For the high school (P-12) grade cluster, the AAI target is a 90% non-dropout rate.

The GPS scores may help district personnel determine whether the gaps between student subgroups are closing or are becoming wider. A longitudinal view of a particular subgroup’s GPSs may also indicate the subgroup’s growth over time, or their lack of growth.

District Responsibility

In the District Accountability results reported for 2002-03 through 2005-06 (except for 2003-04), under the third part of the District Accountability System, a school district was to receive a District Responsibility Index (DRI) score. The 2002-03 DRI was comprised of four indicators: School Improvement, LEAP First-time Passing Rate, Summer School, and Certified Teachers. (For more information, please

see the narrative section entitled Definitions of the DRI Indicators for 2002-03 in the 2004-05 DCRs.)

The 2002-03 DRI was used to ascertain district successes with remediation and improvement of student-performances in the high stakes testing arena; the overall performances of schools within their district; and the preparation, licensure, and quality of teachers within their districts. The DRI was fully calculated only in 2002-03. There was no ten-year goal for the DRI. However, the calculated values of the DRI and of the four district responsibility indicators were used to assign labels to the district. These labels and the corresponding value ranges are shown in the next chart.

In 2003-04, there were no calculations of a DRI or for any district responsibility indicators. For other years of District accountability, the DRI has been replaced by the district responsibility indicators.

In 2004-05, two district responsibility indicators, as defined below, were used to calculate index scores for the district.

• School Improvement—This indicator was based on the change in School Performance Scores (SPS) relative to the Growth Targets for all schools in the district. For each school, the change in SPS and the Growth Target were weighted by the school’s K-12 enrollment.

• Classes Taught by Certified Teachers—This indicator is a composite of two parts, based on schools whose grade configurations include any of the grades K-12. Part A is an index based on the percent of courses taught by certified teachers in low-performing schools (schools with the Performance Labels of “One Star” or below). Part B is an index based on the percent of courses taught by certified teachers, district-wide, at ALL schools. In 2004-05, certified teachers were defined as those teachers who meet the following criteria:

District Labels Value Ranges Highly Responsive 120.0 or more

Adequately Responsive 100.0 – 119.9 Responsive 80.0 – 99.9

Minimally Responsive 60.0 – 79.9 Unresponsive 0.0 – 59.9


• teach a K-12 core course (elementary studies, English language arts, mathematics, science, or social studies);

• hold an A, B, C, CB, L1-L5, PL, P2-P4, OP or OS certificate that was issued prior to January 1, 2005; and

• are certificated in all the K-12 core courses that they teach. If the core course was taught by a certified teacher under the 12-hour rule, as defined in Bulletin 741, the course was counted as being taught by a certified teacher in 2004-05.

In 2004-05, all self-contained elementary classes were weighted as five units to reflect the fact that the course spans an entire school day. If there were no low-performing schools in the district, then the Classes Taught by Certified Teachers Index score was based solely on Part B. Based on the index scores, each of the two indicators used in 2004-05 received a label, like those used with the 2002-03 DRI.

The Accountability Commission suggested using a Teacher Certification Indicator and an 8th Grade Persistence Indicator in the 2005-06 District Accountability System. It was thought that these indicators would guide districts as they tried to improve academic achievement. The district responsibility indicators used in the 2005-06 District Accountability System are discussed below.

• Teacher Certification Indicator—This indicator is based on the certification status of teachers who teach the state core classes (elementary studies, English Language Arts, math, science, or social studies) in schools whose grade configurations include any of the grades K-12. It is a composite of two parts: (A) the certification status of these teachers in low-performing schools and (B) the certification status of these teachers in all other schools. Low-performing schools were those schools identified as One Star or as Academically Unacceptable. For purposes of calculating this indicator’s index value, certification status was categorized as:

(1) Teachers with a Standard Teaching Certificate for Area of Assignment, with the certificate issued prior to January 1, 2006.

(2) Teachers with a Non-Standard Teaching Certificate for Area of Assignment, with the certificate issued prior to January 1, 2006.

(3) Teachers with No Authority to Teach; these individuals hold neither a standard or non-standard certificate, for the Area of Assignment.

The 2005-06 District Accountability Report Card provides more detailed information about the calculation of the Teacher Certification Index and on the weights used in the calculation. The district’s value of the Teacher Certification Index is used to assign a label for this indicator, as shown in the following chart.

Teacher Certification Index Value Ranges

Labels

97.0 – 100.0 Exceptional

94.0 – 96.9 Adequate

90.0 – 93.9 Marginal

Below 90.0 Unacceptable

• 8th Grade Persistence Indicator—This indicator measures a district’s success in keeping 8th grade students enrolled in school and is aimed at rewarding districts that do not lose students during the difficult transition from middle school to high school. The calculations aggregate two years of student cohort data and examine enrollment data from October 1 of each following school year to see how many students have returned to school.

The 2005-06 District Accountability Report Card provides more detailed information about the calculation of the 8th Grade Persistence Index. The district’s value of the 8th Grade Persistence Index is used to assign a label for this indicator, as shown below.

8th Grade Persistence Index Value Ranges

Labels

99.0 – 100.0 Exceptional

98.0 – 98.9 Adequate

97.0 – 97.9 Marginal

Below 97.0 Unacceptable


With the District Accountability System that is currently in place, Louisiana is attempting to determine which districts are low-performing and are in need of assistance. Failure to make AYP in the subgroup component and receiving any labels that suggest the district has an unacceptable performance may lead to consequences, such as completing a Self-Assessment and/or a District Improvement Plan. Also, the LDE may audit districts that fail in all grade clusters, in the same subject, to achieve AYP in the Subgroup component for a third consecutive year or in two consecutive years of the next three years, or the district may be called for a District Dialogue. (For more information, please see Bulletin 111: The Louisiana School, District, and State Accountability Policy, which can be accessed at www.doa.louisiana.gov/osr/lac/28v83/28v83.doc.)

The high-performing districts are recognized for their successes through their DPS labels and their district responsibility indicator labels. The media often report on the performance of schools within local districts; therefore, being identified as a high-performing district is desirable. Although high-performing districts do not receive monetary rewards, schools operating under these districts can be eligible for monetary rewards if a school demonstrates growth and improvement.

Data Presentation

Table 5 was organized to present this district’s available District Accountability results. The Table shows some numerical index scores and various labels.

The DPS, GPS, DRI, and the District Responsibility Indicators are based on the K-12 portions of a district’s schools. Please note that a GPS result is shown only when the district had sufficient data for a subgroup.

Longitudinal comparisons of DPS and GPS index scores, and of DPS labels will be relatively easy. However, the third part of the District Accountability System has changed so much that longitudinal comparisons are very limited.

When reviewing Table 5, be aware that:

• some data elements were not reported in 2003-04, in 2004-05, or in 2005-06;

• the indicators for the third part of District Accountability have varied from year to year;

• the 8th Grade Persistence Indicator began in 2005-06;

• results for 2006-07 are not yet available; and

• only 59 districts received District Accountability Scores for 2005-06. The nine districts that did not receive scores had a significant number of schools closed for more than 18 days, or had schools where the student population changed by 25% or more after the hurricanes of 2005.

Data of all districts and all Louisiana public schools participating in Accountability were aggregated to produce State-Level Results. The second page of Table 5 displays these State-Level Results.

Data Sources

Data used for District Accountability purposes are maintained by the Louisiana Department of Education in its Data Systems. All testing files received from the various testing contractors are included.

For school year 2002-03, the number of standard and non-standard teaching certificates was determined by using the district-reported data submitted to the Louisiana Department of Education via the Annual School Report (ASR) database. At that time, the ASR database provided the data on the courses being taught by each teacher. For this year, those teachers teaching K-12 core courses were checked against the Teacher Certification Management System (TCMS) database to ascertain whether or not teachers held the appropriate certificate for every core course taught. Data confirming the 12-hour rule compliance came from ASR.

For school years 2003-04, 2004-05, and 2005-06, data concerning teachers, their degrees, and certifications for courses taught are reported in other sections of this DCR. Please see Section 2 of this DCR, for more information about the Faculty Degree Indicator and the Teacher Quality Indicator.


References

Louisiana Department of Education (LDE). Bulletin 111: The Louisiana School, District, and State Accountability System (April 2007). Retrieved from www.doa.louisiana.gov/osr/lac/28v83/28v83.doc.

LDE. (Spring 2007). 2005-2006 District Accountability Report Card. [Electronic version retrieved from www.louisianaschools.net.]

LDE. (2007). 2005-2006 District Composite Reports. [Electronic version retrieved from www.louisianaschools.net.]

LDE (2007). School Districts Receive Scores Aimed at Focusing Improvement Efforts. [Electronic version of LDE press release, dated March 5, 2007, retrieved July 26, 2007 from www.louisianaschools.net/lde/comm/pressrelease.aspx?PR=848.]

No Child Left Behind Act of 2001. P.L. 107-110, United States Department of Education. [Electronic version, retrieved June 25, 2004 from http://www.ed.gov/nclb/accountability/index.html.]

Prototype of the 2006-2007 School Report Card for Principals.

District Accountability Results

Table 5: District Accountability and Subgroup Performance Scores*

State

67.083.2

110.385.3

K-12 GradesState Performance Score (DPS)

Subgroup Performance Scores (GPS) - African American/Black - American Indian/Native Alaskan - Asian/Pacific Islander - Hispanic - White - Economically Disadvantaged (Free and Reduced Lunch) - Students with Disabilities - Limited English Proficient (LEP)

99.875.454.279.0

Two StarsState DPS Label85.3

64.785.1

113.088.2

106.173.751.880.0

Two Stars87.482.6

Two Stars

60.782.9

109.185.6

102.869.648.077.0

77.6 80.6 ~~Two Stars~

55.7 58.5~~

79.774.4101.5 104.6 ~

~~~~~

81.1101.4

68.044.770.8

79.998.064.8

72.742.1

~ 80.5 ~ ~ ~~ Responsive ~ ~ ~

~~

State Responsibility Index (DRI)

State DRI Label

DRI Indicators - School Improvement

- LEAP 21 Passing Rate

- Summer School

- Certified Teachers

- Classes Taught by Certified Teachers

District Responsibility Indicators - Teacher Certification

- 8th Grade Persistence

~ Unresponsive ~ Adequately Responsive

~

~ Responsive ~ ~ ~

~ Minimally Responsive

~ ~ ~

~

~

~

~ ~ ~ Adequately Responsive

~ ~

~ Adequately Responsive

~ ~ ~ ~

~ ~ ~ ~ Marginal ~

~ ~ ~ ~ Unacceptable ~

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07


District Performance Scores and district subgroup reporting for grades K-12 started in 2001-02. Some data elements were not reported for each year. The 2006-07 data were not available at the time of this publication. For more information, see the District Accountability Results narrative in Section 1.


*

~ =

Section 2. School Characteristics And Accountability Information

Yes

School Characteristics and Accountability Information ...................................2-1 Faculty with a Master's Degree or Higher.......................................................2-54 Teacher Quality ...............................................................................................2-57 Class Size Characteristics................................................................................2-61


School Characteristics and Accountability Information

School Definition

To interpret school-level data correctly and in its proper context, one must have a clear understanding of the definition of a school. For purposes of this report, the following definition applies.

School—an institution that provides preschool, elementary, and/or secondary instruction; has one or more grade groupings or is nongraded; has one or more teachers to give instruction or care; is located in one or more buildings; and has an assigned administrator(s). (LDE and the National Center for Educational Statistics, NCES)

School Type Categorization

Louisiana public schools are categorized into the following four types, based on their grade level composition:

• Elementary—any school whose grade structure falls within the PK-8 range that excludes grades in the 9-12 range, and which does not fit the definition for middle/junior high.

• Middle/Junior high—any school whose grade structure falls within the 4-9 range, which includes grades 7 or 8, and which excludes grades in the PK-3 and 10-12 ranges.

• High—any school whose grade structure falls within the 6-12 range and includes grades in the 10-12 range, or any school that contains only grade 9.

• Combination—any school whose grade structure falls within the PK-12 range and that is not described by any of the above definitions. These schools generally contain some grades in the K-6 range and some grades in the 9-12 range. Examples would include grade structures such as K-12; K-3 combined with 9-12; and 4-6 combined with 9-12.

The remaining tables of this District Composite Report (DCR) will provide school-level indicator data. District-level and state-level statistics for all schools in the district and for all schools in the state appear at the end of the indicator tables. In addition, district and state statistics, calculated by the four school type categories, are presented in tables focused on the following indicators, Class Size, Attendance, and Suspensions/Expulsions.

Table 6 displays the grade levels, the school type category, as well as other characteristics and accountability results of the district’s schools. The next sections of this narrative will present information on the Louisiana School Accountability System.

School Accountability System

Four years before the passage of the No Child Left Behind Act of 2001 (NCLB), Louisiana implemented a School Accountability System. From 1998-99 through 2002-03, Louisiana’s school accountability system was based on a two-year cycle. As part of the accountability system, each school received a School Performance Score (SPS), which indicates how well its students are performing. Through 2005, each school’s SPS was based on results from statewide testing programs (LEAP/GEE and The Iowa Tests), student attendance for grades K-12, and dropout data for grades 7-12. By the time each school had participated in accountability for 10 years, schools were expected to achieve the state’s 10-year SPS goal of 100.

Schools containing grade levels kindergarten through eighth (K-8) entered into the accountability system in 1998-99. Schools with grades 9-12 entered the accountability system in 2000-01. The 9-12 portions of schools with K-12 grade structures also entered the system in 2000-01.

At the beginning of a cycle, a Growth Target was assigned identifying how many points the school had to grow to stay on track for meeting the 10-year goal. Also, Performance Labels were assigned describing a school’s performance. At the end of a cycle, a school was examined to determine if the Growth Target had been achieved. Growth Labels were assigned describing the level of growth achieved by the school relative to its Growth Target. At that time rewards were distributed to eligible schools. Schools were also assigned to Corrective Actions if they did not meet performance and/or growth requirements.

The Louisiana School and District Accountability System has undergone many changes to bring the state’s accountability system into compliance with federal guidelines as mandated by the No Child Left Behind Act of 2001. One significant change is the system is no longer based on two-year cycles; it is an annual system with important decisions made every year about the performance of Louisiana public schools. In other words, Performance, Growth, Academically Unacceptable Schools, and Subgroup Performance Failure Labels,


(formerly School Improvement, and prior to that Corrective Actions), and rewards decisions have been made on an annual basis beginning in 2002-03. In most school years shown in this DCR, schools have received a Baseline SPS and a Growth SPS. A later section will explain how these SPS measures have differed.

In addition, Louisiana schools are now striving toward a 2014 SPS goal of 120 instead of the 10-year goal of 100. Other changes were made to school accountability for 2004-05 through 2006-07. Bulletin 111: The Louisiana School, District, and State Accountability System (LDE, April 2007) at www.doa.louisiana.gov/osr/lac/28v83/28v83.doc provides the details of the current accountability system; the following is a summary.

Two Components of the School Accountability System

The Louisiana School and District Accountability System has two components that are evaluated for Louisiana schools: the School Performance Score (SPS) Component and the Subgroup Component. In Louisiana, schools are required to make Adequate Yearly Progress (AYP) for both components. Under the NCLB Act of 2001, a state forms its own definition of AYP, but this AYP definition must apply the same high standards of academic achievement to all public elementary and secondary school students in the state and result in continuous and substantial academic improvement for all students.

1. The SPS Component

The Louisiana School Accountability System has been designed to help educators and policymakers make data-driven decisions about public schools. For any public school, which is participating in the School Accountability System, the LDE uses student and school data to calculate several scores. These scores are used to evaluate a school’s performance, its improvement, and the growth of its students. Two important scores are the Baseline School Performance Score and the Growth School Performance Score.

Either of these School Performance Scores (SPS) can range from 0.0 to 120.0, and beyond, with a SPS of 120.0 indicating that a school has reached Louisiana’s 2014 SPS goal. Depending upon the grade levels of a school, one to four indicators were used to determine a school’s SPS, these being the assessment index, attendance index, and dropout index for grades 7-8, and starting in 2006-07, the graduation index. First, an index score was calculated for each of these indicators. Through 2005, each index score of a school’s indicators was weighted, and then

summed to calculate the school’s SPS. The original Indicators and Weighting factors are shown in the following table.

School Performance Score (SPS) Indicators and Weighting Factors

LEAP/GEE Tests (CRT)* 60% (grades 4, 8, 10, & 11) The Iowa Tests (NRT) 30% (grades 3, 5, 6, 7, & 9)

Dropouts 5% (grades 7-12)

Attendance 5% (grades 7-12) or 10% (grades K-6)

*The CRT indicators of schools with grades 9-12 were also adjusted by a formula that included the non-dropout rates of certain grade-levels.

When a school begins to participate in accountability, its data for the indicators are used to calculate a Baseline SPS. After another school year, a new Baseline SPS is calculated and also a Growth SPS. The Growth SPS that schools receive in the fall reflects performance in one prior school year, but the new Baseline SPS reflects a two-year average performance because it includes data from two prior school years.

A school’s new Baseline SPS is used to determine the SPS Component AYP Status of the school. Prior to the fall of 2005, a school had to have a Baseline SPS of 45 or above to make AYP for the SPS Component. School standards were raised in 2004-05, such that a school’s Baseline SPS (as calculated in fall 2005, fall 2006, or fall 2007) must now be at least 60 in order for the school to make AYP on the SPS Component.

The Baseline SPS is also used to compute a school’s new Growth Target. That is, a one-year Growth Target is calculated based on how far the new Baseline SPS is from the 2014 goal (of 120.0), with an adjustment for the proportions of students with disabilities and limited English proficient students. The Baseline SPS is also used to determine a school’s Performance Label and to identify Academically Unacceptable schools, which are now schools having a Baseline SPS below 60.0.

Currently, a school’s Growth SPS is compared to the previous year’s Baseline SPS to determine (1) if adequate growth was achieved and (2) the corresponding Growth Label. In addition, the Growth SPS is used to determine a school’s reward eligibility status.

For the fall of 2005, SPS calculations included only the test results of students who were in a school’s district for a full academic year (October 1 to the date of testing), and incentive points were awarded for each 4th or 8th grade repeater who improved from any achievement level


to a higher achievement level on a LEAP subject area test. Due to changes in the statewide assessment program in the spring of 2006 (See Section 4 for information on the iLEAP, LAA 1, and LAA 2 assessments), there were also changes in the indicators and weightings used to calculate a school’s SPS measures for 2005-06.

Schools also received an additional Baseline SPS (i.e., the 2005 Transition Baseline) which was used to establish growth from 2004-05 to 2005-06. The 2005 Transition Baseline SPS was calculated, with test data from spring 2004 and spring 2005, and attendance data and dropout data for school years 2002-03 and 2003-04. The data for each indicator were used to determine an index score; the indicator’s index score was then weighted. The weighted index scores were summed to produce the 2005 Transition Baseline SPS. The following table summarizes the indicators and weights that were used.

2005 Transition Baseline SPS K-12 Indicators and Weights LEAP, GEE, LAA 90% Grades 4, 8, 10, and 11

Attendance 10% Grades K-6 5% Grades 7-12

Dropout Rate 5% Grades 7-12 The 2005 Transition Baseline SPS was not reported in DCRs, but it was used to evaluate a school’s growth. That is, the 2005-06 Growth SPS consisted of the same indicators and weights as shown in the above table, but the test data were from spring 2006 testing, and the attendance and dropout data were from school year 2004-05. In fall 2006, comparisons of this Growth SPS to the 2005 Transition Baseline SPS were made to determine Growth Labels, rewards status, and Academic Assistance status for the SPS component.

Beginning with the assessment data of spring 2006, the state now has achievement-level data that are based on the iLEAP assessments, for grades 3, 5, 6, 7, and 9. Also, beginning in 2006, the LEAP Alternate Assessment (LAA) now has two levels, LAA 1 and LAA 2. In 2006, LAA 2 was administered in grades 4, 8, and 10 in English language arts and in mathematics, and in grade 11, in science and social studies.

The Baseline SPS that schools received in the fall of 2006 was based on the indicators and weights shown in the following table. The test data were from the spring 2006 testing, and the attendance and dropout data were from school years 2003-04 and 2004-05. This Baseline SPS was used to determine Performance Labels and Academically Unacceptable schools.

2005-06 Baseline SPS K-12 Indicators and Weights LEAP, GEE, iLEAP, LAA 1 and LAA 2* 90% Grades 3-11


Dropout Rate 5% Grades 7-12 *In some subjects, scores derived from these tests were weighted by factors ranging from 0.5 to 2; when all scores for a school were combined to yield a single score, the resulting Assessment Index was then weighted by 90%. For schools with grades 9-12, the assessment results were also adjusted by a formula that included the non-dropout rates of certain grade-levels.

Another change in assessment began in spring 2007. That is, LAA 2 became available for eligible students in grades 4 through 11. The Growth SPS (calculated in fall 2007) for schools participating in accountability during 2006-07 was calculated in the same manner as the 2005-06 Baseline SPS, but it is based on the spring 2007 testing data, and the attendance and dropout data of 2005-06. The resulting Growth SPS was used to determine Growth Labels and reward status.

However, the new Baseline SPS calculated in fall 2007 may be different, depending upon a school’s grade configuration. If a school has no testing grades (e.g., K-1 or K-2), then it will share one grade of testing data with a school into which its students feed. The following two tables summarize SPS calculations for schools with grade configurations in the K-6 or the K-8 ranges.

2006-07 Baseline SPS K-6 Indicators and Weights Assessment Index*

(LEAP, iLEAP, LAA 1 and LAA 2) 90% Grades 3-6

Attendance 10% Grades K-6 *Subjects assessed in grades 3 through 8 are also weighted by factors ranging from 0.5 to 2 points. See Bulletin 111 for addition information on the calculation of an SPS.

2006-07 Baseline SPS K-8 Indicators and Weights Assessment Index*

(LEAP, iLEAP, LAA 1 and LAA 2) 90% Grades 3-8


Dropout Rate 5% Grades 7-8 *Subjects assessed in grades 3 through 8 are also weighted by factors ranging from 0.5 to 2 points. See Bulletin 111 for addition information on the calculation of an SPS.


If a school has a grade 12 and a configuration falling only in the 9 to 12 grade range, its Baseline SPS, as calculated in fall 2007, is summarized in the following table. Please see the footnotes following this table for more information.

2006-07 Baseline SPS 9-12 Indicators and Weights Assessment Index*

(LEAP, GEE, iLEAP, LAA 1 and LAA 2) 70% Grades 9-11

Cohort Graduation Index** 30% Grade 12 * Certain subjects assessed in grades 9 through 11 are also weighted by factors ranging from 1.0 to 1.25 points. In addition, the subject-grade index is adjusted by a dropout adjustment factor. See Bulletin 111 for more information on the calculation of an SPS.

** Starting in the fall of 2007, the Cohort is comprised of students who are tracked for four years after they first entered grade 9. At the end of the four year tracking period, students of the Cohort are assigned points for various student outcomes (e.g. 0 points for each dropout of a cohort, 30 points for each cohort member who did not graduate in four years but enrolled the following year, 90 points for each cohort member who obtained a GED, 120 points for each cohort member who graduated with a regular diploma, all the way up to 180 points for each cohort member who earned an Academic Endorsement). All points for the cohort members are summed; the sum is divided by the total number of students in the cohort (the denominator). This yields the Cohort Graduation Index Score, which is the average number of points earned by a Cohort’s members. This number is then weighted and used to calculate the 2006-07 Baseline SPS for schools having a grade 12. Please note that the denominator may not equal the original number of students in a Cohort. Over the four year tracking period, a school’s Cohort can gain members if students transfer into the school, or it may have fewer members because students left the school for legitimate reasons. The first Cohort consisted of those students who entered grade 9 in 2002-03; they were expected to graduate in 2005-06.

Starting with the 2006-07 Baseline SPS, a school with grades in both the K-8 range and grades in the 9-12 range received a baseline score that is a weighted average of the SPS from the K-8 grades and the SPS from the 9-12 grades. The K-8 SPS was weighted by the number of students eligible to test in the spring 2007 testing. The 9-12 SPS was weighted by the number of students eligible to test in the spring 2007 testing plus the number of cohort members used as the denominator in calculating the Cohort Graduation Index.

Growth SPS vs. Baseline SPS

Originally, the Louisiana Accountability System was on a two-year cycle, with official SPS scores planned for calculation every other year.

As the result of changes in the Accountability System and the phasing in of new assessments, a school’s Baseline SPS and its Growth SPS are not always calculated in the same way. When interpreting the accountability data in Table 6, it is helpful to know the differences between the Growth SPS and the Baseline SPS for any year.

For example, the 2000-01 Growth SPS used only two LEAP subject area tests and one year of other data. The 2000-01 Baseline SPS had all four LEAP subject area tests and used two years of data for K-8 students. Because the GEE was a new assessment, only one year of English language arts and mathematics GEE tests results were used for high school grades, and as a result, the Growth Targets calculated in 2000-01 for high schools were adjusted to 75%.

SPS scores were not reported for 2001-02. For 2002-03, both the Growth SPS and the Baseline SPS were based on two years of data and included all four subjects of the LEAP/GEE and grades K-12, where available. The difference between the two 2002-03 SPSs was that the new Baseline SPS included LAA and LEAP Alternate Assessment-B (LAA-B) students, whereas the Growth SPS did not. This difference allowed for an apples-to-apples comparison between the 2002-03 Growth SPS and the 2000-01 Baseline SPS.

Federal restrictions prevented continued inclusion of LAA–B results after 2003 and Louisiana was now calculating SPS scores every year. Before recent revisions, the state’s accountability policy indicated that the annual Growth SPS shall consist of criterion-referenced tests (CRTs), norm-referenced tests (NRTs), and the LEAP Alternate Assessment (LAA) data from the prior school year and the attendance and/or dropout data from the school year two years prior. The Baseline SPS was to consist of two prior school years of CRT, NRT, and LAA data and attendance data and/or dropout data from two years prior to the most recent assessment results. The only difference between the SPSs for 2003-04 and for 2004-05 was that the Growth SPS was based on one year of indicator data, and the Baseline SPS was based on two years of indicator data.

The 2005-06 Growth SPS consisted of LEAP/GEE data and the LEAP Alternate Assessment (LAA) data from the 2006 spring testing and the attendance and/or dropout data from school year 2004-05. The 2005-06 Baseline SPS differed from the Growth SPS because the Assessment Index used for the Baseline SPS included more grade levels of 2006 spring testing data (LEAP, GEE, iLEAP, and/or both LAA 1 and LAA


2) and incorporated two prior years of attendance and dropout data (i.e., 2003-04 and 2004-05).

The 2006-07 Growth SPS consisted of spring 2007 assessment data (LEAP, GEE, iLEAP, and/or both LAA 1 and LAA 2) and the 2005-06 attendance and dropout data. The 2006-07 Baseline SPS calculation for each school included an Assessment Index based on 2006 and 2007 spring assessment data, with weighting factors for different subjects/grade levels, and a dropout adjustment factor for grades 9-11. Schools without a grade 12, also included 2004-05 and 2005-06 attendance and dropout data in the Baseline SPS, whereas those schools with a grade 12 had a Baseline SPS that included the first Cohort Graduation Index calculations for the cohort expected to graduate in 2005-06.

“Pairing” and “Sharing” Arrangements

Up until 2005, a school had to have at least one grade of CRT data and one grade of NRT data to receive an SPS. A school that did not meet this requirement was considered to be a “non-standard school” in the school accountability system and must be “paired” or “shared” with another school in the district. If a “non-standard school” lacked grade-level test results or had too few units for either the CRT or NRT, but not both, it “shared” with another school that had at least one grade level of the needed test. When a “non-standard school” had no test data at all or had an insufficient number of students taking both of the tests, it was “paired” with another school. “Pairing” meant that in formulating the SPS, all test results, attendance, and dropout data of the “paired” schools were combined; the schools essentially received the same SPS.

A school with too few test units could request a waiver of the “pairing and sharing” policy if the school wished to be scored as a stand-alone school and it received an SPS based on its data alone, despite the small number of test units. Now that CRT measures of student achievement are available for a greater number of grade levels and NRT scores are no longer used in calculation of an SPS, there is less need for schools to pair or to share. However, some schools (e.g., a K-2 school) still share testing data with their main receiver school.

2. The Subgroup Component

To make AYP for the Subgroup Component of Louisiana’s School Accountability System, all required subgroups of a school must meet test participation and academic performance requirements, and the whole school must meet requirements for an additional academic

indicator (which will be discussed later). For any school, the required subgroups are the five ethnicity subgroups, students with disabilities, limited English proficient (LEP) students, economically disadvantaged students, and all students in the school. To pass the subgroup component, 95% or more of the students within a school’s subgroups must participate in standards-based assessments.

Annual Measurable Objectives (AMOs) are used to determine the Subgroup AYP status of a school for the academic performance requirements in schools with grades 4, 8, and/or 10 (prior to school year 2006-07) and, beginning with 2006-07 for schools with grades 3-8 and/or grade 10. During each year, a certain percentage of students in each of the school’s subgroups had to score proficient (or at the Basic or above level of performance) on the LEAP/GEE/iLEAP/LAA 1/LAA 2 ELA and mathematics tests. The following table shows the AMOs for ELA and for mathematics for school years 2002-03 to 2006-07.

Annual Measurable Objectives (AMOs) For: School Year

ELA Mathematics

2002-03 36.9% 30.1%

2003-04 36.9% 30.1%

2004-05 47.4% 41.8%

2005-06 47.4% 41.8%

2006-07 47.4% 41.8%

In any of these years, to pass the subgroup component, any subgroup’s percent proficient score was to be at or above the AMO in ELA and in mathematics. If this was not the case, a subgroup still made AYP if it satisfied the requirements of Safe Harbor, meaning the subgroup decreased its percent of non-proficient students by at least 10% of the previous year’s value AND the subgroup met requirements for the additional academic indicator (AAI).

Finally, the whole school is evaluated to see if it meets its AAI. Through 2006, if a school had grade 12, the school’s AAI was a 90% or more non-dropout rate for grades 7-12. Schools without these grades had an AAI of a 90% or more attendance rate. Beginning in 2007, the AAI for schools with a grade 12 is now a 65% or more graduation rate (i.e., 65% or more of students in a Graduation Cohort earn a regular


diploma within four years after entering 9th grade). If there is no grade 12, then a school’s required AAI is a 90% or more attendance rate.

If schools and their subgroups fail to meet the required percentage(s) (i.e., test participation, AMOs, or the AAI), they do not make AYP for the Subgroup Component AYP. The School Accountability System in Louisiana addresses schools which fail to make the Subgroup Component AYP for two or more consecutive years. When a school has failed the Subgroup Component for consecutive years, the school entered School Improvement (SI); moved to a higher level of SI; or from 2007, is now a Subgroup Component Failure (SCF) school of some level that faces consequences and remedies. (SCF levels and remedies are outlined further below and in the 2006-07 Principal Report Cards.)

Growth Targets

Besides SPSs and AYP decisions, Louisiana public schools participating in School Accountability receive a Growth Target, which reflects the amount of growth a school must make a year to remain on target for reaching the state’s 2014 SPS goal of 120.0. A Growth Target is calculated by subtracting a school’s new Baseline SPS from the state goal (120), and then dividing by the number of years remaining until 2014. The Growth Target of a school with LEP students and/or Students with Disabilities is adjusted to be slightly lower. Currently, the minimum annual Growth Target of any school is 2.0 points. A school’s Growth Target determines its Academic Assistance status, which will be discussed later in this section. A school’s Growth Target is also used when assigning its Growth Label, as explained below.

Growth Labels

A Growth Label describes the level of growth achieved by a school and is based on the school’s success in attaining its Growth Target. The Growth Label that a school receives also determines if the school is potentially eligible for monetary rewards. Beginning in 2003-04, a school received recognition and monetary awards (as appropriated by the Legislature) when it achieved a Growth Label of Exemplary or Recognized Academic Growth.

The 2000-01 Accountability results marked the first time that K-8 and K-12 schools in the accountability system received a Growth Label. At that time, growth was measured by calculating the difference between a school’s 1998-99 Baseline SPS and its 2000-01 Growth SPS, and then determining whether the school met or exceeded its Growth Target.

Originally, Growth Labels were to be assigned every other year, but beginning in 2002-03, Growth Labels are now assigned on an annual basis. Also, in 2002-03, high schools in the accountability system received Growth Labels, for the first time. Growth was determined by comparing the difference between the 2000-01 Baseline SPS and the 2002-03 Growth SPS, with the school’s Growth Target. The table which follows gives a description of Growth Labels for the 2002-03 accountability results.

Growth Labels (2002-03) Description of Growth

Exemplary Academic Growth School exceeded its Growth Target by 5.0 points or more

Recognized Academic Growth School met or exceeded its Growth Target by fewer than 5.0 points.

Minimal Academic Growth School improved some, but did not meet its Growth Target

No Growth School with a change in SPS of 0 to minus (-) 5.0 points

School in Decline School with a declining SPS of more than 5.0 points

Beginning in 2003-04, the Growth Labels changed to reflect a school’s success in attaining its Growth Target, the growth of subgroups, and the School Improvement (SI) status of a school. The next table gives a description of these Growth Labels, which were used from 2003-04 through 2005-06.


Growth Labels (2003-04 Through 2005-06)

Description of Growth

Exemplary Academic Growth School made its Growth Target, all subgroups grew at least 2.0 points, and the school was not in SI.

Recognized Academic Growth

School made its Growth Target, but any subgroup did not grow at least 2.0 points, and/or the school was in SI.

Minimal Academic Growth School improved some, at least 0.1 points, but did not make its Growth Target

No Growth School with a change in SPS of 0 to minus (-) 2.5 points

School in Decline School with a declining SPS of more than (-) 2.5 points

Since 2003-04, certain schools that did not make their Growth Targets were able to avoid the assignment of the negative Growth Labels (i.e., Minimal Academic Growth, No Growth, or School in Decline); instead some schools received a No Label Assigned designation. In 2003-04, schools that did not make their Growth Targets, but had a new Baseline SPS of 120 or greater received the No Label Assigned designation. In 2004-05, schools which did not achieve their Growth Targets but had a new Baseline SPS of 100 or above received the No Label Assigned designation. Schools in this situation that declined more than 2.5 points were placed in Academic Assistance if their SPSs were below 120. In 2005-06, schools with a new Baseline SPS of 105 to 119.9 avoided negative growth labels, but if their SPS declined by more than 2.5 SPS points, the school then entered Academic Assistance.

Beginning with 2006-07, a few adjustments were made to the Growth Labels. One additional change in that a weighted Subgroup Assessment Index (SAI) is now calculated for the Economically Disadvantaged subgroup and for the Students with Disabilities subgroup. The next table provides a description of the Growth Labels, which were first used in 2006-07.

Growth Labels* (Beginning in 2006-07 )

Description of Growth

Exemplary Academic Growth

School made its Growth Target, SAIs for Economically Disadvantaged and Students with Disabilities subgroups grew at least 2.0 points, and the school was not an Academically Unacceptable School (AUS), nor has it failed the Subgroup Component (SCF).

Recognized Academic Growth School made its Growth Target.

Minimal Academic Growth School improved at least 0.1 of a point, but did not meet its Growth Target.

No Growth School with an SPS decline of 0 to minus 2.5 points

School in Decline School with an SPS decline of more than 2.5 points

*If a school did not achieve its 2006-07 Growth Target, but its new Baseline SPS is 105.0 or more points, the school received the No Label Assigned designation rather than any of the “negative” Growth Labels.

Rewards

The possibility of receiving monetary rewards is an incentive for schools to achieve their Growth Targets. For a specific school year, the State of Louisiana allocates funds in the executive budget to be used as rewards for those schools receiving the Exemplary Academic Growth or the Recognized Academic Growth labels. In general, the amount of individual school rewards varies, depending upon the school’s Growth Label and upon the number of students enrolled at the school. That is, schools that receive the Exemplary Academic Growth label are awarded more dollars per student, but never less than $5,000. Schools that receive the Recognized Academic Growth label are awarded a lesser amount per student, but never less than $2,500.

Performance Labels

A school’s Performance Label describes a school’s level of performance based on its new Baseline SPS. In previous years, Performance Labels were assigned every other year. Previous DCRs discussed the Performance Labels that were used in 1998-99 and 2000-01. This year’s


DCR begins with School Year 2001-02, but Performance Labels were not assigned in that year.

Beginning in 2002-03, Performance Labels are now assigned annually; the labels themselves and their definitions also changed to better describe the performance of Louisiana schools. Seven performance labels were used in 2002-03 and in 2003-04. In these years, schools could receive One Star to Five Stars. An Academic Warning label was assigned if a school’s Baseline SPS was between 45.0 and 59.9 and an Academically Unacceptable label was given to schools with a Baseline SPS below 45.0. The Academic Warning performance label was not used after 2003-04.

Performance requirements increased in 2004-05, such that schools with an SPS below 60.0 are now identified as Academically Unacceptable Schools. The next table shows the performance labels and corresponding SPS score ranges used in 2004-05 through 2006-07. The table’s footnote and additional discussion provide more information about a school’s performance label and decisions made about schools.

Performance Label* (2004-05 Through 2006-07)

SPS Range


Four Stars ( ) 120.0 – 139.9

Three Stars ( ) 100.0 – 119.9

Two Stars ( ) 80.0 – 99.9

One Star ( ) 60.0 – 79.9


*The performance label of a school and/or the school’s exact SPS also bear upon decisions to place the school into Academic Assistance and/or whether or not the school receives negative Growth Labels. See the Academic Assistance section and the Academically Unacceptable Schools and Subgroup Component Failure Section for more information on schools and performance labels.

Academic Assistance

In 2005, schools that failed to meet their Growth Targets but received a One Star, Two Stars, or Three Stars Performance Label began to enter Academic Assistance (AA). Such schools were to receive additional support and assistance, with the expectation that efforts were to be made by students, parents, teachers, principals, administrators, and the school board to improve student achievement at these schools.

There are six levels of AA; each level of AA has specific remedies, as discussed in Bulletin 111. In future years, schools could exit AA, remain at the same level of AA, or move to higher levels of AA, depending upon their growth or lack of growth. When schools moved to higher levels of AA, the remedies required in each level were to be additive in nature.

In 2006, Bulletin 111 reflected additional conditions besides failure to meet a Growth Target that would cause schools with Three Stars and Two Stars performance labels to enter AA. That is, Three Stars schools entered AA when their SPS declined by more than 2.5 points and Two Stars schools entered AA when they did not make growth of at least 0.1 of a point.

In 2007, additional schools will enter AA when their newly calculated Growth Targets are greater than 7.0 points. Schools can exit AA when their Growth Targets are 5.0 or fewer points. Schools that were in AA in 2006-07 will move to one higher level of AA when their Growth Targets exceed 8.0 points. Schools that do not exit AA or move to a higher level of AA, will remain at their same AA level for school year 2007-08.

Academically Unacceptable Schools and Subgroup Component Failure

Academically Unacceptable Schools (AUS), formerly called School Improvement (SI), and prior to that Corrective Actions (CA), are a facet of the accountability system intended to help low performing and stagnant schools improve. Schools that enter AUS and/or SCF will receive additional support and assistance, with the expectation that extensive efforts shall be made by students, parents, teachers, principals, administrators, and the school board to improve student achievement at the school.

For 2003-04, there were six levels of School Improvement, SI 1 through SI 6. For 2004-05 and 2005-06, there were five levels of SI, designated as SI 2 through SI 6. Each level of SI had specific remedies that were to begin upon initial identification of a school for a particular SI level. The remedies were described in Bulletin 111. In previous years, there were two methods used to identify a school for entry into SI. Beginning in 2005, schools with a Baseline SPS below 60.0 were labeled as Academically Unacceptable schools, and entered SI. Also, any school that failed the subgroup component in the same subject for two consecutive years entered SI. For 2006 only, schools whose Baseline


SPS was below 60, but whose previous Baseline SPS was 60 or above 60, had the SI requirements waived.

In the past, when schools met growth requirements, were no longer identified as Academically Unacceptable schools, and/or passed the Subgroup Component, they could exit SI. It was also possible for schools to move to higher levels of SI. The higher the SI level, the more support and assistance the school received from the district and the state. The remedies required for schools in a given level of AUS (formerly SI) depend on the Title I status of the school and these are additive in nature as a school moves to higher levels.

Beginning in 2007, for schools identified as Academically Unacceptable schools (AUS), a new set of labels with levels replaced the former SI levels of 2-6. These new labels are called AUS 1, AUS 2, AUS 3, etc. The number in the AUS label indicates the consecutive years a school has been labeled as Academically Unacceptable (i.e., SPS is less than 60.0). Except for a few waivers of AUS requirements in 2007, after four years of being labeled as an Academically Unacceptable school, a school becomes eligible for the Recovery School District (RSD).

Starting in 2007, new SCF labels that follow federal labels, (i.e., SI 1, SI 2, CA 1, CA 2, and Restructuring) were applied only to schools that have failed the subgroup component. For more information on AUS and SCF, and the associated remedies, please see Bulletin 111.

The Recovery School District

The RSD was established by the Louisiana Legislature with the passage of R.S. 17:1990. A brief discussion of the RSD is available in Bulletin 111. As outlined in Bulletin 111, there are four conditions that make a school eligible for the RSD. Also discussed in Bulletin 111 are the circumstances involving return of an RSD school to an LEA’s jurisdiction, and other actions the SBESE may take if a school in the RSD continues to be Academically Unacceptable after four years.

Data Presentation

Table 6 presents school demographic and accountability data for all schools included in the accountability system for this district. All six years of accountability data presented in Table 6 are post-appeals data. In other words, all data changes from approved appeals are reflected in the reported data. A description of each data element used in Table 6 is provided below:

• Grade structure refers to the grade levels that a school contains and for which instruction is provided (i.e., K-8, or Kindergarten through grade 8).

• School Type is the classification of schools into one of the following four categories of schools: elementary, middle/junior high, high, or combination schools. This school type designation may differ from the three accountability school types (elementary/ middle/junior high, high, and combination).

• Enrollment is the total number of students enrolled in a school.

• Number Eligible for Free/Reduced Lunch is the number of students eligible to participate in the Free or Reduced Price Lunch Program.

• Percent Eligible for Free/Reduced Lunch is the percent of students eligible to participate in the Free or Reduced Price Lunch Program.

• Number of Faculty is the total number of school-based instructional personnel employed at a school.

• Paired/Shared status indicates whether the school was “paired” with another school or “shared” data with another school in the calculation of its School Performance Score.

• Growth School Performance Score (Growth SPS) is a one-year SPS that is compared to the prior Baseline SPS to determine if a school has achieved its Growth Target. The Growth SPS is used to determine Growth Labels and to determine reward eligibility.

• Point Change in SPS is the difference between the Growth SPS and the prior Baseline SPS. If no Growth SPS is calculated for a given year, the point change is the difference between the SPS for the Current Year and the prior Baseline SPS.

• Met Growth Target indicates whether a school achieved its Growth Target for that year.

• Growth Label is the descriptive label that describes the level of growth achieved by a school and is based on the school’s success in attaining its Growth Target. Starting with 2003-04, Growth Labels may also reflect the performance of a school’s subgroups and/or the school’s SI status. Beginning with 2006-07, the Growth Label may now reflect the school’s AUS and SCF status.


• Reward Eligibility indicates whether a school received a monetary reward by earning either the Exemplary Academic Growth label or the Recognized Academic Growth label as defined in 2003-04 through 2006-07. In previous years, schools eligible for monetary awards received these two labels as they were defined at the time, and the schools showed growth for the economically disadvantaged and students with disabilities subgroups.

• Baseline School Performance Score (Baseline SPS) is the SPS used to determine the school’s Growth Target, Performance Label, and SPS Component AYP status. It is compared against the next year’s Growth SPS to determine if adequate growth is achieved. The baseline SPS is based on two years of data and includes the assessment results for all students, including those who take LAA.

• Growth Target is the amount of progress a school must make to remain on target for reaching the state’s goal. It was calculated by subtracting the Baseline SPS from the state goal and dividing by the number of years (or cycles prior to 2002-03) remaining to attain the state goal. It is adjusted by a formula that includes a school’s percentage of LEP students and the percentage of students with disabilities. The minimum required growth is now 2.0 points.

• Performance Label is the descriptive label that describes a school’s level of performance based on its new Baseline SPS.

• Academic Assistance (AA) is additional support and assistance given to schools with Baseline SPSs at or above 60.0, but with Growth Targets for 2007-08 greater than 7.0 points. There was only one level of AA in 2004-05 and 2005-06. In the future, there will be as many as six levels of AA.

• School Improvement Status (SI) is the level of School Improvement (if any) in which a school was placed. In prior years, the possible SI levels were SI 1 to SI 6. For 2004-05 and 2005-06, SI ranged from SI 2 to SI 6. In 2006-07, these SI levels were discontinued.

• Subgroup Component Failure Status displays the federal labels of SI 1, SI 2, CA 1, CA 2, or Restructuring for schools that have failed their Subgroup Component. SCF labeling began in 2006-07.

• Academically Unacceptable School Status displays an AUS 1, AUS 2, etc. label. The number of the label is based on the number of consecutive years a school’s Baseline SPS is Academically Unacceptable (currently, below 60.0). AUS labeling began in 2006-07.

• Made AYP for SPS Component A school has made Adequate Yearly Progress by having a new Baseline SPS of 60 or above for 2004-05 through 2006-07. Previously, the required SPS was at or above 45.

• Made AYP for Subgroup Component A school has made Adequate Yearly Progress when the subgroups meet test participation and academic performance requirements, and the whole school meets its additional academic indicator (attendance, non-dropout, or cohort graduation rate).

Notes for Table 6

When reviewing Table 6, please refer to the following notes as a guide to understanding the symbols and codes of the reported data elements.

PK = Prekindergarten, K = Kindergarten, and NG = Nongraded

The tilde symbol (~) is displayed when a data element was not available for a school or when the school had insufficient data for the data element. The tilde (~) is also displayed for data elements in which the presence of data is “not applicable” for reasons such as the design requirements of the Accountability System and the phasing in of the criterion-referenced tests. For example, when the Accountability System first began, Baseline SPS, School Performance Labels, Growth Targets, Growth SPS, Growth Labels, and Reward Eligibility were determined and/or assigned once every two years. During school years when the determination or assignment was not made, (~) is displayed in Table 6. 1 Definitions of the Growth Labels were changed in 2003-04, and again in 2006-07. In years when the Growth Label data element is reported, the following numerical codes are used in Table 6:

1 = No Growth Label Assigned 2 = Exemplary Academic Growth 3 = Recognized Academic Growth 4 = Minimal Academic Growth 5 = No Growth 6 = School in Decline


1 Schools that did not meet their Growth Targets, but had certain high SPSs, could avoid being assigned a Growth Label with a negative connotation. In Table 6, schools are reported as “1,” No Growth Label Assigned, when in 2000-01 to 2002-03, a school’s Baseline SPS or Growth SPS was 100 or more. The “1” or No Growth Label Assigned designation was given when a school’s new Baseline SPS was:

• 120 or more in 2003-04; • 100 or more in 2004-05; or • 105 or more in 2005-06 or 2006-07. However, in 2004-05

through 2005-06, if a school did not make its Growth Target, its SPS was less than 120, and the SPS had declined by more than 2.5 points, the school was placed in Academic Assistance (AA).

2 Schools did not receive School Performance labels in 2001-02. In Table 6, the following numerical codes are used to report the new Performance Labels assigned during school years 2002-03 through 2006-07:

1 = Five Stars ( ) School 2 = Four Stars ( ) School 3 = Three Stars ( ) School 4 = Two Stars ( ) School 5 = One Star ( ) School 6 = Academic Warning (not used in 2004-05 through 2006-07.) 7 = Academically Unacceptable School 3 Based on the failure to meet performance and growth requirements, schools entered School Improvement (SI) in 2002-03. From 2002-03 to 2005-06, Table 6 may display SI and a number, where the number indicated the level of SI. Beginning in 2004-05, SI ranged from SI 2 to SI 6 and rather than being in SI, some schools now entered Academic Assistance (AA). Table 6 may display “Not in SI,” “Not in AA/SI,” an SI level, or an AA level. For schools failing the SPS Component, SI labeling was discontinued and replaced by AUS labeling in 2006-07. 4 The Subgroup Component Failure (SCF) Status data began in 2006-07. Table 6 displays “Not in SCF,” or SI 1, SI 2, CA 1, CA 2, or Restructuring for year 2006-07 and tilde marks for prior school years. SCF labels were applied only to schools that did not pass their Subgroup Components for two consecutive years in the same subject. 5 The Academically Unacceptable School (AUS) Status data began in 2006-07. Table 6 displays “Not in AUS,” or AUS 1, AUS 2, AUS 3, AUS 4, AUS 5, AUS 6, or AUS +6 for year 2006-07 and tilde marks for prior school years. The number following AUS (if any) indicates the

number of years the school has been Academically Unacceptable (Baseline SPS below 60.0). 6 Beginning in 2002-03, schools were required to make AYP for both the SPS and the Subgroup Components. For the AYP data element cells of Table 6, YES, NO, or the tilde symbol (~) is reported for each school. 3 through 6 The tilde symbol (~) is further used for data elements that have been discontinued and for data elements that were not reported prior to 2002-03. That is, cells with (~) appear for the data elements of School Improvement Status, Made AYP for SPS Component, and Made AYP for Subgroup Component prior to school year 2002-03. Academic Assistance (AA) began in 2004-05. Subgroup Component Failure (SCF) Status and Academically Unacceptable School (AUS) Status labels began in 2006-07.

References

Louisiana Department of Education (2007). 2005-2006 Louisiana State Education Progress Report, Baton Rouge, Louisiana Department of Education.

Louisiana Department of Education, Bulletin 111: The Louisiana School, District, and State Accountability System (April 2007) at www.doa.louisiana.gov/osr/lac/28v83/28v83.doc.

No Child Left Behind Act of 2001. P.L. 107-110, United States Department of Education. [Electronic version, retrieved June 25, 2004 from http://www.ed.gov/nclb/accountability/index.html.]

Prototype of the 2006-2007 School Report Card for Principals.

Table 6School Characteristics and Accountability Information of Recovery School District

2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

P. A. Capdau School300001~ ~ ~ K-8 K-9

~ ~ ~ ~ ~ 447

~ ~ ~ ~ ~ 38

Grade Structure

Enrollment

Number of FacultyPaired/Shared

~

~ ~Baseline SPS ~ ~

~ ~Performance Label ~ ~~ ~Growth Target ~ ~

Growth School Performance Score (SPS) ~ ~ ~

Growth Label ~ ~ ~

Academic Assistance (AA)/School Improvement (SI) Status ~ ~ ~ ~ ~ ~

Reward Eligibility ~ ~ ~

~ Elementary CombinationSchool Type ~ ~ ~

2

1

~ ~ ~ ~ ~ No

Point Change in SPS

Made AYP for SPS Component

~ ~ ~ ~ ~ ~

~ ~

3

~ ~ ~ ~ ~ 392Number Eligible for Free/Reduced Lunch~ ~ ~ ~ ~ 87.7Percent Eligible for Free/Reduced Lunch

Met Growth Target ~ ~ ~ ~ ~ ~

Made AYP for Subgroup Component ~ Yes6

6

~~~

~~~

~

~~

~~

~

~~

~

Subgroup Component Failure StatusAcademically Unacceptable School Status

~ Not in SCF~ ~~ ~ ~ ~ ~ ~

~ ~4

5


Data were insufficient, unavailable, or not applicable during this school year.Please refer to pages 2-10 and 2-11 for an explanation of footnotes for this table.

~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Nelson Elementary School300002~ ~ ~ PK,K-8 PK, K-8

~ ~ ~ ~ ~ 257

~ ~ ~ ~ ~ 25

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~



~ Elementary ElementarySchool Type ~ ~ ~

2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3



Made AYP for Subgroup Component ~ ~6

6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

James M. Singleton Charter School390001~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 701

~ ~ ~ ~ ~ 42

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~



~ ~ ElementarySchool Type ~ ~ ~

2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Dr. M.L.K. Charter School for Science & Tech.391001~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 427

~ ~ ~ ~ ~ 36

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

McDonogh #28 City Park Academy392001~ ~ ~ ~ K-8

~ ~ ~ ~ ~ 289

~ ~ ~ ~ ~ 3

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

New Orleans Free School392002~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 133

~ ~ ~ ~ ~ 7

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Lafayette Academy of New Orleans393001~ ~ ~ ~ PK, K-7

~ ~ ~ ~ ~ 791

~ ~ ~ ~ ~ ~

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Martin Behrman Elementary School395001~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 553

~ ~ ~ ~ ~ ~

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Dwight D. Eisenhower Elementary School395002~ ~ ~ ~ K-8

~ ~ ~ ~ ~ 558

~ ~ ~ ~ ~ ~

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

William J. Fischer Elementary School395003~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 443

~ ~ ~ ~ ~ ~

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

McDonogh #32 Elementary School395004~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 161

~ ~ ~ ~ ~ ~

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

O.P. Walker Senior High School395005~ ~ ~ ~ 9-12

~ ~ ~ ~ ~ 828

~ ~ ~ ~ ~ ~

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~



~ ~ HighSchool Type ~ ~ ~

2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Harriet Tubman Elementary School395006~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 440

~ ~ ~ ~ ~ ~

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Joseph A. Craig School396001~ ~ ~ PK,K-8 PK, K-8

~ ~ ~ ~ ~ 598

~ ~ ~ ~ ~ 56

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Joseph S. Clark Senior High School396002~ ~ ~ 8-12 8-12

~ ~ ~ ~ ~ 347

~ ~ ~ ~ ~ 38

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~



~ High HighSchool Type ~ ~ ~

2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Benjamin Banneker Elementary School396003~ ~ ~ PK,K-8 PK, K-8

~ ~ ~ ~ ~ 359

~ ~ ~ ~ ~ 37

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Walter L. Cohen High School396004~ ~ ~ ~ 9

~ ~ ~ ~ ~ ~

~ ~ ~ ~ ~ ~

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3

~ ~ ~ ~ ~ ~Number Eligible for Free/Reduced Lunch~ ~ ~ ~ ~ ~Percent Eligible for Free/Reduced Lunch



6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

John Dibert Elementary School396005~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 302

~ ~ ~ ~ ~ 35

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Booker T. Washington High School396006~ ~ ~ ~ 9-12

~ ~ ~ ~ ~ ~

~ ~ ~ ~ ~ ~

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Fredrick A. Douglass High School396007~ ~ ~ ~ 9-12

~ ~ ~ ~ ~ 751

~ ~ ~ ~ ~ 38

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Dr. Charles Richard Drew Elementary School396008~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 552

~ ~ ~ ~ ~ 29

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Paul B. Habans Elementary School396009~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 344

~ ~ ~ ~ ~ 26

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Murray Henderson Elementary School396010~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 306

~ ~ ~ ~ ~ 31

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

John McDonogh Senior High School396011~ ~ ~ ~ 8-12

~ ~ ~ ~ ~ 1116

~ ~ ~ ~ ~ 47

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

James Weldon Johnson School396012~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 442

~ ~ ~ ~ ~ 30

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Laurel Elementary School396013~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 577

~ ~ ~ ~ ~ 37

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Live Oak Elementary School396014~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 414

~ ~ ~ ~ ~ 39

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

McDonogh #42 Elementary School396015~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ ~

~ ~ ~ ~ ~ ~

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Rabouin Career Magnet High School396016~ ~ ~ ~ 9-12

~ ~ ~ ~ ~ 674

~ ~ ~ ~ ~ 42

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Sarah Towles Reed Senior High School396017~ ~ ~ ~ 9-12

~ ~ ~ ~ ~ 591

~ ~ ~ ~ ~ 44

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Sylvanie F. Williams School396018~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ ~

~ ~ ~ ~ ~ ~

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

A.P. Tureaud Elementary School396019~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 216

~ ~ ~ ~ ~ 19

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Albert Wicker Elementary School396020~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 477

~ ~ ~ ~ ~ 30

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Sarah Towles Reed Elementary School396021~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 553

~ ~ ~ ~ ~ 29

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Schwarz Alternative School396022~ ~ ~ ~ 6-12

~ ~ ~ ~ ~ ~

~ ~ ~ ~ ~ ~

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Rosenwald Elementary School396023~ ~ ~ ~ 6-8

~ ~ ~ ~ ~ ~

~ ~ ~ ~ ~ ~

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~



~ ~ Middle/Jr. HighSchool Type ~ ~ ~

2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Sophie B. Wright Inst.of Academic Excellence397001~ ~ ~ 4-8 4-8

~ ~ ~ ~ ~ 320

~ ~ ~ ~ ~ 10

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~



~ Middle/Jr. High Middle/Jr. HighSchool Type ~ ~ ~

2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

E. Phillips: KIPP Believe College Prep398001~ ~ ~ 5-8 5-8

~ ~ ~ ~ ~ 88

~ ~ ~ ~ ~ 6

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~



~ Middle/Jr. High Middle/Jr. HighSchool Type ~ ~ ~

2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

McDonogh #15: A KIPP Transformation School398002~ ~ ~ ~ PK, K-8

~ ~ ~ ~ ~ 419

~ ~ ~ ~ ~ 38

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


2002-03 2003-04 2004-05 2005-06 2006-072001-02

~~

~~

~~

~~

Samuel J. Green Charter School399001~ ~ ~ 2-8 K-8

~ ~ ~ ~ ~ 345

~ ~ ~ ~ ~ 25

Grade Structure

Enrollment


~

~ ~Baseline SPS ~ ~



Growth Label ~ ~ ~




2

1

~ ~ ~ ~ ~ ~

Point Change in SPS


~ ~ ~ ~ ~ ~

~ ~

3




6

~~~

~~~

~

~~

~~

~

~~

~


~ ~~ ~~ ~ ~ ~ ~ ~

~ ~4

5



~ =


Schools by Reward Eligibility

Schools by Growth Label

Schools by AYP Status

Schools by Performance Label (Starting in 2002-03) Percent Number Percent Number Percent Number Percent Number Percent Number Percent Number

State

Number of Faculty729,516 727,316 724,002 653,786 675,851

55,428 56,280 55,485 50,498 51,64555,528730,252Enrollment

1,551 1,550 1,535 1,521 1,4471,538Total Number of Schools

2002-03 2003-04 2004-05 2005-06 2006-072001-02

100.7523.8

31523.245633.735226.0

~~17012.5

1,355100.0

80.6392.9

26619.545633.436827.015011.0

785.71,365100.0

80.6302.2

23417.047434.438728.116612.0

805.81,379100.0

~~~~~~~~~~~~~~

~~

40.4 40.4242.1 211.9

22820.2 24522.045140.0 44740.133830.0 33129.7

~~ ~~827.3 686.1

1,127100.0 1,116100.0

Five Stars ( )Four Stars ( )Three Stars ( )Two Stars ( )One Star ( )Academic WarningAcademically UnacceptableNumber of Schools

✫✫✫

✫✫✫✫✫✫✫✫✫

✫✫✫

171.2 4.141630.3 25.421615.7 15.026219.1 18.317512.7 11.928921.0 25.3

46286169206134285

8.214.710.025.816.424.9

92165112290184279

1,375100.0 100.0 1,126 100.0 1,122

No Label AssignedExemplary Academic GrowthRecognized Academic GrowthMinimal Academic GrowthNo GrowthSchool In DeclineNumber of Schools

~~~~~~~

~~~~~~~

12.79.5

19.436.116.2

6.2100.0

174130267496222

851,374

9.1 12335.3 47518.2 24520.1 271

8.19.2

100.0124109

1,347

Schools Eligible for Receiving Rewards 45.2 40.4 24.7621 455 27724.2 333 53.5 720~ ~

~ ~~ ~

93.8 1,23794.9 1,282

95.1 1,20694.3 1,287

92.4 1,15987.5 1,185

Made AYP for Subgroup Component 88.7 1,049Made AYP for SPS Component 93.9 1,048

91.3 1,02992.7 1,045



Please refer to pages 2-10 and 2-11 for an explanation of the data elements on this page.

~ =


Schools by Levels of School Improvement/Academic Assistance

Schools by Academically Unacceptable School Status

Schools by Subgroup Component Failure Status

State


School Improvement 2 (SI 2)School Improvement 1 (SI 1)

Not in Academic Assistance (AA)/ School Improvement (SI)

39.5 40.1 ~ ~3.8 2.3 9.2 ~~

~

55.5 54.0 61.3 ~~

School Improvement 3 (SI 3) 0.4 2.3 1.5 ~~

~

~~~

54552

765

6

54832

737

32

~124

830

21

~~

~

~School Improvement 4 (SI 4) 0.8 0.8 1.8 ~~ ~ 11 11 24 ~School Improvement 5 (SI 5) 0.0 0.4 0.2 ~~ ~ 0 5 3 ~

0.0 0.0 0.2 ~~ ~ 0 0 3 ~School Improvement 6 (SI 6)

~3.3

52.7

3.5

~37

594

390.4 50.4 40.0 0

Academic Assistance 1 (AA 1) ~ ~ 25.8 22.6~ ~ ~ ~ 350 25239.8 448Academic Assistance 2 (AA 2) ~ ~ ~ 0.0~ ~ ~ ~ ~ 0~ ~*

Academically Unacceptable School 1 (AUS 1)Academically Unacceptable School 2 (AUS 2)Academically Unacceptable School 3 (AUS 3)Academically Unacceptable School 4 (AUS 4)Academically Unacceptable School 5 (AUS 5)Academically Unacceptable School 6 (AUS 6)Academically Unacceptable School 6+ (AUS 6+)

~~ ~~~ ~~~ ~~~ ~~~ ~~~ ~

~~~~~~

1.20.43.50.20.40.0

135

39250

~~ ~ ~ 0.4 4

~~~~~~~

~~~~~~~

~~~~~~~

~~~~~~~

~ ~~ ~~ ~~ ~~~~

~~

~

School Improvement 1 (SI 1)School Improvement 2 (SI 2)Correction Action 1 (CA 1)Correction Action 2 (CA 2)Restructuring

~~ ~~~ ~~~ ~~~ ~~~ ~

~~~~~

0.90.20.00.00.0

112000

~~~~~

~~~~~

~~~~~

~~~~~

~ ~~ ~~ ~~ ~~ ~



Please refer to pages 2-10 and 2-11 for an explanation of the data elements on this page.

~ =

Starting in 2006-07, schools could be in AA 1 or in AA 2.*


Faculty with a Master’s Degree or Higher

Perhaps the most vital educational resource available to students is the school faculty. One indicator of faculty preparation is the level of academic training the staff has completed. Today’s teachers often have advanced degrees (i.e., Master’s degree and/or above).

Data Presentation

Table 7 presents the number and percent of faculty attaining a master’s degree or higher. Data are presented for all faculty members of the district’s schools. Schools are presented in site code order. District and state totals are presented for comparison purposes.

Definition

• Faculty—public school district employees reported within the Profile of Educational Personnel (PEP) system. In addition to classroom teachers, these individuals include principals, assistant principals, other school administrators, therapists/specialists/ counselors, and librarians/media-based teachers/staff instructors.

Method of Calculation

The formula used to compute the percentage of faculty who have a master’s degree or higher is presented below. The data source contains information on each faculty member, their positions, the sites where they are employed, and their degrees.

In determining the total number of faculty, itinerant staff members who are employed at multiple school sites are counted (on a prorated basis) at each school in which they teach, but are counted only once in district and state percentages. This means an employee who works at more than one site or in more than one position has his/her headcount (total = 1) “prorated” to subordinate site-position records using the ratio of: minutes worked reported for that site-position record, divided by the total of minutes worked reported by all site-position records for the employee. For example, if an employee worked 75% of the time as a guidance counselor at one school and 25% of the time as a gifted/ talented teacher at another school, the prorated headcount would be 0.75 for one school and 0.25 for the other school.

Data Source

This faculty indicator is based on district-reported data submitted to the Louisiana Department of Education via the Profile of Educational Personnel (PEP).

Formula Used to Calculate Percent of Faculty with a Master’s Degree or Higher

Percent of Facultywith a Master’s Degree

or Higher= X 100

Number of Faculty with a Master’s Degree or Higher

Total Number of Faculty at All Education Levels

Faculty with a Master's Degree or HigherTable 7


~ ~ ~ ~ 16~ ~ ~ 41.6P. A. Capdau School ~~~300001~ ~ ~ ~ 11~ ~ ~ 44.0Nelson Elementary School ~~~300002~ ~ ~ ~ 15~ ~ ~ 35.7James M. Singleton Charter School ~~~390001~ ~ ~ ~ 13~ ~ ~ 36.1Dr. M.L.K. Charter School for Science & Tech. ~~~391001~ ~ ~ ~ 0~ ~ ~ 0.0McDonogh #28 City Park Academy ~~~392001~ ~ ~ ~ 5~ ~ ~ 71.4New Orleans Free School ~~~392002~ ~ ~ ~ ~~ ~ ~ ~Lafayette Academy of New Orleans ~~~393001~ ~ ~ ~ ~~ ~ ~ ~Martin Behrman Elementary School ~~~395001~ ~ ~ ~ ~~ ~ ~ ~Dwight D. Eisenhower Elementary School ~~~395002~ ~ ~ ~ ~~ ~ ~ ~William J. Fischer Elementary School ~~~395003~ ~ ~ ~ ~~ ~ ~ ~McDonogh #32 Elementary School ~~~395004~ ~ ~ ~ ~~ ~ ~ ~O.P. Walker Senior High School ~~~395005~ ~ ~ ~ ~~ ~ ~ ~Harriet Tubman Elementary School ~~~395006~ ~ ~ ~ 19~ ~ ~ 33.9Joseph A. Craig School ~~~396001~ ~ ~ ~ 14~ ~ ~ 36.8Joseph S. Clark Senior High School ~~~396002~ ~ ~ ~ 17~ ~ ~ 45.9Benjamin Banneker Elementary School ~~~396003~ ~ ~ ~ ~~ ~ ~ ~Walter L. Cohen High School ~~~396004~ ~ ~ ~ 12~ ~ ~ 34.3John Dibert Elementary School ~~~396005~ ~ ~ ~ ~~ ~ ~ ~Booker T. Washington High School ~~~396006~ ~ ~ ~ 11~ ~ ~ 28.9Fredrick A. Douglass High School ~~~396007~ ~ ~ ~ 13~ ~ ~ 44.8Dr. Charles Richard Drew Elementary School ~~~396008~ ~ ~ ~ 13~ ~ ~ 50.0Paul B. Habans Elementary School ~~~396009~ ~ ~ ~ 8~ ~ ~ 25.8Murray Henderson Elementary School ~~~396010~ ~ ~ ~ 11~ ~ ~ 23.4John McDonogh Senior High School ~~~396011~ ~ ~ ~ 8~ ~ ~ 26.7James Weldon Johnson School ~~~396012~ ~ ~ ~ 13~ ~ ~ 35.1Laurel Elementary School ~~~396013~ ~ ~ ~ 8~ ~ ~ 20.5Live Oak Elementary School ~~~396014~ ~ ~ ~ ~~ ~ ~ ~McDonogh #42 Elementary School ~~~396015~ ~ ~ ~ 10~ ~ ~ 23.8Rabouin Career Magnet High School ~~~396016~ ~ ~ ~ 13~ ~ ~ 29.5Sarah Towles Reed Senior High School ~~~396017~ ~ ~ ~ ~~ ~ ~ ~Sylvanie F. Williams School ~~~396018~ ~ ~ ~ 2~ ~ ~ 10.5A.P. Tureaud Elementary School ~~~396019~ ~ ~ ~ 11~ ~ ~ 36.7Albert Wicker Elementary School ~~~396020~ ~ ~ ~ 9~ ~ ~ 31.0Sarah Towles Reed Elementary School ~~~396021~ ~ ~ ~ ~~ ~ ~ ~Schwarz Alternative School ~~~396022~ ~ ~ ~ ~~ ~ ~ ~Rosenwald Elementary School ~~~396023



Faculty with a Master's Degree or HigherTable 7


~ ~ ~ ~ 1~ ~ ~ 10.0Sophie B. Wright Inst.of Academic Excellence ~~~397001~ ~ ~ ~ 1~ ~ ~ 16.7E. Phillips: KIPP Believe College Prep ~~~398001~ ~ ~ ~ 7~ ~ ~ 18.4McDonogh #15: A KIPP Transformation School ~~~398002~ ~ ~ ~ 7~ ~ ~ 28.0Samuel J. Green Charter School ~~~399001

20,42536.9 36.6 20,604 36.5 37.2 37.020,232 18,778 19,10020,66337.2State




Teacher Quality

The No Child Left Behind Act of 2001 (NCLB) indicates that “each state education agency must develop a plan to ensure that all teachers are highly qualified…. In general, a highly qualified teacher is a teacher with full certification, a bachelor’s degree, and demonstrated competence in subject knowledge and teaching skills.” The Louisiana Department of Education believes that it is imperative that our students receive academic instruction from highly qualified professionals. Research suggests that having teachers certified in the field of instruction is essential to student success. Thus, rigorous certification and licensure requirements, as well as strengthening teacher preparation programs, are thought to be keys to ensuring quality public education. According to a Quality Counts report from Education Week (2006), Louisiana was the top-ranked state on efforts to improve teacher quality in 2006.

One factor that can reduce the quality of instruction provided by a school’s teachers is called out-of-field teaching. This occurs when a teacher is assigned to teach a subject or class that does not match the teacher’s training, education, or area of certification (Ingersoll, 2001 and 2003). The NCLB Act sought to eliminate the practice of out-of-field teaching assignments, in order for public school students to be taught by highly qualified teachers by the end of the 2005-2006 school year (Ingersoll, 2003).

Data Presentation

Table 8 provides a view of the public school instruction by assessing the qualifications of teachers teaching core classes. Specifically, the table shows the percent and number of core classes taught by highly qualified teachers. District and state statistics are presented for comparison purposes.

Data for Table 8 was not available until 2002-03. Please use caution when comparing 2004-05 through 2006-07 results to prior years because different data sources were used starting in 2004-05.

Definitions

• Highly Qualified Educator (HQE)- is defined as a teacher who meets the following criteria:

• holds an A, B, C, L1, L2, L3, or FLS certificate or holds an out-of-state (OS) or Practitioner’s License (PL);

• teaches a core course (English Language Arts, Reading, Mathematics, Science, Social Studies, or Foreign Language) in grades 1-12. In the area of arts, NCLB requires that a state decide which art courses are to be considered as core academic subjects. Louisiana has defined “arts as a core academic subject” to include secondary visual and performing arts courses for which Carnegie units (high school credits) are awarded; and

• holds certification in the area of teaching assignment for each core academic course he/she teaches and demonstrates content mastery in each of those areas.

• Additionally, if a class has been designated as a “Special Education” class, the teacher must be certified to teach all the students based on their primary debilitative exceptionality (i. e., the exceptionality must not be gifted or talented).

The designation as a HQE is applied on a class-by-class basis; that is, a teacher could be considered an HQE for one class, but not for another class.

• Teaching Certificates- Louisiana issues Standard Teaching Certificates (A, B, C, L1, L2, L3, OS, FLS) and Practitioner Teacher Licenses (PLs), as well as Non-standard Certificates (Temporary Authority to Teach, Out-of-Field Authority to Teach, Temporary Emergency Permits) and Ancillary Certificates. An Ancillary Certificate authorizes the holder to perform only those services specifically stated on the certificate.



The percent and numbers for this report were determined on a class-by-class basis. The formula used to calculate the percent of classes taught by highly qualified teachers is shown below. Because some schools had no core courses for certain school years, no highly qualified teacher data were available for these schools.

Formula Used

Total Number of Core Classes in Percent of Classes Grades 1-12 Taught by Highly Taught By = Qualified Educators X 100 Highly Qualified Educators Total Number of All Core Classes In Grades 1-12

Data Sources

In the 2003-04 school year, the number and type of teaching certificates were district-reported data submitted to the Louisiana Department of Education (LDE) via the Annual School Report (ASR) database. Also, the ASR database for school year 2003-04 provided the data on the courses being taught by each teacher. Those teachers teaching core courses in grades 1-12 were checked against the Teacher Certification Management System (TCMS) database to ascertain whether these teachers held the appropriate certificates (determined as highly qualified) for every core course taught as of December 31, 2003.

For school years 2004-05 through 2006-07, the number and type of teaching certificates are district-reported data submitted to the LDE via the Curriculum (CUR) and Profiles of Education Personnel (PEP) databases. The CUR database for school years 2004-05 through 2006-07 provided the data on the courses being taught by each teacher. The PEP database provided the HQ status of instructional personnel which served as indicators of content mastery for the various course areas associated with core courses. Those teachers teaching core courses in grades 1-12 were checked against the TCMS database to ascertain whether these teachers held the appropriate certificates (determined as highly qualified) for every core course taught as of the close of PEP, which occurs after the end of the current school year. Additionally, the

teachers’ credentials for content mastery reported as HQ codes are checked against the courses’ areas of content mastery for at least one match.

If the course has been determined to be a “Special Education” course, all the students’ primary debilitative exceptionalities are checked against the teacher’s certification areas for Special Education. If a match is found for each of the exceptionalities, the teacher is considered certified for the class. The teacher must still demonstrate additional content mastery for the class.

References

Education Week. (2006). Quality Counts at 10: A Decade of Standards- Based Education. Electronic version retrieved in June 2006 from http://www.edweek.org/ew/articles/2006/01/05/17shr.h25.html.

Ingersoll, R. M. (2001). Rejoinder: Misunderstanding the Problem of Out-of-Field Teaching. January/February 2001 issue of the Educational Researcher; electronic version retrieved in June 2004 from http://www.aera.net/pubs/er/pdf/vol 30-01.

Ingersoll, R. M. (2003). Out of field Teaching and the Limits of Teacher Policy. Electronic version retrieved in June 2004 from http://depts.washington.edu/ctpmail/PDFs/LimitsPolicy-RI-09-2003.pdf

No Child Left Behind Act of 2001. P.L. 107-110, United States Department of Education.

Percent and Number of Core Classes Taught by Highly Qualified Teachers**Table 8: Teacher Quality*


~~ ~ ~ ~ ~ 29.6~ ~ 34~~300001 P. A. Capdau School~~ ~ ~ ~ ~ 86.2~ ~ 50~~300002 Nelson Elementary School~~ ~ ~ ~ ~ 74.7~ ~ 65~~390001 James M. Singleton Charter School~~ ~ ~ ~ ~ 98.9~ ~ 90~~391001 Dr. M.L.K. Charter School for Science & Tech.~~ ~ ~ ~ ~ ~~ ~ ~~~392001 McDonogh #28 City Park Academy~~ ~ ~ ~ ~ ~~ ~ ~~~392002 New Orleans Free School~~ ~ ~ ~ ~ ~~ ~ ~~~393001 Lafayette Academy of New Orleans~~ ~ ~ ~ ~ ~~ ~ ~~~395001 Martin Behrman Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~395002 Dwight D. Eisenhower Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~395003 William J. Fischer Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~395004 McDonogh #32 Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~395005 O.P. Walker Senior High School~~ ~ ~ ~ ~ ~~ ~ ~~~395006 Harriet Tubman Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~396001 Joseph A. Craig School~~ ~ ~ ~ ~ ~~ ~ ~~~396002 Joseph S. Clark Senior High School~~ ~ ~ ~ ~ ~~ ~ ~~~396003 Benjamin Banneker Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~396004 Walter L. Cohen High School~~ ~ ~ ~ ~ ~~ ~ ~~~396005 John Dibert Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~396006 Booker T. Washington High School~~ ~ ~ ~ ~ ~~ ~ ~~~396007 Fredrick A. Douglass High School~~ ~ ~ ~ ~ ~~ ~ ~~~396008 Dr. Charles Richard Drew Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~396009 Paul B. Habans Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~396010 Murray Henderson Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~396011 John McDonogh Senior High School~~ ~ ~ ~ ~ ~~ ~ ~~~396012 James Weldon Johnson School~~ ~ ~ ~ ~ ~~ ~ ~~~396013 Laurel Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~396014 Live Oak Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~396015 McDonogh #42 Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~396016 Rabouin Career Magnet High School~~ ~ ~ ~ ~ ~~ ~ ~~~396017 Sarah Towles Reed Senior High School~~ ~ ~ ~ ~ ~~ ~ ~~~396018 Sylvanie F. Williams School~~ ~ ~ ~ ~ ~~ ~ ~~~396019 A.P. Tureaud Elementary School



This information became available for reporting starting in 2002-03. Please use caution when comparing 2004-05 through 2006-07 results to prior years because different data sources were used starting in 2004-05.Core classes are English Language Arts, Readings, Mathematics, Science, Social Studies, or Foreign Language in grades 1-12 and secondary visual and performing arts courses for which high school credits are awarded.

*

**

~ =

Percent and Number of Core Classes Taught by Highly Qualified Teachers**Table 8: Teacher Quality*


~~ ~ ~ ~ ~ ~~ ~ ~~~396020 Albert Wicker Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~396021 Sarah Towles Reed Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~396022 Schwarz Alternative School~~ ~ ~ ~ ~ ~~ ~ ~~~396023 Rosenwald Elementary School~~ ~ ~ ~ ~ ~~ ~ ~~~397001 Sophie B. Wright Inst.of Academic Excellence~~ ~ ~ ~ ~ ~~ ~ ~~~398001 E. Phillips: KIPP Believe College Prep~~ ~ ~ ~ ~ 34.2~ ~ 25~~398002 McDonogh #15: A KIPP Transformation School~~ ~ ~ ~ ~ 26.3~ ~ 25~~399001 Samuel J. Green Charter School

85.6State 101,778 90.5 91.4 79.6 83.5110,639 136,559 139,815 145,245~ ~



This information became available for reporting starting in 2002-03. Please use caution when comparing 2004-05 through 2006-07 results to prior years because different data sources were used starting in 2004-05.Core classes are English Language Arts, Readings, Mathematics, Science, Social Studies, or Foreign Language in grades 1-12 and secondary visual and performing arts courses for which high school credits are awarded.

*

**

~ =


Class Size Characteristics

Students benefit from small classes. Small classes are instrumental in promoting student learning, especially at the lower elementary grades. Class size-reduction programs have also helped minority students (LDE, 2007a, page 10). In recognition of research findings, the State Board of Elementary and Secondary Education have set specific limits on the maximum size of classes at various grade levels. The maximum enrollment in grades K-3 is 26 students, while in grades 4-12 the maximum enrollment is 33 students. The limits do not apply to activity classes such as physical education, chorus, and band. More information on class size can be found in Bulletin 741 (LDE, 2007b), available at http://www.doa.louisiana.gov/osr/lac/28v115/28v115.doc.

Data Presentation

Table 9 presents the number and percentage of classes for grades PK-12 that fall within four class size ranges: 1-20, 21-26, 27-33, and 34+. Class size data for all schools in the district, are presented with the schools shown in their site code order. The district and state class size statistics, including those calculated for the school type categories (i.e., Class Sizes for Elementary, Middle/Junior High, High, and Combination Schools) are also provided in Table 9.

Definition

• Class—a grouping of children under the primary supervision and instruction of an individual teacher for all or part of the instructional day.


The formula below is used to calculate the percent of classes in each specific class size range. In the class size calculations, Non-graded, infant, and preschool classes are excluded. Activity classes (which have a maximum allowable student count greater than 33) are also excluded because their inclusion in the computation would skew the results.

Data Sources

Prior to school year 2004-05, the class size indicator was based on district-reported data submitted to the Louisiana Department of Education via the Annual School Report (ASR). However, beginning in 2004-05, class size information was based upon data reported via the Louisiana Educational Accountability Data System (LEADS). This system requires a level of detailed class reporting linking teachers and students to classes that was not previously collected. As a result of using LEADS as a new data source, starting in 2004-05, the class size results may show a marked change compared to previous years’ data.

References

Louisiana Department of Education (LDE) (2007a). 2005-06 Louisiana State Education Progress Report. Baton Rouge, La.

LDE. (2007b). Bulletin 741: Louisiana Handbook for School Administrators. Baton Rouge, La.

Formulas Used to Calculate Percent of Classes in Each of the Specific Class Size Ranges

* Note: To compute district and state percentages by the school type categories, the numerator and denominator will vary. For example, Percent of Classes in Elementary Schools in Specific Class Size Range = (Number of Classes in Elementary Schools in Specific Class Size Range / Total Number of Classes in Elementary Schools) X 100.

Percent of Classes in Specific Class Size Range

Number of Classes in Specific Class Size Range

Total Number of Classes = X 100*

Table 9Percent and Number of Classes by Class Size Range*


300001 P. A. Capdau SchoolClass Size Range 1 - 20 ~ ~ 67~ ~ 67.0~ ~~~ ~~Class Size Range 21 - 26 ~ ~ 33~ ~ 33.0~ ~~~ ~~Class Size Range 27 - 33 ~ ~ 0~ ~ 0.0~ ~~~ ~~Class Size Range 34 + ~ ~ 0~ ~ 0.0~ ~~~ ~~

300002 Nelson Elementary SchoolClass Size Range 1 - 20 ~ ~ 37~ ~ 97.4~ ~~~ ~~Class Size Range 21 - 26 ~ ~ 1~ ~ 2.6~ ~~~ ~~Class Size Range 27 - 33 ~ ~ 0~ ~ 0.0~ ~~~ ~~Class Size Range 34 + ~ ~ 0~ ~ 0.0~ ~~~ ~~

390001 James M. Singleton Charter SchoolClass Size Range 1 - 20 ~ ~ 15~ ~ 37.5~ ~~~ ~~Class Size Range 21 - 26 ~ ~ 6~ ~ 15.0~ ~~~ ~~Class Size Range 27 - 33 ~ ~ 2~ ~ 5.0~ ~~~ ~~Class Size Range 34 + ~ ~ 17~ ~ 42.5~ ~~~ ~~

391001 Dr. M.L.K. Charter School for Science & Tech.Class Size Range 1 - 20 ~ ~ 25~ ~ 83.3~ ~~~ ~~Class Size Range 21 - 26 ~ ~ 2~ ~ 6.7~ ~~~ ~~Class Size Range 27 - 33 ~ ~ 0~ ~ 0.0~ ~~~ ~~Class Size Range 34 + ~ ~ 3~ ~ 10.0~ ~~~ ~~

392001 McDonogh #28 City Park AcademyClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

392002 New Orleans Free SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

393001 Lafayette Academy of New OrleansClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~





395001 Martin Behrman Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

395002 Dwight D. Eisenhower Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

395003 William J. Fischer Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

395004 McDonogh #32 Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

395005 O.P. Walker Senior High SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

395006 Harriet Tubman Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396001 Joseph A. Craig SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~





396002 Joseph S. Clark Senior High SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396003 Benjamin Banneker Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396004 Walter L. Cohen High SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396005 John Dibert Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396006 Booker T. Washington High SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396007 Fredrick A. Douglass High SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396008 Dr. Charles Richard Drew Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~





396009 Paul B. Habans Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396010 Murray Henderson Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396011 John McDonogh Senior High SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396012 James Weldon Johnson SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396013 Laurel Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396014 Live Oak Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396015 McDonogh #42 Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~





396016 Rabouin Career Magnet High SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396017 Sarah Towles Reed Senior High SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396018 Sylvanie F. Williams SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396019 A.P. Tureaud Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396020 Albert Wicker Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396021 Sarah Towles Reed Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

396022 Schwarz Alternative SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~





396023 Rosenwald Elementary SchoolClass Size Range 1 - 20 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 21 - 26 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 27 - 33 ~ ~ ~~ ~ ~~ ~~~ ~~Class Size Range 34 + ~ ~ ~~ ~ ~~ ~~~ ~~

397001 Sophie B. Wright Inst.of Academic ExcellenceClass Size Range 1 - 20 ~ ~ 63~ ~ 62.4~ ~~~ ~~Class Size Range 21 - 26 ~ ~ 30~ ~ 29.7~ ~~~ ~~Class Size Range 27 - 33 ~ ~ 8~ ~ 7.9~ ~~~ ~~Class Size Range 34 + ~ ~ 0~ ~ 0.0~ ~~~ ~~

398001 E. Phillips: KIPP Believe College PrepClass Size Range 1 - 20 ~ ~ 1~ ~ 4.0~ ~~~ ~~Class Size Range 21 - 26 ~ ~ 24~ ~ 96.0~ ~~~ ~~Class Size Range 27 - 33 ~ ~ 0~ ~ 0.0~ ~~~ ~~Class Size Range 34 + ~ ~ 0~ ~ 0.0~ ~~~ ~~

398002 McDonogh #15: A KIPP Transformation SchoolClass Size Range 1 - 20 ~ ~ 12~ ~ 14.5~ ~~~ ~~Class Size Range 21 - 26 ~ ~ 52~ ~ 62.7~ ~~~ ~~Class Size Range 27 - 33 ~ ~ 17~ ~ 20.5~ ~~~ ~~Class Size Range 34 + ~ ~ 2~ ~ 2.4~ ~~~ ~~

399001 Samuel J. Green Charter SchoolClass Size Range 1 - 20 ~ ~ 19~ ~ 73.1~ ~~~ ~~Class Size Range 21 - 26 ~ ~ 4~ ~ 15.4~ ~~~ ~~Class Size Range 27 - 33 ~ ~ 1~ ~ 3.8~ ~~~ ~~Class Size Range 34 + ~ ~ 2~ ~ 7.7~ ~~~ ~~





State (Elementary Schools)58,064 66,16162.3 55.0Class Size Range 1 - 20 51.452.652.649.5 40,71722,78420,99118,31031,105 46,14033.4 38.3Class Size Range 21 - 26 42.639.339.641.6 33,70217,02515,82415,403

3,441 6,7673.7 5.6Class Size Range 27 - 33 5.98.07.88.9 4,6463,4463,0993,275548 1,2570.6 1.0Class Size Range 34 + 0.10.10.00.0 862863

State (Middle/Jr. High Schools)21,321 24,04357.0 52.9Class Size Range 1 - 20 37.037.435.833.6 11,05611,65910,97610,26211,860 12,30831.7 27.1Class Size Range 21 - 26 37.339.641.341.3 11,14412,34112,65212,612


State (High Schools)36,466 52,29263.2 61.1Class Size Range 1 - 20 51.346.645.544.1 27,58922,45322,29721,73114,851 18,97725.7 22.2Class Size Range 21 - 26 26.829.429.529.4 14,40314,14814,46514,476


State (Combination Schools)13,287 17,30082.1 80.2Class Size Range 1 - 20 77.075.171.867.6 10,7397,6236,9096,091

2,253 3,22713.9 15.0Class Size Range 21 - 26 18.520.020.823.2 2,5772,0342,0012,090524 8703.2 4.0Class Size Range 27 - 33 4.44.97.49.2 616497707827124 1650.8 0.8Class Size Range 34 + 0.10.00.00.0 7220

State (All Schools)129,138 159,79663.2 58.5Class Size Range 1 - 20 51.048.747.444.8 90,15964,69161,17356,394

60,069 80,65229.4 29.5Class Size Range 21 - 26 35.034.334.835.4 61,82645,55744,94244,58114,165 28,2966.9 10.4Class Size Range 27 - 33 13.817.017.819.7 24,32522,61523,02724,809

1,090 4,2780.5 1.6Class Size Range 34 + 0.30.10.00.0 497852815



Section 3. Student Participation

Student Attendance ...........................................................................................3-1 Student Suspensions and Expulsions ................................................................3-5 Student Retention ............................................................................................3-14 Student Dropouts.............................................................................................3-21


Student Attendance

More than a decade ago, American schools were challenged by A Nation at Risk to do whatever necessary to reduce the amount of instructional time lost to absenteeism (Bennett, 1988). As educators have long recognized, occasional absences cause some learning disruption, but frequent student absences can severely reduce academic progress (Bamber, 1979). A number of articles discussing student attendance, truancy, and/or intervention strategies can be found on the Internet. [See Cotton (1996), Delision (2002), Land (2003), U.S. Department of Education and U.S. Department of Justice (1996), and Wheat (2002).]

The percent of student attendance indicator reflects the percentage of time the average student is present within the total number of instructional days. Since 1993-94, attendance has been calculated to the nearest half day.

Data Presentation

This report presents the percent of student attendance for all grades (PK-12, non-graded) in the school, district, and state. Table 10 presents the percent of student attendance for each school in the district, presenting the schools in site code order. District and state percentages, including those calculated for the school type categories, are shown for comparison purposes.

It should be noted that, for purposes of this report, the percent of students in attendance represents the current year’s data; however, the accountability attendance index was based on previous year’s attendance data due to data collection timelines.

Definitions

• Aggregate days attendance—the total number of days that students are present at the school site over the course of the school year.

• Aggregate days membership—the total number of days that students are enrolled (but not necessarily present at the school site) over the course of the school year.

• Day of attendance—effective with the 1992-93 school year, when a student “(1) is physically present at a school site or is participating in an authorized school activity and (2) is under the

supervision of authorized personnel. This definition extends to students who are homebound, assigned to and participating in drug rehabilitation programs that contain a state-approved education component, or participating in school-authorized field trips.” (LDE, 2007, Bulletin 741)

• “Students who meet the above criteria and are present at the school site for more than 25% but not more than 50% of the student’s instructional day shall be credited with a half day of attendance. Those who meet the above criteria and are present for more than 50% of the student’s instructional day are credited with a whole day of attendance. Students who are not physically present or who are participating for 25% or less of their instructional day will be considered absent for reporting purposes. Absences, whether excused or unexcused, shall be counted as an absence for reporting to the Department.” (LDE, 2007, Bulletin 741)

The above definition refers to the “amount” of time receiving instruction that is required to be considered in attendance. This definition was piloted for the 1992-93 school year and has been in effect statewide since the 1993-94 school year.

• Percent of student attendance—the ratio of aggregate days student attendance to aggregate days membership.


Attendance is calculated for all grades (PK-12, non-graded) in the school, district, and state. District and state percentages for each school type category are also calculated. The formulas used in calculating percent of student attendance are presented on the following page.

Data Source

The attendance indicator is based on student-level data submitted by the LEAs to the Louisiana Department of Education’s Student Information System (SIS).


References

Bamber, C. (1979). Student and Teacher Absenteeism. Phi Delta Kappa Fastback. 126, 12.

Bennett, W. J. (1988). American Education - Making It Work. 17. Washington, DC: U.S. Government Printing Office.

Cotton, K. (1996). School Size, School Climate, and Student Performance. Electronic version retrieved from http://www.nwrel.org/scpd/sirs/10/c020.html.

Delision, E. R. (2002). Schools Get Tough on Attendance. Electronic version retrieved from http://www.education-world.com/a_admin/admin263.html.

Land, R. (2003). Attendance Violations: School’s and Law Enforcement’s responsibilities. Electronic versions retrieved from http://www.iatdp.org/Articles/Journal%20Article%20Attendance%20Violations.htm.

Louisiana Department of Education. (LDE). (2007), Bulletin 741: Louisiana Handbook for School Administrators. Baton Rouge, La.

U.S. Department of Education and U. S. Department of Justice (1996). Manual to Combat Truancy. Electronic version retrieved from http://www.ed.gov/ pubs/Truancy/index.html.

Wheat, I. D. (2002). Raising Student Attendance: Some Low-Cost Strategies. Electronic version retrieved from http://www.thomasjeffersoninst.org/pdfs/ Attendance.pdf.

Formulas Used to Calculate Percent of Student Attendance

School-level Aggregation

Percent of Student Attendance = X 100Aggregate Days of Attendance

Aggregate Days of Membership

District-level Aggregation

Percent of Student Attendance = X 100*

Total Aggregate Days of Attendance forAll Schools in the District

Total Aggregate Days of Membershipfor All Schools in the District

State-level Aggregation

Percent of Student Attendance = X 100*

Total Aggregate Days of Attendance forAll Schools in the State

Total Aggregate Days of Membershipfor All Schools in the State

*Note: To compute district and state percentages by the school type categories, the numerator and denominator will vary. For example, Percent of Student Attendance in Elementary Schools = (Aggregate Days of Attendance for All Elementary Schools / Aggregate Days of Membership for All Elementary Schools) X 100.

Table 10Percent of Student Attendance

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07~ ~ ~ ~300001 P. A. Capdau School ~ 95.1~ ~ ~ ~300002 Nelson Elementary School ~ 97.9~ ~ ~ ~390001 James M. Singleton Charter School ~ 92.9~ ~ ~ ~391001 Dr. M.L.K. Charter School for Science & Tech. ~ 95.2~ ~ ~ ~392001 McDonogh #28 City Park Academy ~ 91.8~ ~ ~ ~392002 New Orleans Free School ~ 91.5~ ~ ~ ~393001 Lafayette Academy of New Orleans ~ 94.7~ ~ ~ ~395001 Martin Behrman Elementary School ~ 95.6~ ~ ~ ~395002 Dwight D. Eisenhower Elementary School ~ 93.9~ ~ ~ ~395003 William J. Fischer Elementary School ~ 91.3~ ~ ~ ~395004 McDonogh #32 Elementary School ~ 87.0~ ~ ~ ~395005 O.P. Walker Senior High School ~ 94.3~ ~ ~ ~395006 Harriet Tubman Elementary School ~ 90.6~ ~ ~ ~396001 Joseph A. Craig School ~ ~~ ~ ~ ~396002 Joseph S. Clark Senior High School ~ ~~ ~ ~ ~396003 Benjamin Banneker Elementary School ~ ~~ ~ ~ ~396004 Walter L. Cohen High School ~ ~~ ~ ~ ~396005 John Dibert Elementary School ~ ~~ ~ ~ ~396006 Booker T. Washington High School ~ ~~ ~ ~ ~396007 Fredrick A. Douglass High School ~ ~~ ~ ~ ~396008 Dr. Charles Richard Drew Elementary School ~ ~~ ~ ~ ~396009 Paul B. Habans Elementary School ~ ~~ ~ ~ ~396010 Murray Henderson Elementary School ~ ~~ ~ ~ ~396011 John McDonogh Senior High School ~ ~~ ~ ~ ~396012 James Weldon Johnson School ~ ~~ ~ ~ ~396013 Laurel Elementary School ~ ~~ ~ ~ ~396014 Live Oak Elementary School ~ ~~ ~ ~ ~396015 McDonogh #42 Elementary School ~ ~~ ~ ~ ~396016 Rabouin Career Magnet High School ~ ~~ ~ ~ ~396017 Sarah Towles Reed Senior High School ~ ~~ ~ ~ ~396018 Sylvanie F. Williams School ~ ~~ ~ ~ ~396019 A.P. Tureaud Elementary School ~ ~~ ~ ~ ~396020 Albert Wicker Elementary School ~ ~~ ~ ~ ~396021 Sarah Towles Reed Elementary School ~ ~~ ~ ~ ~396022 Schwarz Alternative School ~ ~~ ~ ~ ~396023 Rosenwald Elementary School ~ ~~ ~ ~ ~397001 Sophie B. Wright Inst.of Academic Excellence ~ 97.7



Table 10Percent of Student Attendance

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07~ ~ ~ ~398001 E. Phillips: KIPP Believe College Prep ~ 97.6~ ~ ~ ~398002 McDonogh #15: A KIPP Transformation School ~ 93.7~ ~ ~ ~399001 Samuel J. Green Charter School ~ 92.8

State95.3 94.895.095.195.294.8Elementary Schools93.2 93.493.293.393.293.0Middle/Jr. High Schools91.3 92.091.691.691.891.4High Schools93.5 92.392.692.892.993.0Combination Schools93.8 93.793.793.793.893.5All Schools




Student Suspensions and Expulsions

Suspensions and expulsions are necessary when dealing with students who are misbehaving and disrupting the learning environment, especially if the misconduct may endanger other people. Suspension and expulsion rates can provide some information about the conduct of students in a district or at a school (LDE, 2007, page 22).

However, students who are suspended or expelled may experience disruption in the instruction provided to them. Garibaldi (1978) believes suspension harms students by depriving them of valuable instruction, and that communities, the individual school, and the school district can be harmed by student suspension. (For some research findings pertaining to suspensions, please see the following box and the references of this section.)

It has been reported that schools with higher suspension rates tend to have lower student achievement (NCES, 2002). Schools which report comparatively high suspension rates tend to serve more low-income students than those which report low suspension rates. Suspension rates tend to be higher among large schools. Middle schools and high schools report higher suspension rates than schools with other grade configurations. Finally, class enrollments are larger in high-suspension schools (Kennedy, 1993). This research is further supported by Franklin and Glascock (1998), who found that suspension rates are significantly higher in middle schools than in elementary or combination (K-12) schools.

Data Presentation

Table 11 presents the number and percent of students suspended and the number and percent of students expelled for each school in the district. Schools are presented in site code order. The “students suspended” number reflects the number of students at the school site who were suspended at least once during the school year (unduplicated count). School type category statistics are provided at the district and state level for comparison purposes.

Definitions

• Cumulative Enrollment—the sum of all students enrolled in a school or district for at least one school day during the course of

the school year, used as the denominator for calculating school- and district-level suspension and expulsion percents.

• In-school Expulsion—a student temporarily removed from his/her usual classroom placement to an alternative setting for a period of time specified by the LEA; no interruption of instructional services occurs.

• In-school Suspension—a student temporarily removed from his/her usual classroom placement to an alternative setting for a minimum of one complete school day; no interruption of instructional services occurs.

• Out-of-school Expulsion—the removal (exit) of a student from school for a determined number of days with no provision of instructional services.

• Out-of-school Suspension—a student temporarily prohibited from participating in his/her usual placement within school, with no provision of instructional service; only suspensions resulting in removal for at least one full day are included.


Suspension and expulsion rates are calculated for students enrolled in grades PK-12 and non-graded. The formulas listed on the next page were used to calculate the school-, district-, and state-level percentages for all schools, and also to provide the district- and state-level percentages calculated for the school type categories. The numerators are the unduplicated counts of students receiving one or more of the specified discipline types (in-school expulsion, in-school suspension, out-of-school expulsion, out-of-school suspension).

Data Source

The suspension and expulsion indicators are based on student-level data submitted by LEAs to the Louisiana Department of Education’s Student Information System (SIS).


References

Franklin, B. J. & Glascock, C. H. (1998). The Relationship Between Grade Configuration and Student Performance in Rural Schools. Journal of Research in Rural Education, 14(2).

Garibaldi, A. M. (1978). In-School Alternatives to Suspension: Conference Report. Washington, D.C.: U.S. Government Printing Office.

Kennedy, E. (1993). A Study of Out-of-School Suspensions and Expulsions in Louisiana Public Schools. Report to the Board of Elementary and Secondary Education. Baton Rouge, LA.: Louisiana Department of Education.

LDE. (2007). 2005-06 Louisiana State Education Progress Report. Baton Rouge, La.

NCES. (2002). Safety in Numbers: Collecting and Using Crime, Violence, and Discipline Incident Data to Make a Difference in Schools. Washington D.C.: U.S. Government Printing Office.

Formulas Used to Calculate Percent of Students Suspended, Expelled


Percent of Students Suspended =Number of Students Suspended (unduplicated count)

Cumulative EnrollmentX 100

Percent of Students Expelled =Number of Students Expelled (unduplicated count)

Cumulative EnrollmentX 100


Percent of Students Suspended = X 100*

Total Number of Students Suspendedfor All Schools in the District (unduplicated count)

Cumulative Enrollment for AllSchools in the District

Percent of Students Expelled = X 100*

Total Number of Students Expelledfor All Schools in the District (unduplicated count)

Cumulative Enrollment for AllSchools in the District

*Note: To compute district and state percentages by the school type categories, the numerator and denominator will vary. For example, Percent of Elementary Students Suspended = (Number of Elementary Students Suspended / Cumulative Elementary Student Enrollment) X 100.

Table 11Percent and Number of Students Suspended and Expelled


300001 P. A. Capdau School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

300002 Nelson Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

390001 James M. Singleton Charter School~ ~ ~ 9412.7~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ 12717.1~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

391001 Dr. M.L.K. Charter School for Science & Tech.~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ 61.3~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

392001 McDonogh #28 City Park Academy~ ~ ~ 165.4~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ 6722.7~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

392002 New Orleans Free School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ 4116.7~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

393001 Lafayette Academy of New Orleans~ ~ ~ 60.7~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ 9911.9~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ 30.4~ ~ ~ ~~~ ~Expelled (Out of School)




395001 Martin Behrman Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ 396.5~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

395002 Dwight D. Eisenhower Elementary School~ ~ ~ 50.8~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ 10016.1~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

395003 William J. Fischer Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ 305.8~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

395004 McDonogh #32 Elementary School~ ~ ~ 10.3~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ 10327.9~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

395005 O.P. Walker Senior High School~ ~ ~ 10.1~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ 60.7~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

395006 Harriet Tubman Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ 13125.0~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ 51.0~ ~ ~ ~~~ ~Expelled (Out of School)

396001 Joseph A. Craig School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)




396002 Joseph S. Clark Senior High School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396003 Benjamin Banneker Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396004 Walter L. Cohen High School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396005 John Dibert Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396006 Booker T. Washington High School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396007 Fredrick A. Douglass High School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396008 Dr. Charles Richard Drew Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)




396009 Paul B. Habans Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396010 Murray Henderson Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396011 John McDonogh Senior High School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396012 James Weldon Johnson School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396013 Laurel Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396014 Live Oak Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396015 McDonogh #42 Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)




396016 Rabouin Career Magnet High School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396017 Sarah Towles Reed Senior High School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396018 Sylvanie F. Williams School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396019 A.P. Tureaud Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396020 Albert Wicker Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396021 Sarah Towles Reed Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

396022 Schwarz Alternative School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)




396023 Rosenwald Elementary School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

397001 Sophie B. Wright Inst.of Academic Excellence~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

398001 E. Phillips: KIPP Believe College Prep~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)

398002 McDonogh #15: A KIPP Transformation School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ 214.8~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ 10.2~ ~ ~ ~~~ ~Expelled (Out of School)

399001 Samuel J. Green Charter School~ ~ ~ ~~~ ~ ~ ~~~ ~Suspended (In School)~ ~ ~ 18650.1~ ~ ~ ~~~ ~Suspended (Out of School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (In School)~ ~ ~ ~~~ ~ ~ ~~~ ~Expelled (Out of School)




State (Elementary Schools)17,302 18,680 20,3865.64.5 4.74.4 4.2 4.717,174 16,074 17,894Suspended (In School)28,666 22,409 24,4326.77.4 5.66.8 6.8 7.026,337 26,249 26,726Suspended (Out of School)

606 649 7440.20.2 0.20.2 0.1 0.2595 471 602Expelled (In School)258 234 2950.10.1 0.10.1 0.1 0.1301 294 234Expelled (Out of School)

State (Middle/Jr. High Schools)26,451 25,938 29,16624.019.7 19.118.1 17.7 17.725,243 24,508 24,847Suspended (In School)25,948 22,781 23,05019.019.3 16.817.9 18.6 19.125,001 25,703 26,714Suspended (Out of School)

1,888 2,321 2,1131.71.4 1.71.1 1.1 1.31,531 1,574 1,848Expelled (In School)1,202 837 8930.70.9 0.60.8 1.0 0.81,146 1,363 1,103Expelled (Out of School)

State (High Schools)32,063 32,947 33,00917.315.9 16.114.7 14.8 15.429,717 30,006 30,909Suspended (In School)33,105 29,213 31,12216.316.4 14.213.5 14.2 15.127,269 28,718 30,303Suspended (Out of School)


State (Combination Schools)3,777 3,446 3,3767.07.5 6.05.5 6.1 6.62,660 3,002 3,173Suspended (In School)6,192 6,608 6,89314.212.2 11.610.6 11.0 11.45,092 5,405 5,538Suspended (Out of School)

152 309 2990.60.3 0.50.1 0.3 0.461 154 181Expelled (In School)1,060 761 8641.82.1 1.30.7 1.2 1.6317 583 780Expelled (Out of School)

State (All Schools)79,133 80,572 85,47812.110.5 10.59.8 9.6 10.174,491 73,140 76,422Suspended (In School)92,193 79,374 83,64211.812.2 10.410.8 11.2 11.682,456 84,755 87,790Suspended (Out of School)




Student Retention

Socially promoting failing children to the next grade is a practice that has been costly to children, families, educational institutions, and future employers. Schools ultimately fail students by allowing them to move successfully through each grade, eventually graduating with skills too meager to qualify for good jobs. In 1999, it was reported that approximately half of the nation’s major urban school districts were in the process of ending social promotion (USA Today, 1999). One of the strategies employed to end social promotion was student retention with the intent to remediate. A recent report indicates that the national percentage of youth ages 16-19, who had been retained in a grade, was 16.1% in 1995, 11.6% in 1999, and 9.65 in 2004 (NCES, 2007, Table 25-1).

Louisiana proactively retained students who were failing in their grades and not acquiring the academic skills necessary for future success. This retention was the outcome of the state’s high-stakes testing policy. Beginning in spring 2000, the high-stakes testing policy stated that no 4th or 8th grade student could be promoted if he or she did not achieve Approaching Basic or above on both the LEAP English Language Arts and Mathematics tests. To remediate failing students, intensive summer school was offered to those at the Unsatisfactory achievement level, and these students could retest at the end of summer school. In spring 2004, the promotional standard was raised for 4th grade students and in spring 2006, the promotional standard was scheduled to be raised for 8th grade students.

According to the original plans, by spring of 2006, 4th and 8th graders could not be promoted to the next grade unless they scored at the Basic or above level on either the English Language Arts or Mathematics tests of LEAP and at the Approaching Basic or above level on the other LEAP subject. However, on September 27, 2005, the SBESE waived the high-stakes testing policy for grade 4 and grade 8 students taking the LEAP tests in spring 2006. The policy was no longer waived in spring 2007.

Louisiana’s retention rates for selected grade-levels were discussed in relation to the high-stakes testing policy in the 2005-06 Louisiana State Education Progress Report (LDE, 2007, pg. 23). As shown in this DCR, the state’s K-12 retention rate for public school students was 10.1% in 2001-02, improving to 9.1% in 2005-06.

Data Presentation

Table 12 presents six years of grade retention data for students enrolled in Louisiana public schools. The table includes school years 2000-01 through 2006-07. Retention data for grades 4, 8, 9, and the total for the school (K-12) are presented. Schools are presented in site code order. District and state totals are presented for comparison purposes.

Definition

Grade-level retention was defined as students who failed to progress to the next grade. Student grade placement in the previous school year was compared with the grade placement in the reporting school year. If a student had the same grade placement in both years, the student was determined as retained. For example, if a student was shown as a 4th grader in two consecutive school years, this student would be identified as retained. The following section explains the methodology used to derive the reported retention rates.


Data used for the study

Retention studies use data drawn from the Student Information System (SIS). Two consecutive years of SIS data were used to obtain each year’s retention results; for example, the 2005-06 retention results were obtained by linking the previous school year of 2004-05 with the school year of 2005-06 SIS data. As such, a given year’s retention rate reflects students retained from the previous year. That is, the state’s 2005-06 retention rate of 9.1% indicates that 9.1% of students failed to progress at the end of the 2004-05 school year.

Students included in the study

The total number of students included in this study reflects K-12 students who were enrolled in Louisiana public schools for at least one day in both school years or who had graduated from high school in the previous school year.

Students excluded from the study

Students enrolled in grades other than K-12, such as preschoolers, infants, pre-kindergarten, and non-graded students were excluded


from this study. Students enrolled in Louisiana public schools in the previous school year only were also excluded. These included students who had enrolled in the previous school year, then transferred out-of-state, left Louisiana public schools to attend nonpublic schools or home school, or dropped out during the previous school year. Because of these exclusions, the total number of students included in this study may be less than the total student enrollment.

Formula Used to Calculate Percent of Students Retained

The retention rate was calculated per grade, with the formula appearing below. That is, the total number of students retained (per grade) was divided by the total number of students (per grade) included in the retention study; the result was then multiplied by 100.

Data Source

The Student Retention indicator is based on student-level data submitted by LEAs to the Louisiana Department of Education’s Student Information System (SIS). Two consecutive years of SIS data were used to obtain each retention rate.

References

LDE. (2007). 2005-06 Louisiana State Education Progress Report. Baton Rouge: LA.

NCES (2007). The Condition of Education 2007. Washington, DC: Electronic version of Table 25-1, retrieved from http://nces.ed. gov/programs/coe/2006/section3/table.asp?tableID=506.

USA Today (1999). Social Promotion: To Hold Back Students or Not? Texas Study May Hold Answers. September 20, 1999.

Formula Used to Calculate Student Retention Rate

Student Retention Rate = X 100

Total Number of Students Retained (per grade)

Total Students per grade

Table 12: Student RetentionPercent and Number of Students Retained by Selected Grades (4, 8, 9, and all grades)


300001 P. A. Capdau SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ 7.1 4Grade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ 3.7 14

300002 Nelson Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ 1.1 2

390001 James M. Singleton Charter SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

391001 Dr. M.L.K. Charter School for Science & Tech.Grade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

392001 McDonogh #28 City Park AcademyGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

392002 New Orleans Free SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

393001 Lafayette Academy of New OrleansGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

395001 Martin Behrman Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

395002 Dwight D. Eisenhower Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~





395003 William J. Fischer Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

395004 McDonogh #32 Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

395005 O.P. Walker Senior High SchoolGrade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

395006 Harriet Tubman Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396001 Joseph A. Craig SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ 36.0 18All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ 7.9 35

396002 Joseph S. Clark Senior High SchoolGrade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0Grade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ 12.8 14All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 55

396003 Benjamin Banneker Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ 13.8 4Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ 26.7 4All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ 11.7 26

396004 Walter L. Cohen High SchoolGrade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396005 John Dibert Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396006 Booker T. Washington High SchoolGrade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~





396007 Fredrick A. Douglass High SchoolGrade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396008 Dr. Charles Richard Drew Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396009 Paul B. Habans Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396010 Murray Henderson Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396011 John McDonogh Senior High SchoolGrade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396012 James Weldon Johnson SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396013 Laurel Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396014 Live Oak Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396015 McDonogh #42 Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~





396016 Rabouin Career Magnet High SchoolGrade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396017 Sarah Towles Reed Senior High SchoolGrade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396018 Sylvanie F. Williams SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396019 A.P. Tureaud Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396020 Albert Wicker Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396021 Sarah Towles Reed Elementary SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396022 Schwarz Alternative SchoolGrade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396023 Rosenwald Elementary SchoolGrade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

397001 Sophie B. Wright Inst.of Academic ExcellenceGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 1Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ 2.8 2All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ 2.0 6

398001 E. Phillips: KIPP Believe College PrepGrade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~





398002 McDonogh #15: A KIPP Transformation SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

399001 Samuel J. Green Charter SchoolGrade 4 ~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ 2.0 1All Grades (K-12) ~ ~ ~ ~ ~~ ~ ~~ ~ 2.8 7

StateGrade 4 7,023 10,544 8,296 4,3517,1698,49813.8 11.9 12.0 18.1 13.8 8.1Grade 8 10,377 7,911 7,947 4,7279,96910,30717.5 17.1 17.9 13.9 13.8 8.8Grade 9 9,355 8,792 8,999 8,9448,1297,45915.0 15.6 17.9 16.7 16.7 17.6All Grades (K-12) 66,220 64,496 61,343 53,30966,11569,64610.1 9.7 9.8 9.6 9.1 8.4




Student Dropouts

Students who drop out of school deprive our country of potentially priceless human resources. Research indicates that dropping out of school has negative outcomes or consequences both for the individual who drops out and for society (Laird, DeBell, Kienzi, and Chapman, 2007; Curry, Payson, and Sandhu, 1990).

During the years of 2001 to 2005, the national event dropout rates for grades 10 through 12 fluctuated, dropping from 5.0% in 2001 to 3.6% in 2002, then increasing to 4.0% (2003) and to 4.7% (2004), but decreasing to 3.8% in 2005 (Laird, et al., 2007, Table 2). The dropout rate of Louisiana’s 9th through 12th graders increased from 6.6% in 2001-02 to 7.4% in 2003-04; for 2004-05, this Louisiana dropout rate declined to 7.0%. A discussion of the state’s dropout data can be found in the 2005-06 Louisiana State Education Progress Report (LDE, 2007, pgs. 20-21). The state plans to reduce its dropout rate, by including dropout prevention and recovery programs as public high schools are redesigned. At this time, the dropout rate indicators provide one measure of Louisiana’s progress in increasing the educational attainment of the state’s youth.

Data Presentation

Table 13 presents the student dropout indicator results by grade level, showing the number and percent of students who have dropped out of school for grades 7, 8, 9, 10, 11, and 12 and for grades 9-12. Data are presented by school site code for all schools in the district whose grade structure includes grade 7 or higher. District and state numbers and percents are offered for comparison purposes, with these results calculated for the same grade levels and for grades 9-12.

Unfortunately, determining the exact number of students who actually drop out of school is extremely difficult due to lack of uniformity in reporting the reasons students exit from their respective school systems. Louisiana has adopted strict standards and uses the following definitions when identifying the dropouts of the public schools.

Definitions

• Cumulative Enrollment—the unduplicated count of all students enrolled in a school or district for at least one school day during the course of the school year.

• Dropout Denominator—cumulative enrollment plus any dropouts not included in cumulative enrollment (e.g., reported and non-reported summer dropouts).

• Dropout— Students who have dropped out of school (event rate) for grades 7-12. For any given year (the "current year") a dropout is a student who (1) was enrolled at the end of the previous year (therefore expected to return in current year), and who does not enroll on or before October 1 of current year, and therefore becomes a current year dropout or (2) a student who attended school at any point in the current year, and then exits (during the current year), and who does not re-enter school on or before October 1 of following year, and therefore becomes a current year dropout.

Students who exited for the following reasons are not dropouts:

• graduated or completed other approved educational program

• temporary absence due to illness or expulsion

• transfer to correctional institution

• transfer to non-public school or home-schooling

• transfer out of state

• death

For the purpose of this dropout definition,

• a school year is the 12-month period of time beginning with the normal opening of school in the fall (operationally set as October 1st), with dropouts from the previous summer reported for the year and grade for which they fail to enroll;

• an individual has graduated from high school or completed an approved education program upon receipt of formal recognition from school authorities; and

• a state- or district-approved education program may include special education programs, home-based instruction, and school-sponsored secondary (but NOT adult) programs leading to a GED or some other certification differing from the regular diploma.



Louisiana’s school- and district-level student dropout percents are calculated by dividing the total number of student dropouts in each grade for grades 7-12 by the dropout denominator for that grade. The formulas used to produce percent of student dropouts are presented at the bottom of this page.

Data Source

The dropout indicator is based on student-level data submitted by LEAs to the Louisiana Department of Education’s Student Information System (SIS).

References

Curry, B. A., Payson, James and Sandhu, Daya S. (1990). Efficacy of a University Designed Dropout Prevention Program for At-Risk Adolescents of Louisiana. Louisiana Education Research Journal. XVI:1, 52.

Laird, J., DeBell, M., Kienzi, G., and Chapman, C. (2007) Dropout Rates in the United States: 2005. U. S. Department of Education, Washington, DC: National Center for Education Statistics. (NCES 2007059). Electronic versions of the Introduction, retrieved from http://nces.ed.gov/pubs2007/dropout05/ and Table 2, retrieved from http://nces.ed.gov/pubs2007/dropout05/tables/table_02.asp.

LDE. (2007). 2005-06 Louisiana State Education Progress Report. Baton Rouge: La.

Formulas Used to Calculate Percent of Student Dropouts (Grades 7-12)


Percent of Student Dropouts(By Grade Level) = X 100

Number of Student Dropouts(By Grade Level)

Dropout Denominator(By Grade Level)


Percent of Student Dropouts(By Grade Level)

= X 100

Total Number of Student Dropouts (By Grade Level)For All Schools in the District

Dropout Denominator (By Grade Level)For All Schools in the District

State-level Aggregation

Percent of Student Dropouts(By Grade Level)

= X 100

Total Number of Student Dropouts (By Grade Level)For All Schools in the State

Dropout Denominator (By Grade Level)For All Schools in the State

Table 13Percent and Number of Students Who Dropped Out of School


300001 P. A. Capdau SchoolGrade 7 ~ ~ ~ ~ 0~ ~ 0.0~ ~ ~ ~Grade 8 ~ ~ ~ ~ 0~ ~ 0.0~ ~ ~ ~Grade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grades 9 - 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

300002 Nelson Elementary SchoolGrade 7 ~ ~ ~ ~ 0~ ~ 0.0~ ~ ~ ~Grade 8 ~ ~ ~ ~ 0~ ~ 0.0~ ~ ~ ~

390001 James M. Singleton Charter SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

391001 Dr. M.L.K. Charter School for Science & Tech.Grade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

392001 McDonogh #28 City Park AcademyGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

392002 New Orleans Free SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

393001 Lafayette Academy of New OrleansGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

395001 Martin Behrman Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

395002 Dwight D. Eisenhower Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

395003 William J. Fischer Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

395004 McDonogh #32 Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~




~ =

*



395005 O.P. Walker Senior High SchoolGrade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 10 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 11 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grades 9 - 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

395006 Harriet Tubman Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396001 Joseph A. Craig SchoolGrade 7 ~ ~ ~ ~ 0~ ~ 0.0~ ~ ~ ~Grade 8 ~ ~ ~ ~ 3~ ~ 4.7~ ~ ~ ~

396002 Joseph S. Clark Senior High SchoolGrade 8 ~ ~ ~ ~ 2~ ~ 7.4~ ~ ~ ~Grade 9 ~ ~ ~ ~ 14~ ~ 9.4~ ~ ~ ~Grade 10 ~ ~ ~ ~ 6~ ~ 5.9~ ~ ~ ~Grade 11 ~ ~ ~ ~ 5~ ~ 7.6~ ~ ~ ~Grade 12 ~ ~ ~ ~ 10~ ~ 18.2~ ~ ~ ~Grades 9 - 12 ~ ~ ~ ~ 35~ ~ 9.4~ ~ ~ ~

396003 Benjamin Banneker Elementary SchoolGrade 7 ~ ~ ~ ~ 0~ ~ 0.0~ ~ ~ ~Grade 8 ~ ~ ~ ~ 2~ ~ 9.1~ ~ ~ ~

396004 Walter L. Cohen High SchoolGrade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grades 9 - 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396005 John Dibert Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396006 Booker T. Washington High SchoolGrade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 10 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 11 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grades 9 - 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~




~ =

*



396007 Fredrick A. Douglass High SchoolGrade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 10 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 11 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grades 9 - 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396008 Dr. Charles Richard Drew Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396009 Paul B. Habans Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396010 Murray Henderson Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396011 John McDonogh Senior High SchoolGrade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 10 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 11 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grades 9 - 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396012 James Weldon Johnson SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396013 Laurel Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396014 Live Oak Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396015 McDonogh #42 Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~




~ =

*



396016 Rabouin Career Magnet High SchoolGrade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 10 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 11 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grades 9 - 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396017 Sarah Towles Reed Senior High SchoolGrade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 10 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 11 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grades 9 - 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396018 Sylvanie F. Williams SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396019 A.P. Tureaud Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396020 Albert Wicker Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396021 Sarah Towles Reed Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396022 Schwarz Alternative SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 9 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 10 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 11 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grades 9 - 12 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396023 Rosenwald Elementary SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~




~ =

*



397001 Sophie B. Wright Inst.of Academic ExcellenceGrade 7 ~ ~ ~ ~ 1~ ~ 1.2~ ~ ~ ~Grade 8 ~ ~ ~ ~ 0~ ~ 0.0~ ~ ~ ~

398001 E. Phillips: KIPP Believe College PrepGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

398002 McDonogh #15: A KIPP Transformation SchoolGrade 7 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~Grade 8 ~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

399001 Samuel J. Green Charter SchoolGrade 7 ~ ~ ~ ~ 0~ ~ 0.0~ ~ ~ ~Grade 8 ~ ~ ~ ~ 0~ ~ 0.0~ ~ ~ ~

State936 992 877 913 1,5771.5 1.7 1.4 1.5 2.6Grade 7 ~~

2,100 2,302 2,139 2,069 2,6713.3 3.6 3.4 3.3 4.2Grade 8 ~~3,823 4,735 4,822 4,813 5,0496.3 7.6 7.7 7.6 7.8Grade 9 ~~3,535 3,420 3,381 3,173 3,2206.8 6.5 6.6 6.2 6.2Grade 10 ~~3,069 2,893 2,869 2,883 2,9946.4 6.3 6.3 6.4 6.4Grade 11 ~~3,151 3,459 4,098 3,341 3,1547.0 7.5 9.0 7.6 7.1Grade 12 ~~

13,578 14,507 15,170 14,210 14,4176.6 7.0 7.4 7.0 6.9Grades 9 - 12 ~~




~ =

*

Section 4. Student Achievement

Overview of The Assessment Program and Student Achievement Policies .....4-1


Overview of The Assessment Program and Student Achievement Policies

The Louisiana Educational Assessment Program (LEAP) is a rigorous statewide testing program for public school students. Efforts have been made to bring the assessments of this program into compliance with the NCLB standards that require each state to express student achievement results in terms of the state’s student academic standards.

Extensive information about each type of assessment now used in the statewide testing program can be found on the LDE web site. The chart in the next column summarizes various tests utilized in Louisiana. The LEAP program includes criterion-referenced tests (CRTs), norm-referenced tests (NRTs), and performance-based assessments for students with disabilities. The following paragraphs describe these tests in more detail.

The LEAP tests administered to students in grades 4 and 8, as well as the Graduation Exit Examination (GEE), administered to students in grades 10 and 11, are directly aligned with the state’s content standards. These tests measure how well students have mastered the state’s content standards in English Language Arts (ELA), Mathematics, Science, and Social Studies.

From 1998 to 2005, students in grades 3, 5, 6, 7, and 9 were assessed with The Iowa Tests, which are standardized norm-referenced achievement test batteries with items presented in a traditional multiple-choice format. A nationally representative group of students took The Iowa Tests under specified directions and certain conditions. The scores of this national group were the norms used to compare individual students and groups of students in this state to students in the nation.

To comply with NCLB standards, The Iowa Tests were supplemented to assess student performance on the state’s content standards. That is, the LDE augmented The Iowa Tests with criterion-referenced test items that are Louisiana specific and measure grade-level expectations. This assessment approach, which combined NRT and CRT measures of achievement, is called the iLEAP or the integrated Louisiana Educational Assessment Program test. In spring 2005, a field test of the iLEAP was conducted for grades 3, 5, 6, 7, and 9, and full implementation of the iLEAP tests occurred in spring 2006. The iLEAP provides CRT measures of student achievement like those of the LEAP and GEE. Also, like The Iowa Tests, the iLEAP tests have an NRT component that provides norm-referenced scores.

Test Test Type Grade Levels

LEAP tests CRT ELA and Mathematics (Began in 1999) Science and Social Studies (Began in 2000)

4 & 8

GEE tests* CRT ELA and Mathematics (Began in 2001) Science and Social Studies (Began in 2002)

10 & 11

Combined CRT items with NRT items of The Iowa Tests ELA and Mathematics (Began in 2006)

3, 5, 6, 7, & 9

iLEAP tests CRT Science and Social Studies (Began in 2006)

3, 5, 6, & 7

The Iowa Tests

ITBS NRT Iowa Tests of Basic Skills (ITBS) (Began in 1998; discontinued in 2005)

3, 5, 6, & 7

ITED

NRT Iowa Tests of Educational Development (ITED) (Began in 1998; discontinued in 2005)

9**

LEAP Alternate Assessments (LAA)

LAA 1 Performance-Based for students with significant cognitive disabilities (Began in 2001)

3 – 11

LAA 2

Performance-Based for students with persistent academic disabilities (Began in 2006 for grades 4, 8, 10, & 11). (Began in 2007 for grades 5, 6, 7, and 9).

4 – 11

LAA-B LAA (Began in 2000; discontinued in 2004)

* The GEE replaced an older test that was in use for more than a decade.

** Option 2 students, or grade 8 repeaters on a high school campus and Options (PreGED/Skills) Program students also took the ITED prior to 2005.


Two types of norm-referenced scores [quartiles and national percentile ranks (NPR)] were presented in earlier DCRs; the 2005-06 DCR and the 2006-07 DCR do not include Quartile data. Please refer to earlier DCRs for Quartile data, based on The Iowa Tests results, for school years prior to 2005-06.

A third component of the testing program is the LEAP Alternate Assessments (LAA), which are performance-based tests, for students with disabilities. Students eligible for LAA are working toward a Certificate of Achievement. Currently, there are two forms of LAA:

LEAP Alternate Assessment, Level 1 (LAA 1) is administered to students with significant cognitive disabilities. The LAA 1 is for students whose Individualized Education Programs (IEPs) reflect significant modifications of the general education curriculum with an emphasis on functional and life skills. LAA 1 began in 2001.

LEAP Alternate Assessment, Level 2 (LAA 2) is administered to students with persistent academic disabilities. These students are in a predominantly academic instructional program, but their IEPs reflect that they are functioning at least three grade levels below the actual grade in which they are enrolled. LAA 2 for grades 4, 8, 10, and 11 began in 2006. LAA 2 for grades 5, 6, 7, and 9 began in 2007. Students who are 3rd graders are not eligible for LAA 2.

Achievement Levels for LEAP, GEE, and iLEAP Tests

By the 2005-06 school year, students in grades 3 through 11 were assessed in important content areas. Students who were assessed with LEAP, GEE, or iLEAP tests received one of five achievement ratings or levels:

• Advanced–A student at this level has demonstrated superior performance beyond the mastery level.

• Mastery–A student at this level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling.

• Basic–A student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling.

• Approaching Basic–A student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling.

• Unsatisfactory–A student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling.

In the Accountability System, students receive points for each of these achievement levels. These points are combined together to yield a single score (now called the Assessment Index) for a school or for a subgroup of students. Beginning in 2005-06, the Accountability System has also included in its calculations assessment results for students that were eligible to take the LAA 1 or the LAA 2.

According to Bulletin 111, eligible students who took the LAA 1 received a numerical score ranging from 0.0 to 5.0. This score was converted to five achievement levels, which have the same names as the achievement levels that were discussed above. Eligible students who took the LAA 2 received one of four achievement levels called Basic, Approaching Basic, Foundational, or Pre-Foundational. The resulting achievement levels for LAA 1 and LAA 2 are assigned points when used in calculations for the Accountability System. For more detailed information about the inclusion of LAA 1 and LAA 2 results in Accountability, please refer to Bulletin 111.

High-Stakes Tests and Related Policies

In Louisiana, the LEAP and GEE assessments are high-stakes tests; students taking LEAP or GEE tests must score at specific achievement levels before they can be promoted, or before they can earn a high school diploma. LEAP tests for 4th and 8th graders became high stakes tests in spring 2000. To be promoted fully to the 5th or 9th grade at the end of the 1999-00 school year, students had to score at the Approaching Basic achievement level or above on both the ELA and the Mathematics LEAP tests. Summer remediation and retest opportunities were offered for students who scored at the Unsatisfactory achievement level.

The first cohort of students to take the GEE was the 10th graders of spring 2001. To graduate with a diploma, these students needed to score Approaching Basic or above on only the ELA and Mathematics GEE tests. If students did not achieve at the Approaching Basic or higher levels, they were allowed four retest opportunities as juniors and seniors. Science and Social Studies tests of the GEE were administered to first-time 11th graders beginning in spring 2002.


To increase state performance standards, the Achievement Levels required on the high-stakes tests have been raised. Policies regarding the achievement levels, promotion, and graduation are summarized below.

• Beginning in 2004, in order to be fully promoted to the next grade level, grade 4 students must score at the Basic achievement level or above on the LEAP ELA or Mathematics tests, as well as at the Approaching Basic or above level in the other subject.

• Beginning in 2006, to be fully promoted to the next grade level, grade 8 students were to score at the Basic achievement level or above on the LEAP ELA or Mathematics tests, as well as at the Approaching Basic or above level in the other subject.

• To graduate from a public high school with a diploma, high school students must score at the Approaching Basic achievement level or above on both the GEE ELA and Mathematics tests. Students who were first-time 10th graders in 2001-02 and thereafter, must also score Approaching Basic or above on either the GEE Science or Social Studies tests.

When students do not score at the required Achievement Levels on the high-stakes tests, they can receive remediation or additional instruction and then be retested.

On September 27, 2005, the State Board of Elementary and Secondary Education (SBESE) waived the high-stakes testing/promotional policy for grade 4 and grade 8 students taking the LEAP tests in spring 2006. While the policy was waived, students in grades 3 through 11 were still assessed in spring 2006.

In the 2006-07 school year, public school students enrolled in grades 3 through 11 participated in assessments in the spring of 2007. The high-stakes testing/promotional policy for grade 4 and grade 8 students was no longer waived.

Data Presentation, Tables 14a-14z and Tables 15a-15d

Tables 14a-14z provide iLEAP and LEAP Achievement Level data for grades 3 through 9. Tables 15a-15d provide GEE Achievement Level data. These tables display both the number and percent of students who score at each achievement level for each subject area. The tables are arranged in grade-level order and present the results in school site code order. Also, comparison Achievement Level data are presented for the

district and the state. Since iLEAP testing did not begin until 2005-06, the tables showing Achievement Level data for grades 3, 5, 6, 7, and 9 have only two years of data. Tables showing testing data for other grade levels have multiple years of Achievement Level data.

The 2005-06 and 2006-07 Achievement Level data in this DCR is equivalent to the test data reports issued by testing contractors. District and state-level results include the scores for all students that took the iLEAP, LEAP, and GEE tests in spring 2006 or in spring 2007. However, in compliance with FERPA regulations, these tables do not display data if all students scored at the same Achievement Level or if less than 10 students took the test. Please note that the 2005-06 and 2006-07 Achievement Level data of this DCR may not match the testing results of the Accountability System. (Testing results used for Accountability purposes, can be found on the LDE website at http://www.louisianaschools.net/ lde/saa/2394.asp.)

In Tables containing grade 4 or grade 8 LEAP test Achievement Level data and in Tables 15a-15d, the results presented for years 2001-02 through 2004-05 are equivalent to those data used for Accountability purposes. In years 2001-02 through 2004-05, test data used for Accountability purposes differed from the test data reported by testing contractors in the following ways:

• Accountability test results included zero scores (Achievement Level of Unsatisfactory) that are assigned to students who were not exempt from testing and who did not take the test and to students with testing irregularities.

• Accountability test results reported students from Option 1 alternative schools in the results of their home school. Also, if a school had insufficient data for one grade, the presented results included scores from the shared grade of another school.

• Results for students who took the LAA 1, LAA 2, or LAA-B (before it was discontinued) were included in the Accountability test results.

• Finally, the Accountability test results reported for 2001-02 through 2004-05 may have reflected the Accountability grade configurations and not necessarily the grade configuration at the time of testing.

Starting in 2005-06, changes within the Accountability System and the implementation of iLEAP assessments have altered the way in which


test data are used to compute SPS scores. More Program and computational changes are expected to occur on an annual basis. Because of these potential annual changes, it is no longer advisable to compare one year of Accountability’s test data to other years. To re-establish student achievement measures, which can be compared longitudinally, DCRs will now show test data that has been compiled by the testing contractors.

Data Presentation, Table 16

Table 16 of Section 4 presents up to six years of national percentile rank (NPR) data for students assessed in grades 3, 5, 6, 7, and 9. The NPR is the average student’s rank or position compared with a representative nationwide group of students (national norm group) in the same grade. The NPRs range from 1 to 99 and have a median of 50. At the school-level, a NPR of 48 means that 48 percent of the students nationally (in the norm group and in the same grade) scored at or below the average score obtained by the students in the school. When a school had one or more grades of students who took the iLEAP tests in 2007, the school’s NPR data are listed in Table 16 with the schools in site code order. District, state, and national NPR data are presented for comparison purposes.

In Table 16, please use caution when comparing the 2005-06 and 2006-07 NPRs to any earlier year because starting in 2005-06, the NPR data are based on the norm-referenced survey total from the iLEAP tests and 2005 norms, while the NPR data from 2001-02 through 2004-05 are based on The Iowa Tests Composite scores. Caution should also be used when comparing the NPRs of spring 2003, 2004, and 2005 with the results of spring 2002 for the following reasons:

(1) the spring 2003 to 2005 NPRs are based on the Iowa/03 form of The Iowa Tests, which uses interpolated spring 2000 norms, while the 2002 NPRs are based on an old form of The Iowa Tests, which used interpolated spring 1995 norms, and

(2) the Iowa/03 form and older forms of The Iowa Tests have different test questions; minor differences, such as changes in time limits and number of questions, were made to the Iowa/03 form.

Definitions

• Criterion-referenced tests (CRTs)–tests that produce a score that tells how individuals, schools, districts, and the state perform in achieving established criteria.

• Norm-referenced tests (NRTs)–tests that produce scores that tell how individuals, schools, districts, and the state perform in comparison with the national norm group.

• National Percentile Rank (NPR)–the average student’s rank or position compared with a representative nationwide group of students (national norm group) in the same grade. The NPRs range from 1 to 99 and have a median of 50.

Data Sources

Starting in 2005-06, the iLEAP, LEAP, GEE, LAA 1, and LAA 2 results are based on student-level data provided to the Louisiana Department of Education by Data Recognition Corporation (DRC), the current testing contractor for the Louisiana Educational Assessment Program (LEAP) for grades 3 through 9, and for high school students who took the Graduation Exit Examination. (Please see Data Presentation, Tables 14a-14z and Tables 15a-15d for information concerning the LEAP and GEE data of years 2001-02 through 2006-07.)

The Iowa Tests results for 2001-02 to 2004-05 (the NPRs) are based on student-level data provided to the Louisiana Department of Education, by Riverside Publishing, a previous testing contractor.

References

Documents about assessments used in the Louisiana Educational Assessment Program can be found on the LDE web site at http://www.louisianaschools.net/lde/ssa/testhome.html and also at http://www.louisianaschools.net/lde/saa/2273.html. The documents include technical procedures about test development; discussion of the item formats; guides for administering the tests and for interpreting scores; and in some cases, how the tests are related to the content standards. Electronic versions of the Interpretive Guides for LEAP Alternative Assessments can be found at: http://www.louisianaschools.net/lde/saa/787.html (LAA 1) and at http://www.louisianaschools.net/lde/saa/2221.html (LAA 2)

Testing data used for Accountability purposes can be found by referring to the School Accountability Results on the LDE website at http://www.louisianaschools.net/ lde/saa/2394.asp.

Louisiana Department of Education (LDE). Bulletin 111: The Louisiana School, District, and State Accountability System (April 2007). Retrieved from www.doa.louisiana.gov/osr/lac/28v83/28v83.doc.

Percent and Number of Students by Achievement LevelsTable 14a: Achievement Level Data - Grade 3 - English Language Arts ( LEAP)i *


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0AdvancedMasteryBasicApproaching BasicUnsatisfactory

~ ~ ~ ~ ~~ ~ ~~ ~ 12.9 4~ ~ ~ ~ ~~ ~ ~~ ~ 38.7 12~ ~ ~ ~ ~~ ~ ~~ ~ 25.8 8~ ~ ~ ~ ~~ ~ ~~ ~ 22.6 7

300001 P. A. Capdau School


~ ~ ~ ~ ~~ ~ ~~ ~ 10.7 3~ ~ ~ ~ ~~ ~ ~~ ~ 32.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 32.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 7

300002 Nelson Elementary School


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.2 14~ ~ ~ ~ ~~ ~ ~~ ~ 34.8 23~ ~ ~ ~ ~~ ~ ~~ ~ 43.9 29

390001 James M. Singleton Charter School


~ ~ ~ ~ ~~ ~ ~~ ~ 10.0 5~ ~ ~ ~ ~~ ~ ~~ ~ 48.0 24~ ~ ~ ~ ~~ ~ ~~ ~ 22.0 11~ ~ ~ ~ ~~ ~ ~~ ~ 16.0 8

391001 Dr. M.L.K. Charter School for Science & Tech.


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.0 3~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 73.3 22

392001 McDonogh #28 City Park Academy



The statewide LEAP assessments were first administered in spring 2006. Only two years of LEAP results were available for this DCR.i

~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 62.5 15

392002 New Orleans Free School


~ ~ ~ ~ ~~ ~ ~~ ~ 1.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 17.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 40.5 34~ ~ ~ ~ ~~ ~ ~~ ~ 40.5 34

393001 Lafayette Academy of New Orleans


~ ~ ~ ~ ~~ ~ ~~ ~ 26.5 13~ ~ ~ ~ ~~ ~ ~~ ~ 53.1 26~ ~ ~ ~ ~~ ~ ~~ ~ 12.2 6~ ~ ~ ~ ~~ ~ ~~ ~ 4.1 2

395001 Martin Behrman Elementary School


~ ~ ~ ~ ~~ ~ ~~ ~ 4.1 3~ ~ ~ ~ ~~ ~ ~~ ~ 43.8 32~ ~ ~ ~ ~~ ~ ~~ ~ 24.7 18~ ~ ~ ~ ~~ ~ ~~ ~ 27.4 20

395002 Dwight D. Eisenhower Elementary School


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.3 9~ ~ ~ ~ ~~ ~ ~~ ~ 21.2 11~ ~ ~ ~ ~~ ~ ~~ ~ 59.6 31

395003 William J. Fischer Elementary School




~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 6.7 3~ ~ ~ ~ ~~ ~ ~~ ~ 11.1 5~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 18~ ~ ~ ~ ~~ ~ ~~ ~ 42.2 19

395004 McDonogh #32 Elementary School


~ ~ ~ ~ ~~ ~ ~~ ~ 4.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 30.4 14~ ~ ~ ~ ~~ ~ ~~ ~ 23.9 11~ ~ ~ ~ ~~ ~ ~~ ~ 41.3 19

395006 Harriet Tubman Elementary School


~ ~ ~ ~ ~~ ~ ~~ ~ 4.7 3~ ~ ~ ~ ~~ ~ ~~ ~ 9.4 6~ ~ ~ ~ ~~ ~ ~~ ~ 20.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 65.6 42

396001 Joseph A. Craig School


~ ~ ~ ~ ~~ ~ ~~ ~ 1.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 15.1 8~ ~ ~ ~ ~~ ~ ~~ ~ 39.6 21~ ~ ~ ~ ~~ ~ ~~ ~ 43.4 23

396003 Benjamin Banneker Elementary School


~ ~ ~ ~ ~~ ~ ~~ ~ 3.8 2~ ~ ~ ~ ~~ ~ ~~ ~ 24.5 13~ ~ ~ ~ ~~ ~ ~~ ~ 32.1 17~ ~ ~ ~ ~~ ~ ~~ ~ 39.6 21

396005 John Dibert Elementary School




~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 10~ ~ ~ ~ ~~ ~ ~~ ~ 31.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 47.9 23

396008 Dr. Charles Richard Drew Elementary School


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.9 2~ ~ ~ ~ ~~ ~ ~~ ~ 31.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 62.1 18

396009 Paul B. Habans Elementary School


~ ~ ~ ~ ~~ ~ ~~ ~ 9.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 19.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 47.6 10~ ~ ~ ~ ~~ ~ ~~ ~ 23.8 5

396010 Murray Henderson Elementary School


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.1 5~ ~ ~ ~ ~~ ~ ~~ ~ 28.9 13~ ~ ~ ~ ~~ ~ ~~ ~ 60.0 27

396012 James Weldon Johnson School


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 9~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 18~ ~ ~ ~ ~~ ~ ~~ ~ 57.1 36

396013 Laurel Elementary School




~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 5~ ~ ~ ~ ~~ ~ ~~ ~ 27.5 11~ ~ ~ ~ ~~ ~ ~~ ~ 60.0 24

396014 Live Oak Elementary School


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 17.6 6~ ~ ~ ~ ~~ ~ ~~ ~ 67.6 23


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~AdvancedMasteryBasicApproaching BasicUnsatisfactory

~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396018 Sylvanie F. Williams School


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 30.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 15

396019 A.P. Tureaud Elementary School


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 7~ ~ ~ ~ ~~ ~ ~~ ~ 26.8 15~ ~ ~ ~ ~~ ~ ~~ ~ 60.7 34

396020 Albert Wicker Elementary School




~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 6.8 3~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 11~ ~ ~ ~ ~~ ~ ~~ ~ 36.4 16~ ~ ~ ~ ~~ ~ ~~ ~ 31.8 14

396021 Sarah Towles Reed Elementary School


~ ~ ~ ~ ~~ ~ ~~ ~ 12.2 6~ ~ ~ ~ ~~ ~ ~~ ~ 32.7 16~ ~ ~ ~ ~~ ~ ~~ ~ 36.7 18~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 7

398002 McDonogh #15: A KIPP Transformation School


~ ~ ~ ~ ~~ ~ ~~ ~ 4.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 6

399001 Samuel J. Green Charter School

State~ ~ ~ ~ 1,547~ ~ 3.2~ ~ 3.8 1,911Advanced


~ ~ ~ ~ 8,370~ ~ 17.3~ ~ 19.2 9,702~ ~ ~ ~ 20,765~ ~ 43.0~ ~ 41.6 20,982~ ~ ~ ~ 10,000~ ~ 20.7~ ~ 21.2 10,727~ ~ ~ ~ 7,602~ ~ 15.7~ ~ 14.2 7,175




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14b: Achievement Level Data - Grade 3 - Mathematics ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 9.7 3~ ~ ~ ~ ~~ ~ ~~ ~ 38.7 12~ ~ ~ ~ ~~ ~ ~~ ~ 16.1 5~ ~ ~ ~ ~~ ~ ~~ ~ 35.5 11



~ ~ ~ ~ ~~ ~ ~~ ~ 7.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 60.7 17~ ~ ~ ~ ~~ ~ ~~ ~ 17.9 5~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 4



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 18.2 12~ ~ ~ ~ ~~ ~ ~~ ~ 25.8 17~ ~ ~ ~ ~~ ~ ~~ ~ 56.1 37



~ ~ ~ ~ ~~ ~ ~~ ~ 12.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 48.0 24~ ~ ~ ~ ~~ ~ ~~ ~ 30.0 15~ ~ ~ ~ ~~ ~ ~~ ~ 10.0 5



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.0 3~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 70.0 21





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 7~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 12



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 12~ ~ ~ ~ ~~ ~ ~~ ~ 29.8 25~ ~ ~ ~ ~~ ~ ~~ ~ 56.0 47



~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 46.9 23~ ~ ~ ~ ~~ ~ ~~ ~ 24.5 12~ ~ ~ ~ ~~ ~ ~~ ~ 10.2 5



~ ~ ~ ~ ~~ ~ ~~ ~ 4.1 3~ ~ ~ ~ ~~ ~ ~~ ~ 34.2 25~ ~ ~ ~ ~~ ~ ~~ ~ 30.1 22~ ~ ~ ~ ~~ ~ ~~ ~ 31.5 23



~ ~ ~ ~ ~~ ~ ~~ ~ 3.8 2~ ~ ~ ~ ~~ ~ ~~ ~ 9.6 5~ ~ ~ ~ ~~ ~ ~~ ~ 21.2 11~ ~ ~ ~ ~~ ~ ~~ ~ 65.4 34





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 55.6 25



~ ~ ~ ~ ~~ ~ ~~ ~ 4.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 15.2 7~ ~ ~ ~ ~~ ~ ~~ ~ 32.6 15~ ~ ~ ~ ~~ ~ ~~ ~ 47.8 22



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.4 6~ ~ ~ ~ ~~ ~ ~~ ~ 42.2 27~ ~ ~ ~ ~~ ~ ~~ ~ 48.4 31



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.1 8~ ~ ~ ~ ~~ ~ ~~ ~ 34.0 18~ ~ ~ ~ ~~ ~ ~~ ~ 50.9 27



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 32.1 17~ ~ ~ ~ ~~ ~ ~~ ~ 50.9 27





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 27.1 13~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 14~ ~ ~ ~ ~~ ~ ~~ ~ 41.7 20



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.7 6~ ~ ~ ~ ~~ ~ ~~ ~ 20.7 6~ ~ ~ ~ ~~ ~ ~~ ~ 58.6 17



~ ~ ~ ~ ~~ ~ ~~ ~ 4.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 3~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 47.6 10



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.8 8~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 62.2 28



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.6 4~ ~ ~ ~ ~~ ~ ~~ ~ 21.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 72.1 44





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 27.5 11~ ~ ~ ~ ~~ ~ ~~ ~ 57.5 23



~ ~ ~ ~ ~~ ~ ~~ ~ 3.0 1~ ~ ~ ~ ~~ ~ ~~ ~ 12.1 4~ ~ ~ ~ ~~ ~ ~~ ~ 30.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 54.5 18



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 22.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 25.8 8~ ~ ~ ~ ~~ ~ ~~ ~ 51.6 16



~ ~ ~ ~ ~~ ~ ~~ ~ 3.6 2~ ~ ~ ~ ~~ ~ ~~ ~ 9.1 5~ ~ ~ ~ ~~ ~ ~~ ~ 21.8 12~ ~ ~ ~ ~~ ~ ~~ ~ 65.5 36





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 2.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 36.4 16~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 11~ ~ ~ ~ ~~ ~ ~~ ~ 36.4 16



~ ~ ~ ~ ~~ ~ ~~ ~ 8.2 4~ ~ ~ ~ ~~ ~ ~~ ~ 53.1 26~ ~ ~ ~ ~~ ~ ~~ ~ 22.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 10.2 5



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 38.1 8~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 6


State~ ~ ~ ~ 2,199~ ~ 4.6~ ~ 6.2 3,125Advanced


~ ~ ~ ~ 8,056~ ~ 16.7~ ~ 18.0 9,084~ ~ ~ ~ 20,009~ ~ 41.4~ ~ 40.8 20,608~ ~ ~ ~ 10,604~ ~ 22.0~ ~ 20.0 10,078~ ~ ~ ~ 7,427~ ~ 15.4~ ~ 15.1 7,602




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14c: Achievement Level Data - Grade 3 - Science ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 3.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 41.9 13~ ~ ~ ~ ~~ ~ ~~ ~ 32.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 22.6 7



~ ~ ~ ~ ~~ ~ ~~ ~ 3.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 21.4 6~ ~ ~ ~ ~~ ~ ~~ ~ 53.6 15~ ~ ~ ~ ~~ ~ ~~ ~ 21.4 6



~ ~ ~ ~ ~~ ~ ~~ ~ 3.0 2~ ~ ~ ~ ~~ ~ ~~ ~ 4.5 3~ ~ ~ ~ ~~ ~ ~~ ~ 39.4 26~ ~ ~ ~ ~~ ~ ~~ ~ 53.0 35



~ ~ ~ ~ ~~ ~ ~~ ~ 22.0 11~ ~ ~ ~ ~~ ~ ~~ ~ 64.0 32~ ~ ~ ~ ~~ ~ ~~ ~ 12.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 2.0 1



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.3 4~ ~ ~ ~ ~~ ~ ~~ ~ 30.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 56.7 17





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 3~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 7~ ~ ~ ~ ~~ ~ ~~ ~ 58.3 14



~ ~ ~ ~ ~~ ~ ~~ ~ 1.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 10.8 9~ ~ ~ ~ ~~ ~ ~~ ~ 37.3 31~ ~ ~ ~ ~~ ~ ~~ ~ 50.6 42



~ ~ ~ ~ ~~ ~ ~~ ~ 8.2 4~ ~ ~ ~ ~~ ~ ~~ ~ 42.9 21~ ~ ~ ~ ~~ ~ ~~ ~ 42.9 21~ ~ ~ ~ ~~ ~ ~~ ~ 6.1 3



~ ~ ~ ~ ~~ ~ ~~ ~ 1.4 1~ ~ ~ ~ ~~ ~ ~~ ~ 26.4 19~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 36~ ~ ~ ~ ~~ ~ ~~ ~ 22.2 16



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.6 5~ ~ ~ ~ ~~ ~ ~~ ~ 38.5 20~ ~ ~ ~ ~~ ~ ~~ ~ 51.9 27





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 4.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 18.2 8~ ~ ~ ~ ~~ ~ ~~ ~ 34.1 15~ ~ ~ ~ ~~ ~ ~~ ~ 43.2 19



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.6 9~ ~ ~ ~ ~~ ~ ~~ ~ 41.3 19~ ~ ~ ~ ~~ ~ ~~ ~ 39.1 18



~ ~ ~ ~ ~~ ~ ~~ ~ 3.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 20.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 31.3 20~ ~ ~ ~ ~~ ~ ~~ ~ 45.3 29



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 37.7 20~ ~ ~ ~ ~~ ~ ~~ ~ 50.9 27



~ ~ ~ ~ ~~ ~ ~~ ~ 1.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 11~ ~ ~ ~ ~~ ~ ~~ ~ 32.1 17~ ~ ~ ~ ~~ ~ ~~ ~ 45.3 24





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 14.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 45.8 22~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 18



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.8 4~ ~ ~ ~ ~~ ~ ~~ ~ 37.9 11~ ~ ~ ~ ~~ ~ ~~ ~ 48.3 14



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 42.9 9~ ~ ~ ~ ~~ ~ ~~ ~ 23.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 7



~ ~ ~ ~ ~~ ~ ~~ ~ 2.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 11.1 5~ ~ ~ ~ ~~ ~ ~~ ~ 37.8 17~ ~ ~ ~ ~~ ~ ~~ ~ 48.9 22



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.5 11~ ~ ~ ~ ~~ ~ ~~ ~ 30.2 19~ ~ ~ ~ ~~ ~ ~~ ~ 52.4 33





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 5~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 10~ ~ ~ ~ ~~ ~ ~~ ~ 62.5 25



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.4 6~ ~ ~ ~ ~~ ~ ~~ ~ 38.7 12~ ~ ~ ~ ~~ ~ ~~ ~ 41.9 13



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 23.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 46.7 14~ ~ ~ ~ ~~ ~ ~~ ~ 30.0 9



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 7~ ~ ~ ~ ~~ ~ ~~ ~ 33.9 19~ ~ ~ ~ ~~ ~ ~~ ~ 53.6 30





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 11~ ~ ~ ~ ~~ ~ ~~ ~ 59.1 26~ ~ ~ ~ ~~ ~ ~~ ~ 15.9 7



~ ~ ~ ~ ~~ ~ ~~ ~ 4.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 36.7 18~ ~ ~ ~ ~~ ~ ~~ ~ 36.7 18~ ~ ~ ~ ~~ ~ ~~ ~ 18.4 9



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 61.9 13~ ~ ~ ~ ~~ ~ ~~ ~ 19.0 4


State~ ~ ~ ~ 1,344~ ~ 2.8~ ~ 3.2 1,602Advanced


~ ~ ~ ~ 6,195~ ~ 12.8~ ~ 15.0 7,560~ ~ ~ ~ 20,508~ ~ 42.5~ ~ 40.1 20,247~ ~ ~ ~ 14,273~ ~ 29.6~ ~ 29.3 14,786~ ~ ~ ~ 5,938~ ~ 12.3~ ~ 12.4 6,268




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14d: Achievement Level Data - Grade 3 - Social Studies ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 22.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 41.9 13~ ~ ~ ~ ~~ ~ ~~ ~ 19.4 6~ ~ ~ ~ ~~ ~ ~~ ~ 16.1 5



~ ~ ~ ~ ~~ ~ ~~ ~ 3.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 35.7 10~ ~ ~ ~ ~~ ~ ~~ ~ 39.3 11~ ~ ~ ~ ~~ ~ ~~ ~ 21.4 6



~ ~ ~ ~ ~~ ~ ~~ ~ 1.5 1~ ~ ~ ~ ~~ ~ ~~ ~ 10.8 7~ ~ ~ ~ ~~ ~ ~~ ~ 35.4 23~ ~ ~ ~ ~~ ~ ~~ ~ 52.3 34



~ ~ ~ ~ ~~ ~ ~~ ~ 18.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 56.0 28~ ~ ~ ~ ~~ ~ ~~ ~ 22.0 11~ ~ ~ ~ ~~ ~ ~~ ~ 4.0 2



~ ~ ~ ~ ~~ ~ ~~ ~ 3.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 23.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 23.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 15





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 3~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 9~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 12



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.7 13~ ~ ~ ~ ~~ ~ ~~ ~ 24.1 20~ ~ ~ ~ ~~ ~ ~~ ~ 60.2 50



~ ~ ~ ~ ~~ ~ ~~ ~ 16.3 8~ ~ ~ ~ ~~ ~ ~~ ~ 61.2 30~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 8.2 4



~ ~ ~ ~ ~~ ~ ~~ ~ 2.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 39.7 29~ ~ ~ ~ ~~ ~ ~~ ~ 34.2 25~ ~ ~ ~ ~~ ~ ~~ ~ 23.3 17



~ ~ ~ ~ ~~ ~ ~~ ~ 1.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 17.3 9~ ~ ~ ~ ~~ ~ ~~ ~ 32.7 17~ ~ ~ ~ ~~ ~ ~~ ~ 48.1 25





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 9.1 4~ ~ ~ ~ ~~ ~ ~~ ~ 20.5 9~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 11~ ~ ~ ~ ~~ ~ ~~ ~ 45.5 20



~ ~ ~ ~ ~~ ~ ~~ ~ 4.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 28.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 30.4 14~ ~ ~ ~ ~~ ~ ~~ ~ 37.0 17



~ ~ ~ ~ ~~ ~ ~~ ~ 3.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 26.6 17~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 16~ ~ ~ ~ ~~ ~ ~~ ~ 45.3 29



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 22.6 12~ ~ ~ ~ ~~ ~ ~~ ~ 26.4 14~ ~ ~ ~ ~~ ~ ~~ ~ 50.9 27



~ ~ ~ ~ ~~ ~ ~~ ~ 3.8 2~ ~ ~ ~ ~~ ~ ~~ ~ 18.9 10~ ~ ~ ~ ~~ ~ ~~ ~ 37.7 20~ ~ ~ ~ ~~ ~ ~~ ~ 39.6 21





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 40.4 19~ ~ ~ ~ ~~ ~ ~~ ~ 38.3 18



~ ~ ~ ~ ~~ ~ ~~ ~ 6.9 2~ ~ ~ ~ ~~ ~ ~~ ~ 10.3 3~ ~ ~ ~ ~~ ~ ~~ ~ 17.2 5~ ~ ~ ~ ~~ ~ ~~ ~ 65.5 19



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 23.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 6~ ~ ~ ~ ~~ ~ ~~ ~ 47.6 10



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 24.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 55.6 25



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 18.8 12~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 16~ ~ ~ ~ ~~ ~ ~~ ~ 56.3 36





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 27.5 11~ ~ ~ ~ ~~ ~ ~~ ~ 62.5 25



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 27.3 9~ ~ ~ ~ ~~ ~ ~~ ~ 24.2 8~ ~ ~ ~ ~~ ~ ~~ ~ 48.5 16



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 36.7 11~ ~ ~ ~ ~~ ~ ~~ ~ 46.7 14



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.4 9~ ~ ~ ~ ~~ ~ ~~ ~ 30.9 17~ ~ ~ ~ ~~ ~ ~~ ~ 52.7 29





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 6.8 3~ ~ ~ ~ ~~ ~ ~~ ~ 45.5 20~ ~ ~ ~ ~~ ~ ~~ ~ 38.6 17~ ~ ~ ~ ~~ ~ ~~ ~ 9.1 4



~ ~ ~ ~ ~~ ~ ~~ ~ 10.2 5~ ~ ~ ~ ~~ ~ ~~ ~ 46.9 23~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 14~ ~ ~ ~ ~~ ~ ~~ ~ 12.2 6



~ ~ ~ ~ ~~ ~ ~~ ~ 4.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 6~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 7


State~ ~ ~ ~ 984~ ~ 2.0~ ~ 1.6 785Advanced


~ ~ ~ ~ 6,707~ ~ 13.9~ ~ 16.0 8,063~ ~ ~ ~ 22,707~ ~ 47.1~ ~ 45.2 22,778~ ~ ~ ~ 10,921~ ~ 22.6~ ~ 22.2 11,220~ ~ ~ ~ 6,917~ ~ 14.3~ ~ 15.1 7,596




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14e: Achievement Level Data - Grade 4 - English Language Arts (LEAP)



~ ~ ~ ~ ~~ ~ ~~ ~ 5.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 35.9 14~ ~ ~ ~ ~~ ~ ~~ ~ 20.5 8~ ~ ~ ~ ~~ ~ ~~ ~ 35.9 14


*


~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 7~ ~ ~ ~ ~~ ~ ~~ ~ 35.7 10~ ~ ~ ~ ~~ ~ ~~ ~ 17.9 5~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 4


*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 38.7 24~ ~ ~ ~ ~~ ~ ~~ ~ 32.3 20~ ~ ~ ~ ~~ ~ ~~ ~ 27.4 17


*


~ ~ ~ ~ ~~ ~ ~~ ~ 19.4 6~ ~ ~ ~ ~~ ~ ~~ ~ 64.5 20~ ~ ~ ~ ~~ ~ ~~ ~ 12.9 4~ ~ ~ ~ ~~ ~ ~~ ~ 3.2 1


*


~ ~ ~ ~ ~~ ~ ~~ ~ 5.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 21.1 4~ ~ ~ ~ ~~ ~ ~~ ~ 21.1 4~ ~ ~ ~ ~~ ~ ~~ ~ 52.6 10


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 4.0 1~ ~ ~ ~ ~~ ~ ~~ ~ 32.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 28.0 7~ ~ ~ ~ ~~ ~ ~~ ~ 36.0 9


*


~ ~ ~ ~ ~~ ~ ~~ ~ 4.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 23.2 23~ ~ ~ ~ ~~ ~ ~~ ~ 34.3 34~ ~ ~ ~ ~~ ~ ~~ ~ 38.4 38


*


~ ~ ~ ~ ~~ ~ ~~ ~ 36.2 17~ ~ ~ ~ ~~ ~ ~~ ~ 48.9 23~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1


*


~ ~ ~ ~ ~~ ~ ~~ ~ 5.1 3~ ~ ~ ~ ~~ ~ ~~ ~ 44.1 26~ ~ ~ ~ ~~ ~ ~~ ~ 22.0 13~ ~ ~ ~ ~~ ~ ~~ ~ 27.1 16


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 37.2 16~ ~ ~ ~ ~~ ~ ~~ ~ 25.6 11~ ~ ~ ~ ~~ ~ ~~ ~ 37.2 16


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 3.5 1~ ~ ~ ~ ~~ ~ ~~ ~ 20.7 6~ ~ ~ ~ ~~ ~ ~~ ~ 31.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 44.8 13


*


~ ~ ~ ~ ~~ ~ ~~ ~ 6.4 3~ ~ ~ ~ ~~ ~ ~~ ~ 48.9 23~ ~ ~ ~ ~~ ~ ~~ ~ 19.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 25.5 12


*


~ ~ ~ ~ ~~ ~ ~~ ~ 3.2 2~ ~ ~ ~ ~~ ~ ~~ ~ 17.5 11~ ~ ~ ~ ~~ ~ ~~ ~ 20.6 13~ ~ ~ ~ ~~ ~ ~~ ~ 55.6 35


*


~ ~ ~ ~ ~~ ~ ~~ ~ 5.0 2~ ~ ~ ~ ~~ ~ ~~ ~ 15.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 47.5 19~ ~ ~ ~ ~~ ~ ~~ ~ 32.5 13


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.4 6~ ~ ~ ~ ~~ ~ ~~ ~ 32.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 46.4 13


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 1.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 18.9 10~ ~ ~ ~ ~~ ~ ~~ ~ 26.4 14~ ~ ~ ~ ~~ ~ ~~ ~ 52.8 28


*


~ ~ ~ ~ ~~ ~ ~~ ~ 6.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 16.1 5~ ~ ~ ~ ~~ ~ ~~ ~ 32.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 45.2 14


*


~ ~ ~ ~ ~~ ~ ~~ ~ 4.0 1~ ~ ~ ~ ~~ ~ ~~ ~ 16.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 32.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 48.0 12


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 5.8 3~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 13~ ~ ~ ~ ~~ ~ ~~ ~ 69.2 36


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.5 9~ ~ ~ ~ ~~ ~ ~~ ~ 29.0 18~ ~ ~ ~ ~~ ~ ~~ ~ 56.5 35


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 4.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 9.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 42.9 9~ ~ ~ ~ ~~ ~ ~~ ~ 42.9 9


*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 14.5 8~ ~ ~ ~ ~~ ~ ~~ ~ 27.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 56.4 31


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 22.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 71.0 22


*


~ ~ ~ ~ ~~ ~ ~~ ~ 3.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 12.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 29.8 17~ ~ ~ ~ ~~ ~ ~~ ~ 54.4 31


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 32.6 15~ ~ ~ ~ ~~ ~ ~~ ~ 17.4 8~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 23


*


~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 66.7 16~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 1

397001 Sophie B. Wright Inst.of Academic Excellence

*


~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 37.8 17~ ~ ~ ~ ~~ ~ ~~ ~ 6.7 3


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.7 6~ ~ ~ ~ ~~ ~ ~~ ~ 37.9 11~ ~ ~ ~ ~~ ~ ~~ ~ 41.4 12


*

State1,891 595 1,575 1,669 1,9832.6 2.7 3.83.1 1.0 3.5 1,783Advanced


9,442 7,952 10,629 11,331 8,35417.8 18.3 15.915.6 12.9 19.7 9,95323,234 27,128 23,249 26,401 23,30238.9 42.7 44.438.3 44.1 45.1 22,77317,490 15,898 13,285 13,607 10,62222.2 22.0 20.228.8 25.9 19.3 9,741

8,646 9,921 11,007 8,768 8,26018.4 14.2 15.714.2 16.1 12.3 6,211

*




~ =

*

Percent and Number of Students by Achievement LevelsTable 14f: Achievement Level Data - Grade 4 - Mathematics (LEAP)



~ ~ ~ ~ ~~ ~ ~~ ~ 5.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 30.8 12~ ~ ~ ~ ~~ ~ ~~ ~ 25.6 10~ ~ ~ ~ ~~ ~ ~~ ~ 35.9 14


*


~ ~ ~ ~ ~~ ~ ~~ ~ 21.4 6~ ~ ~ ~ ~~ ~ ~~ ~ 39.3 11~ ~ ~ ~ ~~ ~ ~~ ~ 17.9 5~ ~ ~ ~ ~~ ~ ~~ ~ 17.9 5


*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 33.9 21~ ~ ~ ~ ~~ ~ ~~ ~ 21.0 13~ ~ ~ ~ ~~ ~ ~~ ~ 43.5 27


*


~ ~ ~ ~ ~~ ~ ~~ ~ 32.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 41.9 13~ ~ ~ ~ ~~ ~ ~~ ~ 19.4 6~ ~ ~ ~ ~~ ~ ~~ ~ 3.2 1


*


~ ~ ~ ~ ~~ ~ ~~ ~ 5.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 10.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 42.1 8~ ~ ~ ~ ~~ ~ ~~ ~ 42.1 8


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 24.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 24.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 52.0 13


*


~ ~ ~ ~ ~~ ~ ~~ ~ 2.0 2~ ~ ~ ~ ~~ ~ ~~ ~ 27.3 27~ ~ ~ ~ ~~ ~ ~~ ~ 19.2 19~ ~ ~ ~ ~~ ~ ~~ ~ 51.5 51


*


~ ~ ~ ~ ~~ ~ ~~ ~ 31.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 61.7 29~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 30.5 18~ ~ ~ ~ ~~ ~ ~~ ~ 25.4 15~ ~ ~ ~ ~~ ~ ~~ ~ 44.1 26


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 27.9 12~ ~ ~ ~ ~~ ~ ~~ ~ 27.9 12~ ~ ~ ~ ~~ ~ ~~ ~ 44.2 19


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.9 2~ ~ ~ ~ ~~ ~ ~~ ~ 13.8 4~ ~ ~ ~ ~~ ~ ~~ ~ 79.3 23


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 25.5 12~ ~ ~ ~ ~~ ~ ~~ ~ 23.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 51.1 24


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 9~ ~ ~ ~ ~~ ~ ~~ ~ 20.6 13~ ~ ~ ~ ~~ ~ ~~ ~ 65.1 41


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 27.5 11~ ~ ~ ~ ~~ ~ ~~ ~ 35.0 14~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 15


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.9 5~ ~ ~ ~ ~~ ~ ~~ ~ 39.3 11~ ~ ~ ~ ~~ ~ ~~ ~ 42.9 12


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 22.6 12~ ~ ~ ~ ~~ ~ ~~ ~ 66.0 35


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 22.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 29.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 48.4 15


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 5~ ~ ~ ~ ~~ ~ ~~ ~ 64.0 16


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 1.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 13.5 7~ ~ ~ ~ ~~ ~ ~~ ~ 84.6 44


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.5 9~ ~ ~ ~ ~~ ~ ~~ ~ 24.2 15~ ~ ~ ~ ~~ ~ ~~ ~ 61.3 38


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 3~ ~ ~ ~ ~~ ~ ~~ ~ 19.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 66.7 14


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.4 9~ ~ ~ ~ ~~ ~ ~~ ~ 27.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 56.4 31


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 12.9 4~ ~ ~ ~ ~~ ~ ~~ ~ 80.6 25


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.5 9~ ~ ~ ~ ~~ ~ ~~ ~ 24.1 14~ ~ ~ ~ ~~ ~ ~~ ~ 60.3 35


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.9 5~ ~ ~ ~ ~~ ~ ~~ ~ 28.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 60.9 28


*


~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 62.5 15~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 1


*


~ ~ ~ ~ ~~ ~ ~~ ~ 15.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 18~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 6.7 3


*


~ ~ ~ ~ ~~ ~ ~~ ~ 3.5 1~ ~ ~ ~ ~~ ~ ~~ ~ 17.2 5~ ~ ~ ~ ~~ ~ ~~ ~ 41.4 12~ ~ ~ ~ ~~ ~ ~~ ~ 37.9 11


*

State1,293 1,592 1,195 1,619 2,1812.0 2.6 4.22.1 2.6 3.6 1,795Advanced


6,291 8,007 7,988 9,002 9,31113.4 14.6 17.710.4 13.0 12.9 6,53323,212 25,390 22,814 26,789 21,08838.2 43.4 40.238.2 41.3 46.5 23,46214,930 14,324 13,714 12,868 10,84923.0 20.8 20.724.6 23.3 20.4 10,29114,966 12,170 14,033 11,477 9,08223.5 18.6 17.324.7 19.8 16.6 8,371

*




~ =

*

Percent and Number of Students by Achievement LevelsTable 14g: Achievement Level Data - Grade 4 - Science (LEAP)



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 23.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 43.6 17~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 13


*


~ ~ ~ ~ ~~ ~ ~~ ~ 3.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 57.1 16~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 8~ ~ ~ ~ ~~ ~ ~~ ~ 10.7 3


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 58.1 36~ ~ ~ ~ ~~ ~ ~~ ~ 30.6 19


*


~ ~ ~ ~ ~~ ~ ~~ ~ 19.4 6~ ~ ~ ~ ~~ ~ ~~ ~ 54.8 17~ ~ ~ ~ ~~ ~ ~~ ~ 25.8 8~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.8 3~ ~ ~ ~ ~~ ~ ~~ ~ 36.8 7~ ~ ~ ~ ~~ ~ ~~ ~ 47.4 9


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 5~ ~ ~ ~ ~~ ~ ~~ ~ 48.0 12~ ~ ~ ~ ~~ ~ ~~ ~ 32.0 8


*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.0 1~ ~ ~ ~ ~~ ~ ~~ ~ 19.2 19~ ~ ~ ~ ~~ ~ ~~ ~ 35.4 35~ ~ ~ ~ ~~ ~ ~~ ~ 43.4 43


*


~ ~ ~ ~ ~~ ~ ~~ ~ 6.4 3~ ~ ~ ~ ~~ ~ ~~ ~ 70.2 33~ ~ ~ ~ ~~ ~ ~~ ~ 21.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 22.0 13~ ~ ~ ~ ~~ ~ ~~ ~ 49.2 29~ ~ ~ ~ ~~ ~ ~~ ~ 28.8 17


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.9 9~ ~ ~ ~ ~~ ~ ~~ ~ 44.2 19~ ~ ~ ~ ~~ ~ ~~ ~ 34.9 15


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.7 3~ ~ ~ ~ ~~ ~ ~~ ~ 25.8 8~ ~ ~ ~ ~~ ~ ~~ ~ 64.5 20


*


~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 19.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 36.2 17~ ~ ~ ~ ~~ ~ ~~ ~ 42.6 20


*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 17.5 11~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 18~ ~ ~ ~ ~~ ~ ~~ ~ 52.4 33


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 25.6 10~ ~ ~ ~ ~~ ~ ~~ ~ 48.7 19~ ~ ~ ~ ~~ ~ ~~ ~ 25.6 10


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.7 3~ ~ ~ ~ ~~ ~ ~~ ~ 42.9 12~ ~ ~ ~ ~~ ~ ~~ ~ 46.4 13


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 1.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 3.8 2~ ~ ~ ~ ~~ ~ ~~ ~ 35.8 19~ ~ ~ ~ ~~ ~ ~~ ~ 58.5 31


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 45.2 14~ ~ ~ ~ ~~ ~ ~~ ~ 48.4 15


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 3~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 8~ ~ ~ ~ ~~ ~ ~~ ~ 54.2 13


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 12~ ~ ~ ~ ~~ ~ ~~ ~ 75.0 36


*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 9.7 6~ ~ ~ ~ ~~ ~ ~~ ~ 37.1 23~ ~ ~ ~ ~~ ~ ~~ ~ 51.6 32


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 23.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 3~ ~ ~ ~ ~~ ~ ~~ ~ 61.9 13


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 3.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 71.9 23


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.6 8~ ~ ~ ~ ~~ ~ ~~ ~ 39.0 23~ ~ ~ ~ ~~ ~ ~~ ~ 47.5 28


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 18~ ~ ~ ~ ~~ ~ ~~ ~ 46.7 21


*


~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 8~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 9~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 6


*


~ ~ ~ ~ ~~ ~ ~~ ~ 11.1 5~ ~ ~ ~ ~~ ~ ~~ ~ 35.6 16~ ~ ~ ~ ~~ ~ ~~ ~ 42.2 19~ ~ ~ ~ ~~ ~ ~~ ~ 8.9 4


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.2 5~ ~ ~ ~ ~~ ~ ~~ ~ 41.4 12~ ~ ~ ~ ~~ ~ ~~ ~ 41.4 12


*

State2,098 1,100 852 2,528 1,3781.4 4.1 2.63.5 1.8 2.5 1,246Advanced


6,617 7,526 7,986 7,880 6,40513.4 12.8 12.210.9 12.3 13.6 6,83425,500 22,451 25,135 27,430 22,24942.1 44.5 42.442.0 36.6 45.7 23,03017,630 21,720 17,244 17,612 15,09028.9 28.6 28.829.1 35.4 27.0 13,613

8,819 8,627 8,505 6,234 7,34314.2 10.1 14.014.5 14.0 11.3 5,692

*




~ =

*

Percent and Number of Students by Achievement LevelsTable 14h: Achievement Level Data - Grade 4 - Social Studies (LEAP)



~ ~ ~ ~ ~~ ~ ~~ ~ 2.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 38.5 15~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 25.6 10


*


~ ~ ~ ~ ~~ ~ ~~ ~ 17.9 5~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 14~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 4~ ~ ~ ~ ~~ ~ ~~ ~ 17.9 5


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.0 13~ ~ ~ ~ ~~ ~ ~~ ~ 40.3 25~ ~ ~ ~ ~~ ~ ~~ ~ 38.7 24


*


~ ~ ~ ~ ~~ ~ ~~ ~ 12.9 4~ ~ ~ ~ ~~ ~ ~~ ~ 64.5 20~ ~ ~ ~ ~~ ~ ~~ ~ 19.4 6~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 5.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 36.8 7~ ~ ~ ~ ~~ ~ ~~ ~ 57.9 11


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 8~ ~ ~ ~ ~~ ~ ~~ ~ 45.8 11


*


~ ~ ~ ~ ~~ ~ ~~ ~ 2.0 2~ ~ ~ ~ ~~ ~ ~~ ~ 23.2 23~ ~ ~ ~ ~~ ~ ~~ ~ 22.2 22~ ~ ~ ~ ~~ ~ ~~ ~ 52.5 52


*


~ ~ ~ ~ ~~ ~ ~~ ~ 12.8 6~ ~ ~ ~ ~~ ~ ~~ ~ 78.7 37~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 6.4 3


*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.7 1~ ~ ~ ~ ~~ ~ ~~ ~ 33.9 20~ ~ ~ ~ ~~ ~ ~~ ~ 35.6 21~ ~ ~ ~ ~~ ~ ~~ ~ 28.8 17


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 18.6 8~ ~ ~ ~ ~~ ~ ~~ ~ 34.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 46.5 20


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.1 5~ ~ ~ ~ ~~ ~ ~~ ~ 22.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 61.3 19


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 25.5 12~ ~ ~ ~ ~~ ~ ~~ ~ 23.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 51.1 24


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.0 12~ ~ ~ ~ ~~ ~ ~~ ~ 17.5 11~ ~ ~ ~ ~~ ~ ~~ ~ 61.9 39


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 10~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 15~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 15


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.7 3~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 14~ ~ ~ ~ ~~ ~ ~~ ~ 39.3 11


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 18.9 10~ ~ ~ ~ ~~ ~ ~~ ~ 17.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 64.2 34


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.9 4~ ~ ~ ~ ~~ ~ ~~ ~ 35.5 11~ ~ ~ ~ ~~ ~ ~~ ~ 51.6 16


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 21.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 56.5 13


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 2~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 10~ ~ ~ ~ ~~ ~ ~~ ~ 75.0 36


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.4 12~ ~ ~ ~ ~~ ~ ~~ ~ 19.4 12~ ~ ~ ~ ~~ ~ ~~ ~ 61.3 38


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 23.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 19.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 57.1 12


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 28.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 71.9 23


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.6 8~ ~ ~ ~ ~~ ~ ~~ ~ 27.1 16~ ~ ~ ~ ~~ ~ ~~ ~ 59.3 35


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 26.7 12~ ~ ~ ~ ~~ ~ ~~ ~ 22.2 10~ ~ ~ ~ ~~ ~ ~~ ~ 51.1 23


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 9~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 8~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 7


*


~ ~ ~ ~ ~~ ~ ~~ ~ 15.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 64.4 29~ ~ ~ ~ ~~ ~ ~~ ~ 11.1 5~ ~ ~ ~ ~~ ~ ~~ ~ 4.4 2


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.2 5~ ~ ~ ~ ~~ ~ ~~ ~ 27.6 8~ ~ ~ ~ ~~ ~ ~~ ~ 55.2 16


*

State650 1,018 841 773 9251.4 1.3 1.81.1 1.7 2.5 1,262Advanced


4,855 7,102 8,296 5,510 6,99113.9 8.9 13.38.0 11.6 12.9 6,52427,539 27,950 26,123 29,419 25,49543.7 47.7 48.645.4 45.5 51.6 26,00615,125 15,345 12,942 15,196 10,52821.7 24.6 20.124.9 25.0 18.5 9,34012,481 10,006 11,510 10,760 8,50819.3 17.5 16.220.6 16.3 14.4 7,271

*




~ =

*

Percent and Number of Students by Achievement LevelsTable 14i: Achievement Level Data - Grade 5 - English Language Arts ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 27.7 13~ ~ ~ ~ ~~ ~ ~~ ~ 25.5 12~ ~ ~ ~ ~~ ~ ~~ ~ 46.8 22



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 22.2 4~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 44.4 8



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.8 6~ ~ ~ ~ ~~ ~ ~~ ~ 18.0 11~ ~ ~ ~ ~~ ~ ~~ ~ 72.1 44



~ ~ ~ ~ ~~ ~ ~~ ~ 9.3 4~ ~ ~ ~ ~~ ~ ~~ ~ 18.6 8~ ~ ~ ~ ~~ ~ ~~ ~ 27.9 12~ ~ ~ ~ ~~ ~ ~~ ~ 44.2 19



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 4.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 61.9 13





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 30.4 7~ ~ ~ ~ ~~ ~ ~~ ~ 60.9 14



~ ~ ~ ~ ~~ ~ ~~ ~ 1.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 19.7 15~ ~ ~ ~ ~~ ~ ~~ ~ 21.1 16~ ~ ~ ~ ~~ ~ ~~ ~ 57.9 44



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.6 11~ ~ ~ ~ ~~ ~ ~~ ~ 30.4 17~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 28



~ ~ ~ ~ ~~ ~ ~~ ~ 4.3 3~ ~ ~ ~ ~~ ~ ~~ ~ 31.4 22~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 20~ ~ ~ ~ ~~ ~ ~~ ~ 34.3 24



~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 2~ ~ ~ ~ ~~ ~ ~~ ~ 14.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 8~ ~ ~ ~ ~~ ~ ~~ ~ 64.6 31





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 2.4 1~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 7~ ~ ~ ~ ~~ ~ ~~ ~ 19.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 61.9 26



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 4.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 34.0 16~ ~ ~ ~ ~~ ~ ~~ ~ 61.7 29



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 6~ ~ ~ ~ ~~ ~ ~~ ~ 22.9 11~ ~ ~ ~ ~~ ~ ~~ ~ 64.6 31



~ ~ ~ ~ ~~ ~ ~~ ~ 2.4 1~ ~ ~ ~ ~~ ~ ~~ ~ 11.9 5~ ~ ~ ~ ~~ ~ ~~ ~ 40.5 17~ ~ ~ ~ ~~ ~ ~~ ~ 45.2 19



~ ~ ~ ~ ~~ ~ ~~ ~ 2.0 1~ ~ ~ ~ ~~ ~ ~~ ~ 26.5 13~ ~ ~ ~ ~~ ~ ~~ ~ 22.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 49.0 24





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.4 5~ ~ ~ ~ ~~ ~ ~~ ~ 28.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 62.3 33



~ ~ ~ ~ ~~ ~ ~~ ~ 6.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 43.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 30.0 9



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 62.5 15



~ ~ ~ ~ ~~ ~ ~~ ~ 4.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 10.6 5~ ~ ~ ~ ~~ ~ ~~ ~ 27.7 13~ ~ ~ ~ ~~ ~ ~~ ~ 57.4 27



~ ~ ~ ~ ~~ ~ ~~ ~ 1.7 1~ ~ ~ ~ ~~ ~ ~~ ~ 19.0 11~ ~ ~ ~ ~~ ~ ~~ ~ 34.5 20~ ~ ~ ~ ~~ ~ ~~ ~ 44.8 26





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.5 9~ ~ ~ ~ ~~ ~ ~~ ~ 15.9 7~ ~ ~ ~ ~~ ~ ~~ ~ 63.6 28



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 18.2 6~ ~ ~ ~ ~~ ~ ~~ ~ 18.2 6~ ~ ~ ~ ~~ ~ ~~ ~ 63.6 21



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 12~ ~ ~ ~ ~~ ~ ~~ ~ 43.3 13



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.5 7~ ~ ~ ~ ~~ ~ ~~ ~ 13.5 7~ ~ ~ ~ ~~ ~ ~~ ~ 73.1 38





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 5.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 31.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 10~ ~ ~ ~ ~~ ~ ~~ ~ 34.3 12



~ ~ ~ ~ ~~ ~ ~~ ~ 2.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 16.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 37.2 16~ ~ ~ ~ ~~ ~ ~~ ~ 41.9 18



~ ~ ~ ~ ~~ ~ ~~ ~ 6.7 6~ ~ ~ ~ ~~ ~ ~~ ~ 52.8 47~ ~ ~ ~ ~~ ~ ~~ ~ 25.8 23~ ~ ~ ~ ~~ ~ ~~ ~ 13.5 12

398001 E. Phillips: KIPP Believe College Prep


~ ~ ~ ~ ~~ ~ ~~ ~ 11.8 6~ ~ ~ ~ ~~ ~ ~~ ~ 43.1 22~ ~ ~ ~ ~~ ~ ~~ ~ 19.6 10~ ~ ~ ~ ~~ ~ ~~ ~ 21.6 11



~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 10.4 5~ ~ ~ ~ ~~ ~ ~~ ~ 22.9 11~ ~ ~ ~ ~~ ~ ~~ ~ 64.6 31





~ =

* i



State~ ~ ~ ~ 1,323~ ~ 2.8~ ~ 2.8 1,372Advanced


~ ~ ~ ~ 7,648~ ~ 16.3~ ~ 14.5 7,120~ ~ ~ ~ 19,681~ ~ 42.1~ ~ 41.8 20,504~ ~ ~ ~ 11,445~ ~ 24.5~ ~ 22.6 11,052~ ~ ~ ~ 6,693~ ~ 14.3~ ~ 18.3 8,953




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14j: Achievement Level Data - Grade 5 - Mathematics ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 6.4 3~ ~ ~ ~ ~~ ~ ~~ ~ 17.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 25.5 12~ ~ ~ ~ ~~ ~ ~~ ~ 51.1 24



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 11.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 55.6 10



~ ~ ~ ~ ~~ ~ ~~ ~ 1.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 9.7 6~ ~ ~ ~ ~~ ~ ~~ ~ 17.7 11~ ~ ~ ~ ~~ ~ ~~ ~ 71.0 44



~ ~ ~ ~ ~~ ~ ~~ ~ 2.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 23.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 16.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 58.1 25



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 23.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 76.2 16





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 4.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 8.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 17.4 4~ ~ ~ ~ ~~ ~ ~~ ~ 69.6 16



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.2 10~ ~ ~ ~ ~~ ~ ~~ ~ 18.4 14~ ~ ~ ~ ~~ ~ ~~ ~ 68.4 52



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.6 11~ ~ ~ ~ ~~ ~ ~~ ~ 21.4 12~ ~ ~ ~ ~~ ~ ~~ ~ 58.9 33



~ ~ ~ ~ ~~ ~ ~~ ~ 4.3 3~ ~ ~ ~ ~~ ~ ~~ ~ 25.7 18~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 55.7 39



~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 14.9 7~ ~ ~ ~ ~~ ~ ~~ ~ 23.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 59.6 28





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 7~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 66.7 28



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 17.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 66.0 31



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 27.1 13~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 10~ ~ ~ ~ ~~ ~ ~~ ~ 52.1 25



~ ~ ~ ~ ~~ ~ ~~ ~ 2.4 1~ ~ ~ ~ ~~ ~ ~~ ~ 26.2 11~ ~ ~ ~ ~~ ~ ~~ ~ 23.8 10~ ~ ~ ~ ~~ ~ ~~ ~ 47.6 20



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 14~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 10~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 24





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 11~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 11~ ~ ~ ~ ~~ ~ ~~ ~ 58.5 31



~ ~ ~ ~ ~~ ~ ~~ ~ 6.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 36.7 11~ ~ ~ ~ ~~ ~ ~~ ~ 6.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 15



~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 3~ ~ ~ ~ ~~ ~ ~~ ~ 62.5 15



~ ~ ~ ~ ~~ ~ ~~ ~ 4.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 12.8 6~ ~ ~ ~ ~~ ~ ~~ ~ 17.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 66.0 31



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.1 7~ ~ ~ ~ ~~ ~ ~~ ~ 27.6 16~ ~ ~ ~ ~~ ~ ~~ ~ 60.3 35





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 15.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 71.1 32



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.1 5~ ~ ~ ~ ~~ ~ ~~ ~ 16.1 5~ ~ ~ ~ ~~ ~ ~~ ~ 67.7 21



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 23.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 60.0 18



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.6 11~ ~ ~ ~ ~~ ~ ~~ ~ 13.7 7~ ~ ~ ~ ~~ ~ ~~ ~ 64.7 33





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 31.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 5~ ~ ~ ~ ~~ ~ ~~ ~ 48.6 17



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 46.5 20~ ~ ~ ~ ~~ ~ ~~ ~ 23.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 30.2 13



~ ~ ~ ~ ~~ ~ ~~ ~ 5.6 5~ ~ ~ ~ ~~ ~ ~~ ~ 43.8 39~ ~ ~ ~ ~~ ~ ~~ ~ 25.8 23~ ~ ~ ~ ~~ ~ ~~ ~ 23.6 21



~ ~ ~ ~ ~~ ~ ~~ ~ 13.7 7~ ~ ~ ~ ~~ ~ ~~ ~ 37.3 19~ ~ ~ ~ ~~ ~ ~~ ~ 15.7 8~ ~ ~ ~ ~~ ~ ~~ ~ 25.5 13



~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 2~ ~ ~ ~ ~~ ~ ~~ ~ 18.8 9~ ~ ~ ~ ~~ ~ ~~ ~ 18.8 9~ ~ ~ ~ ~~ ~ ~~ ~ 58.3 28





~ =

* i



State~ ~ ~ ~ 2,480~ ~ 5.3~ ~ 4.9 2,421Advanced


~ ~ ~ ~ 5,511~ ~ 11.8~ ~ 10.9 5,322~ ~ ~ ~ 22,037~ ~ 47.1~ ~ 42.9 21,043~ ~ ~ ~ 8,231~ ~ 17.6~ ~ 18.5 9,059~ ~ ~ ~ 8,526~ ~ 18.2~ ~ 22.8 11,150




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14k: Achievement Level Data - Grade 5 - Science ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 19.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 42.6 20~ ~ ~ ~ ~~ ~ ~~ ~ 36.2 17



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 3~ ~ ~ ~ ~~ ~ ~~ ~ 61.1 11~ ~ ~ ~ ~~ ~ ~~ ~ 22.2 4



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 1.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 27.9 17~ ~ ~ ~ ~~ ~ ~~ ~ 70.5 43



~ ~ ~ ~ ~~ ~ ~~ ~ 4.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 20.9 9~ ~ ~ ~ ~~ ~ ~~ ~ 37.2 16~ ~ ~ ~ ~~ ~ ~~ ~ 37.2 16



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 4.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 23.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 71.4 15





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 4.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 4.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 39.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 52.2 12



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 7.9 6~ ~ ~ ~ ~~ ~ ~~ ~ 35.5 27~ ~ ~ ~ ~~ ~ ~~ ~ 56.6 43



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.9 10~ ~ ~ ~ ~~ ~ ~~ ~ 35.7 20~ ~ ~ ~ ~~ ~ ~~ ~ 46.4 26



~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 2~ ~ ~ ~ ~~ ~ ~~ ~ 31.4 22~ ~ ~ ~ ~~ ~ ~~ ~ 42.9 30~ ~ ~ ~ ~~ ~ ~~ ~ 22.9 16



~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 2~ ~ ~ ~ ~~ ~ ~~ ~ 31.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 62.5 30





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 2.4 1~ ~ ~ ~ ~~ ~ ~~ ~ 4.9 2~ ~ ~ ~ ~~ ~ ~~ ~ 36.6 15~ ~ ~ ~ ~~ ~ ~~ ~ 56.1 23



~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 8.5 4~ ~ ~ ~ ~~ ~ ~~ ~ 31.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 57.4 27



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.3 3~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 16~ ~ ~ ~ ~~ ~ ~~ ~ 60.4 29



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.5 4~ ~ ~ ~ ~~ ~ ~~ ~ 40.5 17~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 21



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.2 6~ ~ ~ ~ ~~ ~ ~~ ~ 53.1 26~ ~ ~ ~ ~~ ~ ~~ ~ 34.7 17





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.4 5~ ~ ~ ~ ~~ ~ ~~ ~ 34.0 18~ ~ ~ ~ ~~ ~ ~~ ~ 56.6 30



~ ~ ~ ~ ~~ ~ ~~ ~ 6.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 26.7 8



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 3~ ~ ~ ~ ~~ ~ ~~ ~ 45.8 11~ ~ ~ ~ ~~ ~ ~~ ~ 41.7 10



~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 4.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 38.3 18~ ~ ~ ~ ~~ ~ ~~ ~ 55.3 26



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.6 5~ ~ ~ ~ ~~ ~ ~~ ~ 25.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 65.5 38





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.4 5~ ~ ~ ~ ~~ ~ ~~ ~ 20.5 9~ ~ ~ ~ ~~ ~ ~~ ~ 68.2 30



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 3.0 1~ ~ ~ ~ ~~ ~ ~~ ~ 42.4 14~ ~ ~ ~ ~~ ~ ~~ ~ 54.5 18



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 10



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 3.8 2~ ~ ~ ~ ~~ ~ ~~ ~ 28.8 15~ ~ ~ ~ ~~ ~ ~~ ~ 67.3 35





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 7~ ~ ~ ~ ~~ ~ ~~ ~ 54.3 19~ ~ ~ ~ ~~ ~ ~~ ~ 22.9 8



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 18.6 8~ ~ ~ ~ ~~ ~ ~~ ~ 46.5 20~ ~ ~ ~ ~~ ~ ~~ ~ 34.9 15



~ ~ ~ ~ ~~ ~ ~~ ~ 2.2 2~ ~ ~ ~ ~~ ~ ~~ ~ 15.7 14~ ~ ~ ~ ~~ ~ ~~ ~ 38.2 34~ ~ ~ ~ ~~ ~ ~~ ~ 43.8 39



~ ~ ~ ~ ~~ ~ ~~ ~ 3.9 2~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 17~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 17~ ~ ~ ~ ~~ ~ ~~ ~ 25.5 13



~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 6~ ~ ~ ~ ~~ ~ ~~ ~ 27.1 13~ ~ ~ ~ ~~ ~ ~~ ~ 58.3 28





~ =

* i



State~ ~ ~ ~ 885~ ~ 1.9~ ~ 2.4 1,196Advanced


~ ~ ~ ~ 6,346~ ~ 13.6~ ~ 13.3 6,501~ ~ ~ ~ 18,195~ ~ 38.9~ ~ 38.4 18,815~ ~ ~ ~ 14,717~ ~ 31.5~ ~ 29.7 14,530~ ~ ~ ~ 6,620~ ~ 14.2~ ~ 16.2 7,925




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14l: Achievement Level Data - Grade 5 - Social Studies ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 27.7 13~ ~ ~ ~ ~~ ~ ~~ ~ 31.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 40.4 19



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 38.9 7~ ~ ~ ~ ~~ ~ ~~ ~ 38.9 7~ ~ ~ ~ ~~ ~ ~~ ~ 22.2 4



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 3.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 16.4 10~ ~ ~ ~ ~~ ~ ~~ ~ 80.3 49



~ ~ ~ ~ ~~ ~ ~~ ~ 2.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 20.9 9~ ~ ~ ~ ~~ ~ ~~ ~ 41.9 18~ ~ ~ ~ ~~ ~ ~~ ~ 34.9 15



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 23.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 66.7 14





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 21.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 69.6 16



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.5 8~ ~ ~ ~ ~~ ~ ~~ ~ 28.9 22~ ~ ~ ~ ~~ ~ ~~ ~ 60.5 46



~ ~ ~ ~ ~~ ~ ~~ ~ 1.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 35.7 20~ ~ ~ ~ ~~ ~ ~~ ~ 41.1 23~ ~ ~ ~ ~~ ~ ~~ ~ 21.4 12



~ ~ ~ ~ ~~ ~ ~~ ~ 4.3 3~ ~ ~ ~ ~~ ~ ~~ ~ 48.6 34~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 20~ ~ ~ ~ ~~ ~ ~~ ~ 18.6 13



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.3 4~ ~ ~ ~ ~~ ~ ~~ ~ 27.1 13~ ~ ~ ~ ~~ ~ ~~ ~ 64.6 31





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 15.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 75.0 30



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.9 7~ ~ ~ ~ ~~ ~ ~~ ~ 23.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 61.7 29



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 2~ ~ ~ ~ ~~ ~ ~~ ~ 27.1 13~ ~ ~ ~ ~~ ~ ~~ ~ 68.8 33



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.5 4~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 14~ ~ ~ ~ ~~ ~ ~~ ~ 57.1 24



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.2 6~ ~ ~ ~ ~~ ~ ~~ ~ 34.7 17~ ~ ~ ~ ~~ ~ ~~ ~ 53.1 26





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 5.7 3~ ~ ~ ~ ~~ ~ ~~ ~ 34.0 18~ ~ ~ ~ ~~ ~ ~~ ~ 60.4 32



~ ~ ~ ~ ~~ ~ ~~ ~ 3.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 36.7 11~ ~ ~ ~ ~~ ~ ~~ ~ 30.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 30.0 9



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 7~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 7~ ~ ~ ~ ~~ ~ ~~ ~ 41.7 10



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.8 6~ ~ ~ ~ ~~ ~ ~~ ~ 42.6 20~ ~ ~ ~ ~~ ~ ~~ ~ 44.7 21



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 24.1 14~ ~ ~ ~ ~~ ~ ~~ ~ 65.5 38





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.3 4~ ~ ~ ~ ~~ ~ ~~ ~ 27.9 12~ ~ ~ ~ ~~ ~ ~~ ~ 62.8 27



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.2 5~ ~ ~ ~ ~~ ~ ~~ ~ 24.2 8~ ~ ~ ~ ~~ ~ ~~ ~ 60.6 20



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 66.7 20



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.5 7~ ~ ~ ~ ~~ ~ ~~ ~ 17.3 9~ ~ ~ ~ ~~ ~ ~~ ~ 69.2 36





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 60.0 21~ ~ ~ ~ ~~ ~ ~~ ~ 17.1 6~ ~ ~ ~ ~~ ~ ~~ ~ 17.1 6



~ ~ ~ ~ ~~ ~ ~~ ~ 2.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 34.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 23.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 39.5 17



~ ~ ~ ~ ~~ ~ ~~ ~ 13.5 12~ ~ ~ ~ ~~ ~ ~~ ~ 52.8 47~ ~ ~ ~ ~~ ~ ~~ ~ 20.2 18~ ~ ~ ~ ~~ ~ ~~ ~ 12.4 11



~ ~ ~ ~ ~~ ~ ~~ ~ 7.8 4~ ~ ~ ~ ~~ ~ ~~ ~ 37.3 19~ ~ ~ ~ ~~ ~ ~~ ~ 25.5 13~ ~ ~ ~ ~~ ~ ~~ ~ 25.5 13



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.3 3~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 14~ ~ ~ ~ ~~ ~ ~~ ~ 64.6 31





~ =

* i



State~ ~ ~ ~ 1,537~ ~ 3.3~ ~ 3.1 1,534Advanced


~ ~ ~ ~ 4,793~ ~ 10.3~ ~ 11.5 5,607~ ~ ~ ~ 21,597~ ~ 46.2~ ~ 46.2 22,594~ ~ ~ ~ 10,601~ ~ 22.7~ ~ 21.9 10,725~ ~ ~ ~ 8,202~ ~ 17.6~ ~ 17.4 8,497




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14m: Achievement Level Data - Grade 6 - English Language Arts ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 5.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 31.6 12~ ~ ~ ~ ~~ ~ ~~ ~ 18.4 7~ ~ ~ ~ ~~ ~ ~~ ~ 42.1 16



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 18.8 3~ ~ ~ ~ ~~ ~ ~~ ~ 56.3 9~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 4



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.2 10~ ~ ~ ~ ~~ ~ ~~ ~ 36.6 30~ ~ ~ ~ ~~ ~ ~~ ~ 51.2 42



~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 51.4 18~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 10~ ~ ~ ~ ~~ ~ ~~ ~ 17.1 6



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 66.7 16





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 3.4 1~ ~ ~ ~ ~~ ~ ~~ ~ 24.1 7~ ~ ~ ~ ~~ ~ ~~ ~ 31.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 41.4 12



~ ~ ~ ~ ~~ ~ ~~ ~ 3.2 3~ ~ ~ ~ ~~ ~ ~~ ~ 25.5 24~ ~ ~ ~ ~~ ~ ~~ ~ 37.2 35~ ~ ~ ~ ~~ ~ ~~ ~ 34.0 32



~ ~ ~ ~ ~~ ~ ~~ ~ 31.6 18~ ~ ~ ~ ~~ ~ ~~ ~ 49.1 28~ ~ ~ ~ ~~ ~ ~~ ~ 10.5 6~ ~ ~ ~ ~~ ~ ~~ ~ 8.8 5



~ ~ ~ ~ ~~ ~ ~~ ~ 5.3 4~ ~ ~ ~ ~~ ~ ~~ ~ 36.8 28~ ~ ~ ~ ~~ ~ ~~ ~ 28.9 22~ ~ ~ ~ ~~ ~ ~~ ~ 28.9 22



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 26.1 12~ ~ ~ ~ ~~ ~ ~~ ~ 28.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 45.7 21





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.8 6~ ~ ~ ~ ~~ ~ ~~ ~ 41.2 21~ ~ ~ ~ ~~ ~ ~~ ~ 47.1 24



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.2 5~ ~ ~ ~ ~~ ~ ~~ ~ 27.9 17~ ~ ~ ~ ~~ ~ ~~ ~ 63.9 39



~ ~ ~ ~ ~~ ~ ~~ ~ 1.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 24.5 13~ ~ ~ ~ ~~ ~ ~~ ~ 28.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 45.3 24



~ ~ ~ ~ ~~ ~ ~~ ~ 9.4 3~ ~ ~ ~ ~~ ~ ~~ ~ 31.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 31.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 28.1 9





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.9 4~ ~ ~ ~ ~~ ~ ~~ ~ 25.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 67.2 39



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 25.5 14~ ~ ~ ~ ~~ ~ ~~ ~ 32.7 18~ ~ ~ ~ ~~ ~ ~~ ~ 41.8 23



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 16~ ~ ~ ~ ~~ ~ ~~ ~ 52.1 25



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.2 6~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 14~ ~ ~ ~ ~~ ~ ~~ ~ 59.2 29



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.2 11~ ~ ~ ~ ~~ ~ ~~ ~ 29.7 19~ ~ ~ ~ ~~ ~ ~~ ~ 53.1 34





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 28.9 13~ ~ ~ ~ ~~ ~ ~~ ~ 31.1 14~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 18



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.8 4~ ~ ~ ~ ~~ ~ ~~ ~ 41.2 14~ ~ ~ ~ ~~ ~ ~~ ~ 47.1 16



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 18.8 6~ ~ ~ ~ ~~ ~ ~~ ~ 43.8 14~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 12



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.2 6~ ~ ~ ~ ~~ ~ ~~ ~ 24.5 12~ ~ ~ ~ ~~ ~ ~~ ~ 63.3 31





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 1.4 1~ ~ ~ ~ ~~ ~ ~~ ~ 8.5 6~ ~ ~ ~ ~~ ~ ~~ ~ 31.0 22~ ~ ~ ~ ~~ ~ ~~ ~ 59.2 42



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396022 Schwarz Alternative School


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 41.7 10~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 12

396023 Rosenwald Elementary School


~ ~ ~ ~ ~~ ~ ~~ ~ 1.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 39.0 30~ ~ ~ ~ ~~ ~ ~~ ~ 36.4 28~ ~ ~ ~ ~~ ~ ~~ ~ 23.4 18



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 53.2 25~ ~ ~ ~ ~~ ~ ~~ ~ 27.7 13~ ~ ~ ~ ~~ ~ ~~ ~ 17.0 8



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 28.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 58.7 27


State~ ~ ~ ~ 1,651~ ~ 3.5~ ~ 2.6 1,305Advanced


~ ~ ~ ~ 7,784~ ~ 16.4~ ~ 13.7 6,804~ ~ ~ ~ 21,344~ ~ 44.9~ ~ 45.4 22,612~ ~ ~ ~ 10,690~ ~ 22.5~ ~ 23.9 11,906~ ~ ~ ~ 6,036~ ~ 12.7~ ~ 14.4 7,170




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14n: Achievement Level Data - Grade 6 - Mathematics ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 2.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 39.5 15~ ~ ~ ~ ~~ ~ ~~ ~ 21.1 8~ ~ ~ ~ ~~ ~ ~~ ~ 36.8 14



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 6~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 6



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.7 17~ ~ ~ ~ ~~ ~ ~~ ~ 18.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 61.0 50



~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 34.3 12~ ~ ~ ~ ~~ ~ ~~ ~ 34.3 12~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 10



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 3~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 70.8 17





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 24.1 7~ ~ ~ ~ ~~ ~ ~~ ~ 20.7 6~ ~ ~ ~ ~~ ~ ~~ ~ 55.2 16



~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 29.8 28~ ~ ~ ~ ~~ ~ ~~ ~ 14.9 14~ ~ ~ ~ ~~ ~ ~~ ~ 53.2 50



~ ~ ~ ~ ~~ ~ ~~ ~ 3.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 66.7 38~ ~ ~ ~ ~~ ~ ~~ ~ 8.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 21.1 12



~ ~ ~ ~ ~~ ~ ~~ ~ 2.6 2~ ~ ~ ~ ~~ ~ ~~ ~ 36.8 28~ ~ ~ ~ ~~ ~ ~~ ~ 23.7 18~ ~ ~ ~ ~~ ~ ~~ ~ 35.5 27



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 34.8 16~ ~ ~ ~ ~~ ~ ~~ ~ 19.6 9~ ~ ~ ~ ~~ ~ ~~ ~ 45.7 21





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 2.0 1~ ~ ~ ~ ~~ ~ ~~ ~ 17.6 9~ ~ ~ ~ ~~ ~ ~~ ~ 19.6 10~ ~ ~ ~ ~~ ~ ~~ ~ 60.8 31



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.1 8~ ~ ~ ~ ~~ ~ ~~ ~ 21.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 65.6 40



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 30.2 16~ ~ ~ ~ ~~ ~ ~~ ~ 24.5 13~ ~ ~ ~ ~~ ~ ~~ ~ 45.3 24



~ ~ ~ ~ ~~ ~ ~~ ~ 9.4 3~ ~ ~ ~ ~~ ~ ~~ ~ 46.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 21.9 7~ ~ ~ ~ ~~ ~ ~~ ~ 21.9 7





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.8 9~ ~ ~ ~ ~~ ~ ~~ ~ 31.6 18~ ~ ~ ~ ~~ ~ ~~ ~ 52.6 30



~ ~ ~ ~ ~~ ~ ~~ ~ 3.6 2~ ~ ~ ~ ~~ ~ ~~ ~ 38.2 21~ ~ ~ ~ ~~ ~ ~~ ~ 27.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 30.9 17



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 22.9 11~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 12~ ~ ~ ~ ~~ ~ ~~ ~ 52.1 25



~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 14.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 8~ ~ ~ ~ ~~ ~ ~~ ~ 66.7 32



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.6 10~ ~ ~ ~ ~~ ~ ~~ ~ 20.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 64.1 41





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 22.2 10~ ~ ~ ~ ~~ ~ ~~ ~ 44.4 20



~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 17.6 6~ ~ ~ ~ ~~ ~ ~~ ~ 17.6 6~ ~ ~ ~ ~~ ~ ~~ ~ 61.8 21



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 34.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 40.6 13



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.2 6~ ~ ~ ~ ~~ ~ ~~ ~ 30.6 15~ ~ ~ ~ ~~ ~ ~~ ~ 57.1 28





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 14~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 14~ ~ ~ ~ ~~ ~ ~~ ~ 60.0 42



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 58.3 14



~ ~ ~ ~ ~~ ~ ~~ ~ 1.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 32.5 25~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 16~ ~ ~ ~ ~~ ~ ~~ ~ 44.2 34



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 10.6 5~ ~ ~ ~ ~~ ~ ~~ ~ 59.6 28~ ~ ~ ~ ~~ ~ ~~ ~ 12.8 6~ ~ ~ ~ ~~ ~ ~~ ~ 17.0 8



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 37.0 17~ ~ ~ ~ ~~ ~ ~~ ~ 26.1 12~ ~ ~ ~ ~~ ~ ~~ ~ 37.0 17


State~ ~ ~ ~ 1,522~ ~ 3.2~ ~ 4.3 2,164Advanced


~ ~ ~ ~ 4,993~ ~ 10.5~ ~ 10.8 5,362~ ~ ~ ~ 22,887~ ~ 48.2~ ~ 47.2 23,472~ ~ ~ ~ 8,824~ ~ 18.6~ ~ 18.4 9,146~ ~ ~ ~ 9,280~ ~ 19.5~ ~ 19.4 9,637




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14o: Achievement Level Data - Grade 6 - Science ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 34.2 13~ ~ ~ ~ ~~ ~ ~~ ~ 42.1 16~ ~ ~ ~ ~~ ~ ~~ ~ 23.7 9



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 68.8 11~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 4



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 51.2 42~ ~ ~ ~ ~~ ~ ~~ ~ 35.4 29



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 23.5 8~ ~ ~ ~ ~~ ~ ~~ ~ 52.9 18~ ~ ~ ~ ~~ ~ ~~ ~ 23.5 8



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 41.7 10~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 12





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 37.9 11~ ~ ~ ~ ~~ ~ ~~ ~ 34.5 10~ ~ ~ ~ ~~ ~ ~~ ~ 27.6 8



~ ~ ~ ~ ~~ ~ ~~ ~ 1.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 23.7 22~ ~ ~ ~ ~~ ~ ~~ ~ 48.4 45~ ~ ~ ~ ~~ ~ ~~ ~ 26.9 25



~ ~ ~ ~ ~~ ~ ~~ ~ 5.3 3~ ~ ~ ~ ~~ ~ ~~ ~ 47.4 27~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 19~ ~ ~ ~ ~~ ~ ~~ ~ 14.0 8



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 42.1 32~ ~ ~ ~ ~~ ~ ~~ ~ 32.9 25~ ~ ~ ~ ~~ ~ ~~ ~ 23.7 18



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.7 10~ ~ ~ ~ ~~ ~ ~~ ~ 45.7 21~ ~ ~ ~ ~~ ~ ~~ ~ 32.6 15





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 23.5 12~ ~ ~ ~ ~~ ~ ~~ ~ 37.3 19~ ~ ~ ~ ~~ ~ ~~ ~ 39.2 20



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.6 4~ ~ ~ ~ ~~ ~ ~~ ~ 41.0 25~ ~ ~ ~ ~~ ~ ~~ ~ 52.5 32



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.1 8~ ~ ~ ~ ~~ ~ ~~ ~ 54.7 29~ ~ ~ ~ ~~ ~ ~~ ~ 30.2 16



~ ~ ~ ~ ~~ ~ ~~ ~ 3.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 46.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 28.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 21.9 7





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 45.6 26~ ~ ~ ~ ~~ ~ ~~ ~ 42.1 24



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.5 8~ ~ ~ ~ ~~ ~ ~~ ~ 54.5 30~ ~ ~ ~ ~~ ~ ~~ ~ 30.9 17



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 41.7 20~ ~ ~ ~ ~~ ~ ~~ ~ 43.8 21



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 21.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 61.7 29



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 3.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 45.3 29~ ~ ~ ~ ~~ ~ ~~ ~ 51.6 33





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.9 7~ ~ ~ ~ ~~ ~ ~~ ~ 59.1 26~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 11



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 17~ ~ ~ ~ ~~ ~ ~~ ~ 44.1 15



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 46.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 28.1 9



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.2 4~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 14~ ~ ~ ~ ~~ ~ ~~ ~ 63.3 31





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 18.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 39.4 28~ ~ ~ ~ ~~ ~ ~~ ~ 42.3 30



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 3~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 8~ ~ ~ ~ ~~ ~ ~~ ~ 54.2 13



~ ~ ~ ~ ~~ ~ ~~ ~ 1.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 26.0 20~ ~ ~ ~ ~~ ~ ~~ ~ 49.4 38~ ~ ~ ~ ~~ ~ ~~ ~ 23.4 18



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 10.6 5~ ~ ~ ~ ~~ ~ ~~ ~ 42.6 20~ ~ ~ ~ ~~ ~ ~~ ~ 36.2 17~ ~ ~ ~ ~~ ~ ~~ ~ 10.6 5



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 28.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 39.1 18~ ~ ~ ~ ~~ ~ ~~ ~ 32.6 15


State~ ~ ~ ~ 881~ ~ 1.9~ ~ 2.1 1,030Advanced


~ ~ ~ ~ 6,162~ ~ 13.0~ ~ 13.0 6,464~ ~ ~ ~ 18,855~ ~ 39.8~ ~ 40.1 19,941~ ~ ~ ~ 14,474~ ~ 30.5~ ~ 30.1 14,982~ ~ ~ ~ 7,036~ ~ 14.8~ ~ 14.7 7,289




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14p: Achievement Level Data - Grade 6 - Social Studies ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 5.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 21.1 8~ ~ ~ ~ ~~ ~ ~~ ~ 34.2 13~ ~ ~ ~ ~~ ~ ~~ ~ 39.5 15



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 68.8 11~ ~ ~ ~ ~~ ~ ~~ ~ 18.8 3



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.2 5~ ~ ~ ~ ~~ ~ ~~ ~ 55.6 45~ ~ ~ ~ ~~ ~ ~~ ~ 38.3 31



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 26.5 9~ ~ ~ ~ ~~ ~ ~~ ~ 35.3 12~ ~ ~ ~ ~~ ~ ~~ ~ 38.2 13



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 79.2 19





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 24.1 7~ ~ ~ ~ ~~ ~ ~~ ~ 31.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 44.8 13



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.8 12~ ~ ~ ~ ~~ ~ ~~ ~ 27.7 26~ ~ ~ ~ ~~ ~ ~~ ~ 59.6 56



~ ~ ~ ~ ~~ ~ ~~ ~ 5.3 3~ ~ ~ ~ ~~ ~ ~~ ~ 50.9 29~ ~ ~ ~ ~~ ~ ~~ ~ 26.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 17.5 10



~ ~ ~ ~ ~~ ~ ~~ ~ 1.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 28.9 22~ ~ ~ ~ ~~ ~ ~~ ~ 42.1 32~ ~ ~ ~ ~~ ~ ~~ ~ 27.6 21



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 28.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 26.1 12~ ~ ~ ~ ~~ ~ ~~ ~ 45.7 21





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 7.8 4~ ~ ~ ~ ~~ ~ ~~ ~ 35.3 18~ ~ ~ ~ ~~ ~ ~~ ~ 56.9 29



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 1.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 27.9 17~ ~ ~ ~ ~~ ~ ~~ ~ 70.5 43



~ ~ ~ ~ ~~ ~ ~~ ~ 3.8 2~ ~ ~ ~ ~~ ~ ~~ ~ 21.2 11~ ~ ~ ~ ~~ ~ ~~ ~ 28.8 15~ ~ ~ ~ ~~ ~ ~~ ~ 46.2 24



~ ~ ~ ~ ~~ ~ ~~ ~ 3.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 41.9 13~ ~ ~ ~ ~~ ~ ~~ ~ 29.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 25.8 8





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 7.1 4~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 16~ ~ ~ ~ ~~ ~ ~~ ~ 64.3 36



~ ~ ~ ~ ~~ ~ ~~ ~ 3.6 2~ ~ ~ ~ ~~ ~ ~~ ~ 25.5 14~ ~ ~ ~ ~~ ~ ~~ ~ 38.2 21~ ~ ~ ~ ~~ ~ ~~ ~ 32.7 18



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 8~ ~ ~ ~ ~~ ~ ~~ ~ 35.4 17~ ~ ~ ~ ~~ ~ ~~ ~ 47.9 23



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.6 7~ ~ ~ ~ ~~ ~ ~~ ~ 31.1 14~ ~ ~ ~ ~~ ~ ~~ ~ 53.3 24



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.0 13~ ~ ~ ~ ~~ ~ ~~ ~ 33.9 21~ ~ ~ ~ ~~ ~ ~~ ~ 45.2 28





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 18.2 8~ ~ ~ ~ ~~ ~ ~~ ~ 18.2 8~ ~ ~ ~ ~~ ~ ~~ ~ 63.6 28



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 5.9 2~ ~ ~ ~ ~~ ~ ~~ ~ 35.3 12~ ~ ~ ~ ~~ ~ ~~ ~ 58.8 20



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 28.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 46.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 8



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 24.5 12~ ~ ~ ~ ~~ ~ ~~ ~ 30.6 15~ ~ ~ ~ ~~ ~ ~~ ~ 44.9 22





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.7 9~ ~ ~ ~ ~~ ~ ~~ ~ 35.2 25~ ~ ~ ~ ~~ ~ ~~ ~ 52.1 37



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 62.5 15



~ ~ ~ ~ ~~ ~ ~~ ~ 1.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 22.1 17~ ~ ~ ~ ~~ ~ ~~ ~ 49.4 38~ ~ ~ ~ ~~ ~ ~~ ~ 27.3 21



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 6.4 3~ ~ ~ ~ ~~ ~ ~~ ~ 40.4 19~ ~ ~ ~ ~~ ~ ~~ ~ 31.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 21.3 10



~ ~ ~ ~ ~~ ~ ~~ ~ 2.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 21.7 10~ ~ ~ ~ ~~ ~ ~~ ~ 47.8 22~ ~ ~ ~ ~~ ~ ~~ ~ 28.3 13


State~ ~ ~ ~ 2,138~ ~ 4.5~ ~ 4.7 2,343Advanced


~ ~ ~ ~ 4,531~ ~ 9.6~ ~ 9.0 4,480~ ~ ~ ~ 20,574~ ~ 43.5~ ~ 42.8 21,266~ ~ ~ ~ 12,000~ ~ 25.3~ ~ 25.7 12,748~ ~ ~ ~ 8,103~ ~ 17.1~ ~ 17.7 8,793




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14q: Achievement Level Data - Grade 7 - English Language Arts ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 35.7 15~ ~ ~ ~ ~~ ~ ~~ ~ 42.9 18~ ~ ~ ~ ~~ ~ ~~ ~ 21.4 9



~ ~ ~ ~ ~~ ~ ~~ ~ 5.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 23.5 4~ ~ ~ ~ ~~ ~ ~~ ~ 29.4 5~ ~ ~ ~ ~~ ~ ~~ ~ 41.2 7



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.5 6~ ~ ~ ~ ~~ ~ ~~ ~ 43.9 25~ ~ ~ ~ ~~ ~ ~~ ~ 45.6 26



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 47.8 11~ ~ ~ ~ ~~ ~ ~~ ~ 39.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 13.0 3



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 27.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 27.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 45.5 10





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 39.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 34.8 8~ ~ ~ ~ ~~ ~ ~~ ~ 26.1 6



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 34.3 23~ ~ ~ ~ ~~ ~ ~~ ~ 40.3 27~ ~ ~ ~ ~~ ~ ~~ ~ 25.4 17



~ ~ ~ ~ ~~ ~ ~~ ~ 3.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 42.6 23~ ~ ~ ~ ~~ ~ ~~ ~ 44.4 24~ ~ ~ ~ ~~ ~ ~~ ~ 9.3 5



~ ~ ~ ~ ~~ ~ ~~ ~ 8.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 52.2 24~ ~ ~ ~ ~~ ~ ~~ ~ 26.1 12~ ~ ~ ~ ~~ ~ ~~ ~ 13.0 6



~ ~ ~ ~ ~~ ~ ~~ ~ 2.0 1~ ~ ~ ~ ~~ ~ ~~ ~ 18.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 20~ ~ ~ ~ ~~ ~ ~~ ~ 38.0 19





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 24.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 42.2 19~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 15



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.9 6~ ~ ~ ~ ~~ ~ ~~ ~ 21.8 12~ ~ ~ ~ ~~ ~ ~~ ~ 67.3 37



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 27.7 13~ ~ ~ ~ ~~ ~ ~~ ~ 40.4 19~ ~ ~ ~ ~~ ~ ~~ ~ 31.9 15



~ ~ ~ ~ ~~ ~ ~~ ~ 1.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 16.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 35.7 20~ ~ ~ ~ ~~ ~ ~~ ~ 46.4 26





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.5 7~ ~ ~ ~ ~~ ~ ~~ ~ 32.8 20~ ~ ~ ~ ~~ ~ ~~ ~ 55.7 34



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 10~ ~ ~ ~ ~~ ~ ~~ ~ 44.0 11



~ ~ ~ ~ ~~ ~ ~~ ~ 2.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 9.3 4~ ~ ~ ~ ~~ ~ ~~ ~ 37.2 16~ ~ ~ ~ ~~ ~ ~~ ~ 51.2 22



~ ~ ~ ~ ~~ ~ ~~ ~ 2.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 14.9 7~ ~ ~ ~ ~~ ~ ~~ ~ 38.3 18~ ~ ~ ~ ~~ ~ ~~ ~ 44.7 21



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.8 6~ ~ ~ ~ ~~ ~ ~~ ~ 28.9 11~ ~ ~ ~ ~~ ~ ~~ ~ 55.3 21





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 2.0 1~ ~ ~ ~ ~~ ~ ~~ ~ 14.0 7~ ~ ~ ~ ~~ ~ ~~ ~ 44.0 22~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 20



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 3~ ~ ~ ~ ~~ ~ ~~ ~ 26.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 53.3 8



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 4~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 14~ ~ ~ ~ ~~ ~ ~~ ~ 35.7 10



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.6 5~ ~ ~ ~ ~~ ~ ~~ ~ 24.1 14~ ~ ~ ~ ~~ ~ ~~ ~ 67.2 39





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.0 12~ ~ ~ ~ ~~ ~ ~~ ~ 34.7 26~ ~ ~ ~ ~~ ~ ~~ ~ 49.3 37



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 7~ ~ ~ ~ ~~ ~ ~~ ~ 66.7 16



~ ~ ~ ~ ~~ ~ ~~ ~ 15.2 12~ ~ ~ ~ ~~ ~ ~~ ~ 41.8 33~ ~ ~ ~ ~~ ~ ~~ ~ 32.9 26~ ~ ~ ~ ~~ ~ ~~ ~ 8.9 7



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 7.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 60.7 17~ ~ ~ ~ ~~ ~ ~~ ~ 7.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 7



~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 2~ ~ ~ ~ ~~ ~ ~~ ~ 15.9 11~ ~ ~ ~ ~~ ~ ~~ ~ 37.7 26~ ~ ~ ~ ~~ ~ ~~ ~ 43.5 30


State~ ~ ~ ~ 2,495~ ~ 5.0~ ~ 4.2 2,005Advanced


~ ~ ~ ~ 6,599~ ~ 13.3~ ~ 13.3 6,399~ ~ ~ ~ 21,295~ ~ 42.9~ ~ 42.2 20,359~ ~ ~ ~ 13,221~ ~ 26.7~ ~ 26.8 12,908~ ~ ~ ~ 5,972~ ~ 12.0~ ~ 13.6 6,562




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14r: Achievement Level Data - Grade 7 - Mathematics ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 35.7 15~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 14~ ~ ~ ~ ~~ ~ ~~ ~ 31.0 13



~ ~ ~ ~ ~~ ~ ~~ ~ 5.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 29.4 5~ ~ ~ ~ ~~ ~ ~~ ~ 23.5 4~ ~ ~ ~ ~~ ~ ~~ ~ 41.2 7



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.3 11~ ~ ~ ~ ~~ ~ ~~ ~ 35.1 20~ ~ ~ ~ ~~ ~ ~~ ~ 45.6 26



~ ~ ~ ~ ~~ ~ ~~ ~ 4.4 1~ ~ ~ ~ ~~ ~ ~~ ~ 26.1 6~ ~ ~ ~ ~~ ~ ~~ ~ 52.2 12~ ~ ~ ~ ~~ ~ ~~ ~ 17.4 4



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.6 3~ ~ ~ ~ ~~ ~ ~~ ~ 13.6 3~ ~ ~ ~ ~~ ~ ~~ ~ 68.2 15





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 26.1 6~ ~ ~ ~ ~~ ~ ~~ ~ 26.1 6~ ~ ~ ~ ~~ ~ ~~ ~ 47.8 11



~ ~ ~ ~ ~~ ~ ~~ ~ 3.0 2~ ~ ~ ~ ~~ ~ ~~ ~ 34.3 23~ ~ ~ ~ ~~ ~ ~~ ~ 26.9 18~ ~ ~ ~ ~~ ~ ~~ ~ 35.8 24



~ ~ ~ ~ ~~ ~ ~~ ~ 1.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 40.7 22~ ~ ~ ~ ~~ ~ ~~ ~ 31.5 17~ ~ ~ ~ ~~ ~ ~~ ~ 25.9 14



~ ~ ~ ~ ~~ ~ ~~ ~ 4.4 2~ ~ ~ ~ ~~ ~ ~~ ~ 37.0 17~ ~ ~ ~ ~~ ~ ~~ ~ 30.4 14~ ~ ~ ~ ~~ ~ ~~ ~ 28.3 13



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 10~ ~ ~ ~ ~~ ~ ~~ ~ 28.0 14~ ~ ~ ~ ~~ ~ ~~ ~ 52.0 26





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 26.7 12~ ~ ~ ~ ~~ ~ ~~ ~ 53.3 24



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.9 6~ ~ ~ ~ ~~ ~ ~~ ~ 34.5 19~ ~ ~ ~ ~~ ~ ~~ ~ 54.5 30



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 25.5 12~ ~ ~ ~ ~~ ~ ~~ ~ 53.2 25



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 14~ ~ ~ ~ ~~ ~ ~~ ~ 32.1 18~ ~ ~ ~ ~~ ~ ~~ ~ 42.9 24





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.8 6~ ~ ~ ~ ~~ ~ ~~ ~ 16.4 10~ ~ ~ ~ ~~ ~ ~~ ~ 73.8 45



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 32.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 68.0 17



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 23.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 20.9 9~ ~ ~ ~ ~~ ~ ~~ ~ 55.8 24



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 17.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 66.0 31



~ ~ ~ ~ ~~ ~ ~~ ~ 2.7 1~ ~ ~ ~ ~~ ~ ~~ ~ 18.9 7~ ~ ~ ~ ~~ ~ ~~ ~ 10.8 4~ ~ ~ ~ ~~ ~ ~~ ~ 67.6 25





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 2.0 1~ ~ ~ ~ ~~ ~ ~~ ~ 8.2 4~ ~ ~ ~ ~~ ~ ~~ ~ 34.7 17~ ~ ~ ~ ~~ ~ ~~ ~ 55.1 27



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 5~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 3~ ~ ~ ~ ~~ ~ ~~ ~ 46.7 7



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 7~ ~ ~ ~ ~~ ~ ~~ ~ 35.7 10~ ~ ~ ~ ~~ ~ ~~ ~ 39.3 11



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.5 6~ ~ ~ ~ ~~ ~ ~~ ~ 29.8 17~ ~ ~ ~ ~~ ~ ~~ ~ 59.6 34





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.7 11~ ~ ~ ~ ~~ ~ ~~ ~ 17.3 13~ ~ ~ ~ ~~ ~ ~~ ~ 68.0 51



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 7~ ~ ~ ~ ~~ ~ ~~ ~ 62.5 15



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 44.3 35~ ~ ~ ~ ~~ ~ ~~ ~ 32.9 26~ ~ ~ ~ ~~ ~ ~~ ~ 22.8 18



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 4~ ~ ~ ~ ~~ ~ ~~ ~ 46.4 13~ ~ ~ ~ ~~ ~ ~~ ~ 10.7 3~ ~ ~ ~ ~~ ~ ~~ ~ 21.4 6



~ ~ ~ ~ ~~ ~ ~~ ~ 1.5 1~ ~ ~ ~ ~~ ~ ~~ ~ 26.1 18~ ~ ~ ~ ~~ ~ ~~ ~ 29.0 20~ ~ ~ ~ ~~ ~ ~~ ~ 43.5 30


State~ ~ ~ ~ 1,599~ ~ 3.2~ ~ 3.7 1,802Advanced


~ ~ ~ ~ 3,608~ ~ 7.3~ ~ 8.6 4,132~ ~ ~ ~ 22,503~ ~ 45.4~ ~ 46.2 22,282~ ~ ~ ~ 11,698~ ~ 23.6~ ~ 22.3 10,763~ ~ ~ ~ 10,126~ ~ 20.4~ ~ 19.2 9,247




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14s: Achievement Level Data - Grade 7 - Science ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 12~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 21~ ~ ~ ~ ~~ ~ ~~ ~ 19.0 8



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 29.4 5~ ~ ~ ~ ~~ ~ ~~ ~ 35.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 35.3 6



~ ~ ~ ~ ~~ ~ ~~ ~ 1.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 15.8 9~ ~ ~ ~ ~~ ~ ~~ ~ 43.9 25~ ~ ~ ~ ~~ ~ ~~ ~ 38.6 22



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 47.8 11~ ~ ~ ~ ~~ ~ ~~ ~ 30.4 7



~ ~ ~ ~ ~~ ~ ~~ ~ 4.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 18.2 4~ ~ ~ ~ ~~ ~ ~~ ~ 36.4 8~ ~ ~ ~ ~~ ~ ~~ ~ 40.9 9





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 60.9 14~ ~ ~ ~ ~~ ~ ~~ ~ 17.4 4



~ ~ ~ ~ ~~ ~ ~~ ~ 1.5 1~ ~ ~ ~ ~~ ~ ~~ ~ 16.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 44.8 30~ ~ ~ ~ ~~ ~ ~~ ~ 37.3 25



~ ~ ~ ~ ~~ ~ ~~ ~ 7.4 4~ ~ ~ ~ ~~ ~ ~~ ~ 31.5 17~ ~ ~ ~ ~~ ~ ~~ ~ 44.4 24~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 9



~ ~ ~ ~ ~~ ~ ~~ ~ 4.4 2~ ~ ~ ~ ~~ ~ ~~ ~ 43.5 20~ ~ ~ ~ ~~ ~ ~~ ~ 30.4 14~ ~ ~ ~ ~~ ~ ~~ ~ 21.7 10



~ ~ ~ ~ ~~ ~ ~~ ~ 2.0 1~ ~ ~ ~ ~~ ~ ~~ ~ 14.0 7~ ~ ~ ~ ~~ ~ ~~ ~ 42.0 21~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 20





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 46.7 21



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 7.4 4~ ~ ~ ~ ~~ ~ ~~ ~ 25.9 14~ ~ ~ ~ ~~ ~ ~~ ~ 66.7 36



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 23.9 11~ ~ ~ ~ ~~ ~ ~~ ~ 19.6 9~ ~ ~ ~ ~~ ~ ~~ ~ 56.5 26



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 26.8 15~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 21~ ~ ~ ~ ~~ ~ ~~ ~ 35.7 20





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 1.7 1~ ~ ~ ~ ~~ ~ ~~ ~ 8.3 5~ ~ ~ ~ ~~ ~ ~~ ~ 23.3 14~ ~ ~ ~ ~~ ~ ~~ ~ 66.7 40



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.0 2~ ~ ~ ~ ~~ ~ ~~ ~ 44.0 11~ ~ ~ ~ ~~ ~ ~~ ~ 48.0 12



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.3 4~ ~ ~ ~ ~~ ~ ~~ ~ 46.5 20~ ~ ~ ~ ~~ ~ ~~ ~ 44.2 19



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.5 3~ ~ ~ ~ ~~ ~ ~~ ~ 21.7 10~ ~ ~ ~ ~~ ~ ~~ ~ 71.7 33



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.3 3~ ~ ~ ~ ~~ ~ ~~ ~ 47.2 17~ ~ ~ ~ ~~ ~ ~~ ~ 44.4 16





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.0 7~ ~ ~ ~ ~~ ~ ~~ ~ 48.0 24~ ~ ~ ~ ~~ ~ ~~ ~ 38.0 19



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 5~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 3~ ~ ~ ~ ~~ ~ ~~ ~ 46.7 7



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 7.4 2~ ~ ~ ~ ~~ ~ ~~ ~ 40.7 11~ ~ ~ ~ ~~ ~ ~~ ~ 51.9 14



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.9 5~ ~ ~ ~ ~~ ~ ~~ ~ 42.9 24~ ~ ~ ~ ~~ ~ ~~ ~ 48.2 27





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.7 8~ ~ ~ ~ ~~ ~ ~~ ~ 28.0 21~ ~ ~ ~ ~~ ~ ~~ ~ 61.3 46



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 7~ ~ ~ ~ ~~ ~ ~~ ~ 62.5 15



~ ~ ~ ~ ~~ ~ ~~ ~ 2.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 35.4 28~ ~ ~ ~ ~~ ~ ~~ ~ 48.1 38~ ~ ~ ~ ~~ ~ ~~ ~ 13.9 11



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 7~ ~ ~ ~ ~~ ~ ~~ ~ 46.4 13~ ~ ~ ~ ~~ ~ ~~ ~ 17.9 5~ ~ ~ ~ ~~ ~ ~~ ~ 10.7 3



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.9 11~ ~ ~ ~ ~~ ~ ~~ ~ 50.7 35~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 23


State~ ~ ~ ~ 847~ ~ 1.7~ ~ 1.8 861Advanced


~ ~ ~ ~ 5,609~ ~ 11.3~ ~ 13.3 6,392~ ~ ~ ~ 18,086~ ~ 36.6~ ~ 38.5 18,511~ ~ ~ ~ 15,733~ ~ 31.8~ ~ 29.8 14,348~ ~ ~ ~ 9,160~ ~ 18.5~ ~ 16.6 7,999




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14t: Achievement Level Data - Grade 7- Social Studies ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 7.1 3~ ~ ~ ~ ~~ ~ ~~ ~ 40.5 17~ ~ ~ ~ ~~ ~ ~~ ~ 31.0 13~ ~ ~ ~ ~~ ~ ~~ ~ 21.4 9



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.6 3~ ~ ~ ~ ~~ ~ ~~ ~ 29.4 5~ ~ ~ ~ ~~ ~ ~~ ~ 52.9 9



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 22.8 13~ ~ ~ ~ ~~ ~ ~~ ~ 45.6 26~ ~ ~ ~ ~~ ~ ~~ ~ 31.6 18



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.4 4~ ~ ~ ~ ~~ ~ ~~ ~ 39.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 43.5 10



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 27.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 63.6 14





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.4 4~ ~ ~ ~ ~~ ~ ~~ ~ 47.8 11~ ~ ~ ~ ~~ ~ ~~ ~ 34.8 8



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 28.4 19~ ~ ~ ~ ~~ ~ ~~ ~ 35.8 24~ ~ ~ ~ ~~ ~ ~~ ~ 35.8 24



~ ~ ~ ~ ~~ ~ ~~ ~ 1.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 53.7 29~ ~ ~ ~ ~~ ~ ~~ ~ 25.9 14~ ~ ~ ~ ~~ ~ ~~ ~ 18.5 10



~ ~ ~ ~ ~~ ~ ~~ ~ 2.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 43.5 20~ ~ ~ ~ ~~ ~ ~~ ~ 34.8 16~ ~ ~ ~ ~~ ~ ~~ ~ 19.6 9



~ ~ ~ ~ ~~ ~ ~~ ~ 2.0 1~ ~ ~ ~ ~~ ~ ~~ ~ 24.0 12~ ~ ~ ~ ~~ ~ ~~ ~ 32.0 16~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 20





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 9.1 4~ ~ ~ ~ ~~ ~ ~~ ~ 20.5 9~ ~ ~ ~ ~~ ~ ~~ ~ 34.1 15~ ~ ~ ~ ~~ ~ ~~ ~ 36.4 16



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.7 7~ ~ ~ ~ ~~ ~ ~~ ~ 38.2 21~ ~ ~ ~ ~~ ~ ~~ ~ 49.1 27



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 45.7 21~ ~ ~ ~ ~~ ~ ~~ ~ 23.9 11~ ~ ~ ~ ~~ ~ ~~ ~ 30.4 14



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 35.7 20~ ~ ~ ~ ~~ ~ ~~ ~ 44.6 25~ ~ ~ ~ ~~ ~ ~~ ~ 19.6 11





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.9 7~ ~ ~ ~ ~~ ~ ~~ ~ 30.5 18~ ~ ~ ~ ~~ ~ ~~ ~ 57.6 34



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 32.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 5~ ~ ~ ~ ~~ ~ ~~ ~ 48.0 12



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 18.6 8~ ~ ~ ~ ~~ ~ ~~ ~ 48.8 21~ ~ ~ ~ ~~ ~ ~~ ~ 32.6 14



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 27.3 12~ ~ ~ ~ ~~ ~ ~~ ~ 38.6 17~ ~ ~ ~ ~~ ~ ~~ ~ 34.1 15



~ ~ ~ ~ ~~ ~ ~~ ~ 2.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 6~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 12~ ~ ~ ~ ~~ ~ ~~ ~ 47.2 17





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 26.0 13~ ~ ~ ~ ~~ ~ ~~ ~ 58.0 29



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 26.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 5



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.1 3~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 9~ ~ ~ ~ ~~ ~ ~~ ~ 55.6 15



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 55.2 32~ ~ ~ ~ ~~ ~ ~~ ~ 34.5 20





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 1.4 1~ ~ ~ ~ ~~ ~ ~~ ~ 12.2 9~ ~ ~ ~ ~~ ~ ~~ ~ 36.5 27~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 37



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 45.8 11~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 12



~ ~ ~ ~ ~~ ~ ~~ ~ 1.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 41.8 33~ ~ ~ ~ ~~ ~ ~~ ~ 39.2 31~ ~ ~ ~ ~~ ~ ~~ ~ 17.7 14



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 4~ ~ ~ ~ ~~ ~ ~~ ~ 53.6 15~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 4~ ~ ~ ~ ~~ ~ ~~ ~ 17.9 5



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 27.9 19~ ~ ~ ~ ~~ ~ ~~ ~ 38.2 26~ ~ ~ ~ ~~ ~ ~~ ~ 33.8 23


State~ ~ ~ ~ 488~ ~ 1.0~ ~ 1.5 708Advanced


~ ~ ~ ~ 4,985~ ~ 10.1~ ~ 12.4 5,979~ ~ ~ ~ 23,216~ ~ 47.1~ ~ 46.2 22,204~ ~ ~ ~ 11,699~ ~ 23.7~ ~ 24.0 11,528~ ~ ~ ~ 8,953~ ~ 18.1~ ~ 15.9 7,620




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14u: Achievement Level Data - Grade 8 - English Language Arts (LEAP)



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 30.0 12~ ~ ~ ~ ~~ ~ ~~ ~ 60.0 24~ ~ ~ ~ ~~ ~ ~~ ~ 10.0 4


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 56.3 9~ ~ ~ ~ ~~ ~ ~~ ~ 43.8 7~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0


*


~ ~ ~ ~ ~~ ~ ~~ ~ 3.0 2~ ~ ~ ~ ~~ ~ ~~ ~ 19.7 13~ ~ ~ ~ ~~ ~ ~~ ~ 48.5 32~ ~ ~ ~ ~~ ~ ~~ ~ 28.8 19


*


~ ~ ~ ~ ~~ ~ ~~ ~ 4.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 61.9 13~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0


*


~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 11.8 4~ ~ ~ ~ ~~ ~ ~~ ~ 52.9 18~ ~ ~ ~ ~~ ~ ~~ ~ 32.4 11


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 26.9 7~ ~ ~ ~ ~~ ~ ~~ ~ 30.8 8~ ~ ~ ~ ~~ ~ ~~ ~ 42.3 11


*


~ ~ ~ ~ ~~ ~ ~~ ~ 3.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 51.6 33~ ~ ~ ~ ~~ ~ ~~ ~ 39.1 25~ ~ ~ ~ ~~ ~ ~~ ~ 4.7 3


*


~ ~ ~ ~ ~~ ~ ~~ ~ 4.0 2~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 20~ ~ ~ ~ ~~ ~ ~~ ~ 42.0 21~ ~ ~ ~ ~~ ~ ~~ ~ 12.0 6


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 23.1 6~ ~ ~ ~ ~~ ~ ~~ ~ 46.2 12~ ~ ~ ~ ~~ ~ ~~ ~ 30.8 8


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 4.4 1~ ~ ~ ~ ~~ ~ ~~ ~ 30.4 7~ ~ ~ ~ ~~ ~ ~~ ~ 43.5 10~ ~ ~ ~ ~~ ~ ~~ ~ 21.7 5


*


~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 2~ ~ ~ ~ ~~ ~ ~~ ~ 5.8 4~ ~ ~ ~ ~~ ~ ~~ ~ 46.4 32~ ~ ~ ~ ~~ ~ ~~ ~ 44.9 31


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396002 Joseph S. Clark Senior High School

*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 18.5 10~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 18~ ~ ~ ~ ~~ ~ ~~ ~ 46.3 25


*


~ ~ ~ ~ ~~ ~ ~~ ~ 3.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 30.0 9


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.2 11~ ~ ~ ~ ~~ ~ ~~ ~ 44.2 23~ ~ ~ ~ ~~ ~ ~~ ~ 34.6 18


*


~ ~ ~ ~ ~~ ~ ~~ ~ 6.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 25.8 8~ ~ ~ ~ ~~ ~ ~~ ~ 48.4 15~ ~ ~ ~ ~~ ~ ~~ ~ 19.4 6


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 47.1 16~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 17


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396011 John McDonogh Senior High School

*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.8 6~ ~ ~ ~ ~~ ~ ~~ ~ 31.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 55.3 26


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.8 7~ ~ ~ ~ ~~ ~ ~~ ~ 45.0 36~ ~ ~ ~ ~~ ~ ~~ ~ 46.3 37


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.5 8~ ~ ~ ~ ~~ ~ ~~ ~ 46.3 19~ ~ ~ ~ ~~ ~ ~~ ~ 34.1 14


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.4 7~ ~ ~ ~ ~~ ~ ~~ ~ 44.4 16~ ~ ~ ~ ~~ ~ ~~ ~ 36.1 13


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 3.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 53.3 16~ ~ ~ ~ ~~ ~ ~~ ~ 43.3 13


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.8 6~ ~ ~ ~ ~~ ~ ~~ ~ 34.0 16~ ~ ~ ~ ~~ ~ ~~ ~ 53.2 25


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 5.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 50.6 44~ ~ ~ ~ ~~ ~ ~~ ~ 43.7 38


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 81.3 13


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 5.2 3~ ~ ~ ~ ~~ ~ ~~ ~ 37.9 22~ ~ ~ ~ ~~ ~ ~~ ~ 56.9 33


*


~ ~ ~ ~ ~~ ~ ~~ ~ 3.6 3~ ~ ~ ~ ~~ ~ ~~ ~ 36.9 31~ ~ ~ ~ ~~ ~ ~~ ~ 46.4 39~ ~ ~ ~ ~~ ~ ~~ ~ 11.9 10


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 5~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 8~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 7~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 4


*


~ ~ ~ ~ ~~ ~ ~~ ~ 2.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 30~ ~ ~ ~ ~~ ~ ~~ ~ 41.3 33~ ~ ~ ~ ~~ ~ ~~ ~ 18.8 15


*

State866 559 411 413 1,2750.8 0.8 2.61.7 1.0 1.1 531Advanced


8,062 7,730 5,055 7,340 5,8239.5 13.4 11.815.8 14.3 12.5 6,07716,373 19,625 19,942 20,749 19,65937.5 37.9 39.932.0 36.2 44.3 21,57219,713 17,360 19,067 17,602 17,04435.9 32.2 34.638.6 32.0 32.2 15,707

6,102 8,941 8,672 8,625 5,40916.3 15.8 11.011.9 16.5 10.0 4,860

*




~ =

*

Percent and Number of Students by Achievement LevelsTable 14v: Achievement Level Data - Grade 8 - Mathematics (LEAP)



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 10~ ~ ~ ~ ~~ ~ ~~ ~ 42.5 17~ ~ ~ ~ ~~ ~ ~~ ~ 32.5 13


*


~ ~ ~ ~ ~~ ~ ~~ ~ 6.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 43.8 7~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 6~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 2


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.6 9~ ~ ~ ~ ~~ ~ ~~ ~ 27.3 18~ ~ ~ ~ ~~ ~ ~~ ~ 59.1 39


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 57.1 12~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 4.8 1


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.8 3~ ~ ~ ~ ~~ ~ ~~ ~ 23.5 8~ ~ ~ ~ ~~ ~ ~~ ~ 67.6 23


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.2 5~ ~ ~ ~ ~~ ~ ~~ ~ 15.4 4~ ~ ~ ~ ~~ ~ ~~ ~ 65.4 17


*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 75.0 48~ ~ ~ ~ ~~ ~ ~~ ~ 17.2 11~ ~ ~ ~ ~~ ~ ~~ ~ 4.7 3


*


~ ~ ~ ~ ~~ ~ ~~ ~ 6.0 3~ ~ ~ ~ ~~ ~ ~~ ~ 38.0 19~ ~ ~ ~ ~~ ~ ~~ ~ 26.0 13~ ~ ~ ~ ~~ ~ ~~ ~ 30.0 15


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.2 5~ ~ ~ ~ ~~ ~ ~~ ~ 15.4 4~ ~ ~ ~ ~~ ~ ~~ ~ 65.4 17


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.4 4~ ~ ~ ~ ~~ ~ ~~ ~ 47.8 11~ ~ ~ ~ ~~ ~ ~~ ~ 30.4 7


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.3 14~ ~ ~ ~ ~~ ~ ~~ ~ 20.3 14~ ~ ~ ~ ~~ ~ ~~ ~ 59.4 41


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.3 5~ ~ ~ ~ ~~ ~ ~~ ~ 35.2 19~ ~ ~ ~ ~~ ~ ~~ ~ 55.6 30


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 26.7 8~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 12~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 10


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.5 7~ ~ ~ ~ ~~ ~ ~~ ~ 23.1 12~ ~ ~ ~ ~~ ~ ~~ ~ 63.5 33


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 38.7 12~ ~ ~ ~ ~~ ~ ~~ ~ 35.5 11~ ~ ~ ~ ~~ ~ ~~ ~ 22.6 7


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 5~ ~ ~ ~ ~~ ~ ~~ ~ 85.7 30


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 12~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 14~ ~ ~ ~ ~~ ~ ~~ ~ 45.8 22


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.3 9~ ~ ~ ~ ~~ ~ ~~ ~ 20.0 16~ ~ ~ ~ ~~ ~ ~~ ~ 68.8 55


*


~ ~ ~ ~ ~~ ~ ~~ ~ 9.5 4~ ~ ~ ~ ~~ ~ ~~ ~ 47.6 20~ ~ ~ ~ ~~ ~ ~~ ~ 11.9 5~ ~ ~ ~ ~~ ~ ~~ ~ 31.0 13


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 5.6 2~ ~ ~ ~ ~~ ~ ~~ ~ 19.4 7~ ~ ~ ~ ~~ ~ ~~ ~ 75.0 27


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 26.7 8~ ~ ~ ~ ~~ ~ ~~ ~ 66.7 20


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 15.2 7~ ~ ~ ~ ~~ ~ ~~ ~ 76.1 35


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.2 8~ ~ ~ ~ ~~ ~ ~~ ~ 14.9 13~ ~ ~ ~ ~~ ~ ~~ ~ 75.9 66


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.7 1~ ~ ~ ~ ~~ ~ ~~ ~ 13.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 80.0 12


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 1.7 1~ ~ ~ ~ ~~ ~ ~~ ~ 25.9 15~ ~ ~ ~ ~~ ~ ~~ ~ 72.4 42


*


~ ~ ~ ~ ~~ ~ ~~ ~ 2.4 2~ ~ ~ ~ ~~ ~ ~~ ~ 38.1 32~ ~ ~ ~ ~~ ~ ~~ ~ 32.1 27~ ~ ~ ~ ~~ ~ ~~ ~ 27.4 23


*




~ =

*




~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 3~ ~ ~ ~ ~~ ~ ~~ ~ 54.2 13~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 4~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 1


*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 35.0 28~ ~ ~ ~ ~~ ~ ~~ ~ 32.5 26~ ~ ~ ~ ~~ ~ ~~ ~ 31.3 25


*

State754 1,657 1,167 1,224 1,2932.2 2.2 2.51.5 3.1 5.1 2,491Advanced


1,792 2,941 3,076 2,979 1,9765.8 5.4 3.93.5 5.4 5.1 2,50220,631 22,243 26,198 25,149 23,66249.3 46.0 46.240.4 41.0 44.8 21,81614,237 11,847 11,187 12,151 12,27721.1 22.2 24.027.9 21.9 24.5 11,94513,704 15,516 11,511 13,204 12,00321.7 24.1 23.426.8 28.6 20.5 9,978

*




~ =

*

Percent and Number of Students by Achievement LevelsTable 14w: Achievement Level Data - Grade 8 - Science (LEAP)



~ ~ ~ ~ ~~ ~ ~~ ~ 2.5 1~ ~ ~ ~ ~~ ~ ~~ ~ 17.5 7~ ~ ~ ~ ~~ ~ ~~ ~ 52.5 21~ ~ ~ ~ ~~ ~ ~~ ~ 27.5 11


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 43.8 7~ ~ ~ ~ ~~ ~ ~~ ~ 43.8 7~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 2


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 11~ ~ ~ ~ ~~ ~ ~~ ~ 19.7 13~ ~ ~ ~ ~~ ~ ~~ ~ 63.6 42


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 42.9 9~ ~ ~ ~ ~~ ~ ~~ ~ 47.6 10~ ~ ~ ~ ~~ ~ ~~ ~ 9.5 2


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.8 4~ ~ ~ ~ ~~ ~ ~~ ~ 32.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 55.9 19


*


Data were insufficient, unavailable, or not applicable during this school year. ~ =

* Starting in spring 2003, the achievement level was changed toProficient Mastery.




~ ~ ~ ~ ~~ ~ ~~ ~ 3.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 15.4 4~ ~ ~ ~ ~~ ~ ~~ ~ 19.2 5~ ~ ~ ~ ~~ ~ ~~ ~ 61.5 16


*


~ ~ ~ ~ ~~ ~ ~~ ~ 12.5 8~ ~ ~ ~ ~~ ~ ~~ ~ 57.8 37~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 16~ ~ ~ ~ ~~ ~ ~~ ~ 4.7 3


*


~ ~ ~ ~ ~~ ~ ~~ ~ 14.0 7~ ~ ~ ~ ~~ ~ ~~ ~ 30.0 15~ ~ ~ ~ ~~ ~ ~~ ~ 42.0 21~ ~ ~ ~ ~~ ~ ~~ ~ 14.0 7


*


~ ~ ~ ~ ~~ ~ ~~ ~ 3.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 11.5 3~ ~ ~ ~ ~~ ~ ~~ ~ 38.5 10~ ~ ~ ~ ~~ ~ ~~ ~ 46.2 12


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*







~ ~ ~ ~ ~~ ~ ~~ ~ 8.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 13.0 3~ ~ ~ ~ ~~ ~ ~~ ~ 30.4 7~ ~ ~ ~ ~~ ~ ~~ ~ 47.8 11


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.8 6~ ~ ~ ~ ~~ ~ ~~ ~ 17.6 12~ ~ ~ ~ ~~ ~ ~~ ~ 73.5 50


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.3 6~ ~ ~ ~ ~~ ~ ~~ ~ 37.7 20~ ~ ~ ~ ~~ ~ ~~ ~ 50.9 27


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 26.7 8~ ~ ~ ~ ~~ ~ ~~ ~ 30.0 9~ ~ ~ ~ ~~ ~ ~~ ~ 43.3 13


*







~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 5.8 3~ ~ ~ ~ ~~ ~ ~~ ~ 30.8 16~ ~ ~ ~ ~~ ~ ~~ ~ 63.5 33


*


~ ~ ~ ~ ~~ ~ ~~ ~ 3.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 12.9 4~ ~ ~ ~ ~~ ~ ~~ ~ 32.3 10~ ~ ~ ~ ~~ ~ ~~ ~ 48.4 15


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 2.9 1~ ~ ~ ~ ~~ ~ ~~ ~ 32.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 64.7 22


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 2.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 10.9 5~ ~ ~ ~ ~~ ~ ~~ ~ 26.1 12~ ~ ~ ~ ~~ ~ ~~ ~ 60.9 28


*







~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 5.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 18.8 15~ ~ ~ ~ ~~ ~ ~~ ~ 76.3 61


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 21.4 9~ ~ ~ ~ ~~ ~ ~~ ~ 59.5 25


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 5.4 2~ ~ ~ ~ ~~ ~ ~~ ~ 37.8 14~ ~ ~ ~ ~~ ~ ~~ ~ 56.8 21


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.7 2~ ~ ~ ~ ~~ ~ ~~ ~ 23.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 70.0 21


*







~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 4.4 2~ ~ ~ ~ ~~ ~ ~~ ~ 37.0 17~ ~ ~ ~ ~~ ~ ~~ ~ 58.7 27


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 2.4 2~ ~ ~ ~ ~~ ~ ~~ ~ 34.1 29~ ~ ~ ~ ~~ ~ ~~ ~ 63.5 54


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.7 1~ ~ ~ ~ ~~ ~ ~~ ~ 13.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 80.0 12


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 1.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 24.6 14~ ~ ~ ~ ~~ ~ ~~ ~ 73.7 42


*


~ ~ ~ ~ ~~ ~ ~~ ~ 2.4 2~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 24~ ~ ~ ~ ~~ ~ ~~ ~ 48.8 41~ ~ ~ ~ ~~ ~ ~~ ~ 20.2 17


*







~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 8.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 29.2 7~ ~ ~ ~ ~~ ~ ~~ ~ 41.7 10~ ~ ~ ~ ~~ ~ ~~ ~ 20.8 5


*


~ ~ ~ ~ ~~ ~ ~~ ~ 2.5 2~ ~ ~ ~ ~~ ~ ~~ ~ 18.8 15~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 32~ ~ ~ ~ ~~ ~ ~~ ~ 38.8 31


*

State568 479 594 844 7871.1 1.5 1.61.1 0.9 1.6 776Advanced


7,851 7,256 8,381 8,363 5,58015.8 15.3 11.515.4 13.4 15.1 7,34817,415 17,846 17,579 18,922 17,69233.1 34.6 36.634.2 33.0 37.4 18,12914,742 16,535 14,238 15,962 15,49626.8 29.2 32.028.9 30.6 27.7 13,44910,381 11,984 12,252 10,530 8,84723.1 19.3 18.320.4 22.2 18.2 8,834

*




Percent and Number of Students by Achievement LevelsTable 14x: Achievement Level Data - Grade 8 - Social Studies (LEAP)



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 15~ ~ ~ ~ ~~ ~ ~~ ~ 47.5 19~ ~ ~ ~ ~~ ~ ~~ ~ 15.0 6


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 31.3 5~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 43.8 7


*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.5 1~ ~ ~ ~ ~~ ~ ~~ ~ 27.3 18~ ~ ~ ~ ~~ ~ ~~ ~ 31.8 21~ ~ ~ ~ ~~ ~ ~~ ~ 39.4 26


*


~ ~ ~ ~ ~~ ~ ~~ ~ 4.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 52.4 11~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 9.5 2


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.6 6~ ~ ~ ~ ~~ ~ ~~ ~ 35.3 12~ ~ ~ ~ ~~ ~ ~~ ~ 47.1 16


*







~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.2 5~ ~ ~ ~ ~~ ~ ~~ ~ 26.9 7~ ~ ~ ~ ~~ ~ ~~ ~ 53.8 14


*


~ ~ ~ ~ ~~ ~ ~~ ~ 17.2 11~ ~ ~ ~ ~~ ~ ~~ ~ 51.6 33~ ~ ~ ~ ~~ ~ ~~ ~ 23.4 15~ ~ ~ ~ ~~ ~ ~~ ~ 7.8 5


*


~ ~ ~ ~ ~~ ~ ~~ ~ 8.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 42.0 21~ ~ ~ ~ ~~ ~ ~~ ~ 32.0 16~ ~ ~ ~ ~~ ~ ~~ ~ 18.0 9


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 34.6 9~ ~ ~ ~ ~~ ~ ~~ ~ 15.4 4~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 13


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*







~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 39.1 9~ ~ ~ ~ ~~ ~ ~~ ~ 39.1 9


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.9 8~ ~ ~ ~ ~~ ~ ~~ ~ 41.8 28~ ~ ~ ~ ~~ ~ ~~ ~ 46.3 31


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 26.4 14~ ~ ~ ~ ~~ ~ ~~ ~ 28.3 15~ ~ ~ ~ ~~ ~ ~~ ~ 45.3 24


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 23.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 36.7 11~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 12


*







~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.3 9~ ~ ~ ~ ~~ ~ ~~ ~ 28.8 15~ ~ ~ ~ ~~ ~ ~~ ~ 53.8 28


*


~ ~ ~ ~ ~~ ~ ~~ ~ 3.5 1~ ~ ~ ~ ~~ ~ ~~ ~ 27.6 8~ ~ ~ ~ ~~ ~ ~~ ~ 41.4 12~ ~ ~ ~ ~~ ~ ~~ ~ 27.6 8


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.8 3~ ~ ~ ~ ~~ ~ ~~ ~ 29.4 10~ ~ ~ ~ ~~ ~ ~~ ~ 61.8 21


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 11.1 5~ ~ ~ ~ ~~ ~ ~~ ~ 42.2 19~ ~ ~ ~ ~~ ~ ~~ ~ 46.7 21


*







~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 7.5 6~ ~ ~ ~ ~~ ~ ~~ ~ 35.0 28~ ~ ~ ~ ~~ ~ ~~ ~ 57.5 46


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 16.7 7~ ~ ~ ~ ~~ ~ ~~ ~ 19.0 8~ ~ ~ ~ ~~ ~ ~~ ~ 64.3 27


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 18.9 7~ ~ ~ ~ ~~ ~ ~~ ~ 37.8 14~ ~ ~ ~ ~~ ~ ~~ ~ 43.2 16


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 13.3 4~ ~ ~ ~ ~~ ~ ~~ ~ 46.7 14~ ~ ~ ~ ~~ ~ ~~ ~ 40.0 12


*







~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 19.6 9~ ~ ~ ~ ~~ ~ ~~ ~ 13.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 67.4 31


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.6 11~ ~ ~ ~ ~~ ~ ~~ ~ 29.9 26~ ~ ~ ~ ~~ ~ ~~ ~ 57.5 50


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 21.4 3~ ~ ~ ~ ~~ ~ ~~ ~ 64.3 9


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 7.1 4~ ~ ~ ~ ~~ ~ ~~ ~ 28.6 16~ ~ ~ ~ ~~ ~ ~~ ~ 64.3 36


*


~ ~ ~ ~ ~~ ~ ~~ ~ 2.4 2~ ~ ~ ~ ~~ ~ ~~ ~ 42.9 36~ ~ ~ ~ ~~ ~ ~~ ~ 34.5 29~ ~ ~ ~ ~~ ~ ~~ ~ 20.2 17


*







~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 4.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 37.5 9~ ~ ~ ~ ~~ ~ ~~ ~ 25.0 6~ ~ ~ ~ ~~ ~ ~~ ~ 33.3 8


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 33.8 27~ ~ ~ ~ ~~ ~ ~~ ~ 30.0 24~ ~ ~ ~ ~~ ~ ~~ ~ 36.3 29


*

State404 210 541 511 5101.0 0.9 1.10.8 0.4 1.1 552Advanced


4,682 4,549 5,240 6,499 4,4189.9 11.9 9.19.2 8.4 11.2 5,43522,346 21,571 22,319 23,497 21,05342.1 43.0 43.643.9 39.9 43.5 21,08012,468 14,683 14,184 11,808 11,98026.8 21.6 24.824.5 27.2 24.6 11,91311,040 13,065 10,723 12,279 10,37320.2 22.5 21.521.7 24.2 19.6 9,481

*




Percent and Number of Students by Achievement LevelsTable 14y: Achievement Level Data - Grade 9 - English Language Arts ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 4.5 4~ ~ ~ ~ ~~ ~ ~~ ~ 40.4 36~ ~ ~ ~ ~~ ~ ~~ ~ 37.1 33~ ~ ~ ~ ~~ ~ ~~ ~ 18.0 16



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.6 22~ ~ ~ ~ ~~ ~ ~~ ~ 46.6 81~ ~ ~ ~ ~~ ~ ~~ ~ 40.8 71

395005 O.P. Walker Senior High School


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.6 18~ ~ ~ ~ ~~ ~ ~~ ~ 37.6 64~ ~ ~ ~ ~~ ~ ~~ ~ 51.8 88



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396004 Walter L. Cohen High School


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396006 Booker T. Washington High School




~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 0.5 1~ ~ ~ ~ ~~ ~ ~~ ~ 10.5 20~ ~ ~ ~ ~~ ~ ~~ ~ 34.6 66~ ~ ~ ~ ~~ ~ ~~ ~ 54.5 104

396007 Fredrick A. Douglass High School


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.5 16~ ~ ~ ~ ~~ ~ ~~ ~ 29.6 56~ ~ ~ ~ ~~ ~ ~~ ~ 61.9 117



~ ~ ~ ~ ~~ ~ ~~ ~ 0.5 1~ ~ ~ ~ ~~ ~ ~~ ~ 13.1 29~ ~ ~ ~ ~~ ~ ~~ ~ 35.3 78~ ~ ~ ~ ~~ ~ ~~ ~ 51.1 113

396016 Rabouin Career Magnet High School


~ ~ ~ ~ ~~ ~ ~~ ~ 0.7 1~ ~ ~ ~ ~~ ~ ~~ ~ 13.1 18~ ~ ~ ~ ~~ ~ ~~ ~ 28.5 39~ ~ ~ ~ ~~ ~ ~~ ~ 57.7 79

396017 Sarah Towles Reed Senior High School


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.3 1~ ~ ~ ~ ~~ ~ ~~ ~ 41.7 5~ ~ ~ ~ ~~ ~ ~~ ~ 50.0 6





~ =

* i



State~ ~ ~ ~ 778~ ~ 1.7~ ~ 1.2 576Advanced


~ ~ ~ ~ 5,593~ ~ 11.9~ ~ 10.9 5,425~ ~ ~ ~ 21,832~ ~ 46.5~ ~ 45.5 22,660~ ~ ~ ~ 13,127~ ~ 27.9~ ~ 29.1 14,476~ ~ ~ ~ 5,665~ ~ 12.1~ ~ 13.4 6,657




~ =

* i

Percent and Number of Students by Achievement LevelsTable 14z: Achievement Level Data - Grade 9 - Mathematics ( LEAP)i *



~ ~ ~ ~ ~~ ~ ~~ ~ 3.4 3~ ~ ~ ~ ~~ ~ ~~ ~ 25.8 23~ ~ ~ ~ ~~ ~ ~~ ~ 24.7 22~ ~ ~ ~ ~~ ~ ~~ ~ 46.1 41



~ ~ ~ ~ ~~ ~ ~~ ~ 0.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 16.1 28~ ~ ~ ~ ~~ ~ ~~ ~ 25.9 45~ ~ ~ ~ ~~ ~ ~~ ~ 57.5 100



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 15.1 24~ ~ ~ ~ ~~ ~ ~~ ~ 14.5 23~ ~ ~ ~ ~~ ~ ~~ ~ 70.4 112



~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~

396004 Walter L. Cohen High School


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~





~ =

* i




~ ~ ~ ~ ~~ ~ ~~ ~ 1.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 12.6 23~ ~ ~ ~ ~~ ~ ~~ ~ 18.7 34~ ~ ~ ~ ~~ ~ ~~ ~ 67.6 123



~ ~ ~ ~ ~~ ~ ~~ ~ 0.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 9.0 15~ ~ ~ ~ ~~ ~ ~~ ~ 15.0 25~ ~ ~ ~ ~~ ~ ~~ ~ 75.4 126



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 12.1 26~ ~ ~ ~ ~~ ~ ~~ ~ 22.8 49~ ~ ~ ~ ~~ ~ ~~ ~ 65.1 140



~ ~ ~ ~ ~~ ~ ~~ ~ 0.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 18.0 24~ ~ ~ ~ ~~ ~ ~~ ~ 16.5 22~ ~ ~ ~ ~~ ~ ~~ ~ 64.7 86



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 23.1 3~ ~ ~ ~ ~~ ~ ~~ ~ 76.9 10





~ =

* i



State~ ~ ~ ~ 2,470~ ~ 5.3~ ~ 4.9 2,432Advanced


~ ~ ~ ~ 4,531~ ~ 9.7~ ~ 9.3 4,620~ ~ ~ ~ 21,230~ ~ 45.4~ ~ 43.0 21,371~ ~ ~ ~ 9,007~ ~ 19.3~ ~ 19.7 9,793~ ~ ~ ~ 9,505~ ~ 20.3~ ~ 23.1 11,500




~ =

* i

Percent and Number of Students by Achievement LevelsTable 15a: Achievement Level Data - English Language Arts (GEE)



~ ~ ~ ~ ~~ ~ ~~ ~ 0.4 1~ ~ ~ ~ ~~ ~ ~~ ~ 25.1 60~ ~ ~ ~ ~~ ~ ~~ ~ 30.5 73~ ~ ~ ~ ~~ ~ ~~ ~ 43.9 105


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 3.0 4~ ~ ~ ~ ~~ ~ ~~ ~ 18.0 24~ ~ ~ ~ ~~ ~ ~~ ~ 78.9 105


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.6 10~ ~ ~ ~ ~~ ~ ~~ ~ 24.1 28~ ~ ~ ~ ~~ ~ ~~ ~ 67.2 78


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 7.3 17~ ~ ~ ~ ~~ ~ ~~ ~ 19.7 46~ ~ ~ ~ ~~ ~ ~~ ~ 73.1 171


*




~ =

*

Percent and Number of Students by Achievement LevelsTable 15a: Achievement Level Data - English Language Arts (GEE)



~ ~ ~ ~ ~~ ~ ~~ ~ 0.5 1~ ~ ~ ~ ~~ ~ ~~ ~ 10.7 23~ ~ ~ ~ ~~ ~ ~~ ~ 27.6 59~ ~ ~ ~ ~~ ~ ~~ ~ 61.2 131


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.7 1~ ~ ~ ~ ~~ ~ ~~ ~ 13.5 20~ ~ ~ ~ ~~ ~ ~~ ~ 34.5 51~ ~ ~ ~ ~~ ~ ~~ ~ 51.4 76


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 18.2 2~ ~ ~ ~ ~~ ~ ~~ ~ 81.8 9


*

647 346 1,015 706 4912.3 1.6 1.21.5 0.8 1.2 488AdvancedMasteryBasicApproaching BasicUnsatisfactory

6,423 5,033 8,101 7,245 5,26018.3 16.4 13.214.5 10.9 10.2 4,21118,321 18,897 17,825 19,471 19,91140.2 44.2 50.041.3 41.0 45.1 18,65210,223 11,314 9,440 10,166 8,99721.3 23.1 22.623.0 24.6 26.8 11,063

8,792 10,450 7,930 6,463 5,19117.9 14.7 13.019.8 22.7 16.8 6,935

State

*




~ =

*

Percent and Number of Students by Achievement LevelsTable 15b: Achievement Level Data - Mathematics (GEE)



~ ~ ~ ~ ~~ ~ ~~ ~ 7.6 18~ ~ ~ ~ ~~ ~ ~~ ~ 38.4 91~ ~ ~ ~ ~~ ~ ~~ ~ 19.0 45~ ~ ~ ~ ~~ ~ ~~ ~ 35.0 83


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 6.8 9~ ~ ~ ~ ~~ ~ ~~ ~ 5.3 7~ ~ ~ ~ ~~ ~ ~~ ~ 88.0 117


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.8 12~ ~ ~ ~ ~~ ~ ~~ ~ 10.8 12~ ~ ~ ~ ~~ ~ ~~ ~ 78.4 87


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.4 1~ ~ ~ ~ ~~ ~ ~~ ~ 8.2 21~ ~ ~ ~ ~~ ~ ~~ ~ 15.6 40~ ~ ~ ~ ~~ ~ ~~ ~ 75.8 194


*



Starting in spring 2003, the achievement level was changed toProficient Mastery.*

Percent and Number of Students by Achievement LevelsTable 15b: Achievement Level Data - Mathematics (GEE)



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 21.2 45~ ~ ~ ~ ~~ ~ ~~ ~ 17.9 38~ ~ ~ ~ ~~ ~ ~~ ~ 60.8 129


*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.3 2~ ~ ~ ~ ~~ ~ ~~ ~ 17.3 26~ ~ ~ ~ ~~ ~ ~~ ~ 10.7 16~ ~ ~ ~ ~~ ~ ~~ ~ 70.7 106


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 9.1 1~ ~ ~ ~ ~~ ~ ~~ ~ 90.9 10


*

3,060 3,284 3,691 3,149 3,2048.3 7.2 8.06.9 7.1 6.7 2,788AdvancedMasteryBasicApproaching BasicUnsatisfactory

5,589 7,038 6,892 7,180 6,64815.6 16.3 16.712.6 15.3 14.9 6,16515,279 16,746 16,806 17,044 16,44638.0 38.7 41.334.4 36.3 41.7 17,259

6,909 7,431 6,781 6,300 6,55915.3 14.3 16.515.5 16.1 17.1 7,05913,628 11,603 10,059 10,365 7,01122.7 23.5 17.630.6 25.2 19.5 8,075

State

*




Percent and Number of Students by Achievement LevelsTable 15c: Achievement Level Data - Science (GEE)



~ ~ ~ ~ ~~ ~ ~~ ~ 0.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 13.1 23~ ~ ~ ~ ~~ ~ ~~ ~ 37.7 66~ ~ ~ ~ ~~ ~ ~~ ~ 48.6 85


*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 17.6 15~ ~ ~ ~ ~~ ~ ~~ ~ 81.2 69


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 5.0 1~ ~ ~ ~ ~~ ~ ~~ ~ 10.0 2~ ~ ~ ~ ~~ ~ ~~ ~ 85.0 17


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 7.8 10~ ~ ~ ~ ~~ ~ ~~ ~ 10.9 14~ ~ ~ ~ ~~ ~ ~~ ~ 81.3 104


*




~ =

Percent and Number of Students by Achievement LevelsTable 15c: Achievement Level Data - Science (GEE)



~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 8.6 11~ ~ ~ ~ ~~ ~ ~~ ~ 18.0 23~ ~ ~ ~ ~~ ~ ~~ ~ 73.4 94


*


~ ~ ~ ~ ~~ ~ ~~ ~ 1.2 1~ ~ ~ ~ ~~ ~ ~~ ~ 8.1 7~ ~ ~ ~ ~~ ~ ~~ ~ 17.4 15~ ~ ~ ~ ~~ ~ ~~ ~ 73.3 63


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*

1,055 823 1,210 1,532 1,1463.2 4.0 3.22.4 2.0 3.9 1,413AdvancedMasteryBasicApproaching BasicUnsatisfactory

5,833 5,403 6,254 6,041 4,37716.7 16.0 12.113.5 12.9 15.6 5,69814,188 16,470 15,291 14,984 13,95040.8 39.6 38.532.9 39.3 40.0 14,576

9,359 9,926 8,956 9,164 10,47423.9 24.2 28.921.7 23.7 24.2 8,82712,746 9,234 5,801 6,123 6,26915.5 16.2 17.329.5 22.1 16.3 5,927

State

*




~ =

Percent and Number of Students by Achievement LevelsTable 15d: Achievement Level Data - Social Studies (GEE)



~ ~ ~ ~ ~~ ~ ~~ ~ 1.1 2~ ~ ~ ~ ~~ ~ ~~ ~ 48.6 85~ ~ ~ ~ ~~ ~ ~~ ~ 26.3 46~ ~ ~ ~ ~~ ~ ~~ ~ 24.0 42


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 2.4 2~ ~ ~ ~ ~~ ~ ~~ ~ 14.3 12~ ~ ~ ~ ~~ ~ ~~ ~ 83.3 70


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 4.6 1~ ~ ~ ~ ~~ ~ ~~ ~ 13.6 3~ ~ ~ ~ ~~ ~ ~~ ~ 81.8 18


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 20.6 27~ ~ ~ ~ ~~ ~ ~~ ~ 19.1 25~ ~ ~ ~ ~~ ~ ~~ ~ 60.3 79


*



~ =


Percent and Number of Students by Achievement LevelsTable 15d: Achievement Level Data - Social Studies (GEE)



~ ~ ~ ~ ~~ ~ ~~ ~ 0.8 1~ ~ ~ ~ ~~ ~ ~~ ~ 10.9 14~ ~ ~ ~ ~~ ~ ~~ ~ 18.6 24~ ~ ~ ~ ~~ ~ ~~ ~ 69.8 90


*


~ ~ ~ ~ ~~ ~ ~~ ~ 0.0 0~ ~ ~ ~ ~~ ~ ~~ ~ 10.7 9~ ~ ~ ~ ~~ ~ ~~ ~ 20.2 17~ ~ ~ ~ ~~ ~ ~~ ~ 69.0 58


*


~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~~ ~ ~ ~ ~~ ~ ~~ ~ ~ ~


*


3,709 4,859 4,339 3,832 2,75511.6 10.1 7.68.6 11.6 10.1 3,68717,896 18,629 19,935 19,349 19,14453.2 51.2 52.941.5 44.5 51.6 18,772

9,182 9,317 7,840 8,107 8,15320.9 21.4 22.521.3 22.3 20.7 7,53811,919 8,327 4,957 6,058 5,83713.2 16.0 16.127.6 19.9 16.0 5,838

State

*



~ =


Table 16

**

National Percentile Ranks* - Grades 3, 5, 6, 7, and 9

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07300001 P. A. Capdau School

~ ~ ~ 35~~Grade 3~ ~ ~ 23~~Grade 5~ ~ ~ 27~~Grade 6~ ~ ~ 29~~Grade 7~ ~ ~ 36~~Grade 9

300002 Nelson Elementary School~ ~ ~ 37~~Grade 3~ ~ ~ 26~~Grade 5~ ~ ~ 24~~Grade 6~ ~ ~ 28~~Grade 7

390001 James M. Singleton Charter School~ ~ ~ 18~~Grade 3~ ~ ~ 15~~Grade 5~ ~ ~ 18~~Grade 6~ ~ ~ 21~~Grade 7

391001 Dr. M.L.K. Charter School for Science & Tech.~ ~ ~ 41~~Grade 3~ ~ ~ 28~~Grade 5~ ~ ~ 38~~Grade 6~ ~ ~ 38~~Grade 7

392001 McDonogh #28 City Park Academy~ ~ ~ 9~~Grade 3~ ~ ~ 16~~Grade 5~ ~ ~ 12~~Grade 6~ ~ ~ 22~~Grade 7

392002 New Orleans Free School~ ~ ~ 16~~Grade 3~ ~ ~ 16~~Grade 5~ ~ ~ 19~~Grade 6~ ~ ~ 31~~Grade 7





i

*

**

~ =

Table 16

**


2001-02 2002-03 2003-04 2004-05 2005-06 2006-07393001 Lafayette Academy of New Orleans

~ ~ ~ 17~~Grade 3~ ~ ~ 21~~Grade 5~ ~ ~ 26~~Grade 6~ ~ ~ 33~~Grade 7

395001 Martin Behrman Elementary School~ ~ ~ 55~~Grade 3~ ~ ~ 20~~Grade 5~ ~ ~ 56~~Grade 6~ ~ ~ 36~~Grade 7

395002 Dwight D. Eisenhower Elementary School~ ~ ~ 34~~Grade 3~ ~ ~ 32~~Grade 5~ ~ ~ 32~~Grade 6~ ~ ~ 41~~Grade 7

395003 William J. Fischer Elementary School~ ~ ~ 14~~Grade 3~ ~ ~ 22~~Grade 5~ ~ ~ 19~~Grade 6~ ~ ~ 24~~Grade 7

395004 McDonogh #32 Elementary School~ ~ ~ 21~~Grade 3~ ~ ~ 20~~Grade 5~ ~ ~ ~~~Grade 6~ ~ ~ ~~~Grade 7

395005 O.P. Walker Senior High School~ ~ ~ 22~~Grade 9

395006 Harriet Tubman Elementary School~ ~ ~ 22~~Grade 3~ ~ ~ 18~~Grade 5~ ~ ~ 20~~Grade 6~ ~ ~ 26~~Grade 7





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~ =

Table 16

**


2001-02 2002-03 2003-04 2004-05 2005-06 2006-07396001 Joseph A. Craig School


396002 Joseph S. Clark Senior High School~ ~ ~ 25~~Grade 9

396003 Benjamin Banneker Elementary School~ ~ ~ 20~~Grade 3~ ~ ~ 24~~Grade 5~ ~ ~ 22~~Grade 6~ ~ ~ 26~~Grade 7

396004 Walter L. Cohen High School~ ~ ~ ~~~Grade 9

396005 John Dibert Elementary School~ ~ ~ 22~~Grade 3~ ~ ~ 25~~Grade 5~ ~ ~ 33~~Grade 6~ ~ ~ 22~~Grade 7

396006 Booker T. Washington High School~ ~ ~ ~~~Grade 9

396007 Fredrick A. Douglass High School~ ~ ~ 25~~Grade 9

396008 Dr. Charles Richard Drew Elementary School~ ~ ~ 19~~Grade 3~ ~ ~ 18~~Grade 5~ ~ ~ 16~~Grade 6~ ~ ~ 16~~Grade 7

396009 Paul B. Habans Elementary School~ ~ ~ 13~~Grade 3~ ~ ~ 40~~Grade 5~ ~ ~ 22~~Grade 6~ ~ ~ 20~~Grade 7





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~ =

Table 16

**


2001-02 2002-03 2003-04 2004-05 2005-06 2006-07396010 Murray Henderson Elementary School


396011 John McDonogh Senior High School~ ~ ~ 17~~Grade 9

396012 James Weldon Johnson School~ ~ ~ 11~~Grade 3~ ~ ~ 21~~Grade 5~ ~ ~ 15~~Grade 6~ ~ ~ 21~~Grade 7

396013 Laurel Elementary School~ ~ ~ 14~~Grade 3~ ~ ~ 21~~Grade 5~ ~ ~ 18~~Grade 6~ ~ ~ 15~~Grade 7

396014 Live Oak Elementary School~ ~ ~ 13~~Grade 3~ ~ ~ 19~~Grade 5~ ~ ~ 23~~Grade 6~ ~ ~ 20~~Grade 7

396015 McDonogh #42 Elementary School~ ~ ~ 12~~Grade 3~ ~ ~ 19~~Grade 5~ ~ ~ 16~~Grade 6~ ~ ~ 24~~Grade 7

396016 Rabouin Career Magnet High School~ ~ ~ 26~~Grade 9

396017 Sarah Towles Reed Senior High School~ ~ ~ 20~~Grade 9





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~ =

Table 16

**


2001-02 2002-03 2003-04 2004-05 2005-06 2006-07396018 Sylvanie F. Williams School

~ ~ ~ ~~~Grade 3~ ~ ~ ~~~Grade 5~ ~ ~ ~~~Grade 6~ ~ ~ ~~~Grade 7

396019 A.P. Tureaud Elementary School~ ~ ~ 19~~Grade 3~ ~ ~ 21~~Grade 5~ ~ ~ 24~~Grade 6~ ~ ~ 26~~Grade 7

396020 Albert Wicker Elementary School~ ~ ~ 16~~Grade 3~ ~ ~ 15~~Grade 5~ ~ ~ 13~~Grade 6~ ~ ~ 16~~Grade 7

396021 Sarah Towles Reed Elementary School~ ~ ~ 25~~Grade 3~ ~ ~ 32~~Grade 5~ ~ ~ 16~~Grade 6~ ~ ~ 18~~Grade 7

396022 Schwarz Alternative School~ ~ ~ ~~~Grade 6~ ~ ~ ~~~Grade 7~ ~ ~ 21~~Grade 9

396023 Rosenwald Elementary School~ ~ ~ 19~~Grade 6~ ~ ~ 12~~Grade 7

397001 Sophie B. Wright Inst.of Academic Excellence~ ~ ~ 34~~Grade 5~ ~ ~ 30~~Grade 6~ ~ ~ 44~~Grade 7





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~ =

Table 16

**


2001-02 2002-03 2003-04 2004-05 2005-06 2006-07398001 E. Phillips: KIPP Believe College Prep

~ ~ ~ 44~~Grade 5~ ~ ~ ~~~Grade 6~ ~ ~ ~~~Grade 7

398002 McDonogh #15: A KIPP Transformation School~ ~ ~ 42~~Grade 3~ ~ ~ 47~~Grade 5~ ~ ~ 37~~Grade 6~ ~ ~ 46~~Grade 7

399001 Samuel J. Green Charter School~ ~ ~ 24~~Grade 3~ ~ ~ 17~~Grade 5~ ~ ~ 18~~Grade 6~ ~ ~ 23~~Grade 7

State57 57 50 505550Grade 357 59 50 495651Grade 546 47 48 464451Grade 648 49 48 474847Grade 748 49 50 514748Grade 9

Nation50 50 50 505050All Grades





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~ =

Section 5. College Readiness

American College Test (ACT) Results .............................................................5-1 First-Time College Freshmen Performance ......................................................5-4

Yes


American College Test (ACT) Results

The American College Test (ACT) is designed to assess a student’s general educational development in English, mathematics, reading, and science and a student’s ability to complete college-level work. The items in each of the areas tested “emphasize reasoning, analysis, problem solving, and the integration of learning from various sources, as well as the application of these proficiencies to the kinds of tasks college students are expected to perform” (American College Testing, Inc., 2007). An optional Writing Test is also available.

Your Guide to the ACT (ACT, Inc., 2005), provides educators with an overview of the ACT, including descriptions of the five tests. The following paragraphs are based on these descriptions.

Four tests of the ACT use multiple-choice test items to measure a student’s ability to apply content knowledge and reasoning skills (acquired in high school courses) to high-level tasks. The mathematics test contains items in which students use their reasoning skills to solve practical problems and this test assesses mathematical skills acquired in Algebra 1, Geometry, and Algebra 2 courses (including beginning trigonometry concepts). Items of the science test measure a student’s interpretation, analysis, evaluation, reasoning, and problem-solving skills as applied to the natural sciences (ACT, Inc. 2005).

The English test items measure the student’s understanding of standard written English (punctuation, grammar and usage, sentence structure) and rhetorical skills (strategy, organization, and style). The reading test contains four prose passages from published sources that are representative of the kinds of writing encountered in college freshmen courses. The reading items require students to derive meaning from the passages by referring to what is explicitly stated, reason to determine implicit meanings, and to draw conclusions, or make comparisons and generalizations. (ACT, Inc. 2005).

The writing skills of a student can be assessed with the optional Writing Test. Students are given a writing prompt that defines an issue and describes two points of view on the issue. Students have 30 minutes to respond by writing an essay, which presents their own views on the issue. Five scoring criteria, which are based on writing skills, are used to evaluate the essay. (ACT, Inc. 2005).

Each test of the ACT provides one or more scores. ACT, Inc. relates various score ranges to College-Readiness Standards. Students also receive an ACT composite score, which is an average score based on the scores for the English, mathematics, reading, and science tests of the ACT. The ACT composite score ranges from 1 to 36, and measures the student’s general educational development across these four subject areas. The composite scores of individual students can be averaged for other reporting purposes.

Data Presentation

Table 17 presents the average ACT composite scores for each public school, having both a grade 12 and student ACT scores. Schools are shown in school site code order. Comparison data are presented for the district, state, and nation.

The scores shown in Table 17 are the averages of the students' most recently obtained ACT composite scores. Students who were or who would have been members of the graduating class for any given year are included in these averages. In other words, the composite scores include test scores for (1) 12th graders who took the test in the current year and (2) 12th graders who took the test as 11th graders and elected not to retake it as seniors. If a student took the test in both the 11th and 12th grades, only the 12th grade score has been included in the averages.

The district average ACT composite score is based on public school students only. However, the reported statewide average ACT composite score includes scores of both public and nonpublic school students. This reporting method was deliberately selected to keep state statistics consistent with nationally reported figures, which are based on the combined performance of public and nonpublic school students.

Data Source

The ACT indicator is based on data supplied to the Louisiana Department of Education by the testing contractor, American College Testing, Inc.


References

American College Testing, Inc. (2007). Electronic version of The ACT Assessment Information System, which is available at http://www.act.org/aap/infosys/index.html.

ACT, Inc. (2005). Electronic version of Your Guide to the ACT, available at www.act.org.

Table 17: American College Test (ACT) ResultsAverage Composite Scores*

2001-02 2002-03 2003-04 2004-05 2005-06 2006-07~ ~ ~ 14.4395005 O.P. Walker Senior High School ~ ~~ ~ ~ 13.8396002 Joseph S. Clark Senior High School ~ ~~ ~ ~ ~396006 Booker T. Washington High School ~ ~~ ~ ~ ~396007 Fredrick A. Douglass High School ~ ~~ ~ ~ 14.2396011 John McDonogh Senior High School ~ ~~ ~ ~ 14.7396016 Rabouin Career Magnet High School ~ ~~ ~ ~ 14.9396017 Sarah Towles Reed Senior High School ~ ~~ ~ ~ ~396022 Schwarz Alternative School ~ ~

19.6 19.6 19.8 19.8 20.1 20.1State (Public and Nonpublic)20.8 20.8 20.9 20.9 21.1 21.2Nation (Public and Nonpublic)



The scores of schools with fewer than 10 students tested are not listed but are included in the district average.

~ =

*


First-Time College Freshmen Performance

The Organization for Economic Co-Operation and Development (OECD, 2000) has indicated a high school education often serves as the minimum credential for entry into the labor market, as well as the foundation for all types of post-secondary programs, including college/ university studies. Information about the number of Louisiana public school diploma graduates who enrolled as first-time freshmen (FTF) in this state’s colleges and universities has been collected since 1987.

Believing that the FTF data made an important statement about the quality of secondary schooling, the 1993 Louisiana Legislature mandated that the FTF information be incorporated into the Progress Profile School Report Cards so that the results might be more widely accessible to parents. A new law (R.S. 17:3912) continued the FTF data collection, but allowed LDE more flexibility in reporting FTF results.

Since FTF data are provided for only public schools that have grade 12 diploma graduates and such schools may not have received Accountability Reports prior to 2001, other First Time Freshmen reports have been prepared for the high schools. While FTF results are no longer on school report cards, they are included in DCRs when the results are available. Parents and other interested parties also have access to the FTF results via additional web documents.

Because the quality of each high school preparation program can be one factor that impacts whether or not a diploma graduate will be accepted into a college, it is of interest to study the college-going rates of each high school and of each district. The college-going rates estimate the proportion of a high school graduating class that made an immediate transition to an in-state college or university.

Furthermore, if the quality of a high school’s program is poor, then the school’s diploma graduates who do enroll in college may need to complete several developmental courses prior to enrolling in college credit courses. Thus, when it is found that a large percent of a high school’s diploma graduates enrolled in developmental courses, the high school should take action to improve the preparation and college-readiness of its students. (For more information on the FTF Program, please see the most recent FTF state-level reports that are posted to the LDE web site.)

Data Presentation

Table 18 presents the number and/or percent of students who (1) were diploma graduates from the district’s public schools that had grade 12 and (2) enrolled as full-time, first-time freshmen during the following fall semester at any of Louisiana’s two- or four-year public and nonpublic colleges/universities. Thus, these FTF are recent graduates who made an immediate transition to a college or university. The table also reports the number and percent of first-time college freshmen who were enrolled in at least one developmental course during their first regular semester of college study. Comparison data for FTF who graduated from public schools are also presented at the district and state levels.

Note: For any given school year, the first-time college freshmen data represent information on the high school diploma graduates from the previous school year. Further, the district results may reflect data from additional schools, which were open during the previous school year. Finally, the state results are based on all public schools that had diploma graduates in the previous school year.

Definitions

• Graduate—a student who successfully completed a SBESE-approved education program, passed the Graduation Exit Examination (GEE), and thus earned a state-approved diploma. Students who earn GEDs are not included.

• First-time college freshmen—students who graduated from high school during a given school year and who enrolled full time in a Louisiana higher education institution (both public and nonpublic) the following fall semester. A student must begin the fall semester with fewer than 12 hours of credit previously attempted (not including advanced placement credits and correspondence study) to be considered a first-time freshman.

• Developmental course—a course designed by a university or college to prepare students to succeed academically in college-level courses. Typically, developmental courses do not carry degree credit.



The two formulas used in calculating the first-time college freshmen indicator are presented below. The percent of high school graduates who become first-time college freshmen is calculated for public high school diploma graduates who attend in-state colleges or universities.

Data Sources

The number of public high school graduates is based on student-level data submitted by the LEAs to the Louisiana Department of Education’s Student Information System (SIS). Graduates of public schools that do not report to the district are not included in the district results, but all Louisiana public school graduates are included in the state results.

In the past, the first-time college freshmen indicator was based on data submitted to the Louisiana Department of Education (LDE) by Louisiana public and nonpublic colleges or universities. For Fall 2003, Fall 2004, and Fall 2005, the nonpublic colleges/universities continued to report FTF data directly to the LDE, whereas FTF data from public colleges/universities were reported to the Board of Regents, and then the Regents shared FTF data with the LDE. For Fall 2006, the Regents received and shared data for the public colleges/universities and for the nonpublic campus of Centenary College.

Due to the hurricanes, only 20 public colleges/universities and three nonpublic campuses provided FTF data for Fall 2005. However, 25 public campuses and eight nonpublic campuses supplied data for the Fall 2006 FTF Program.

References

LDE. (2002 to 2007) Louisiana First-Time College Freshmen State Reports, Fall 2001, Fall 2002, Fall 2003, Fall 2004, Fall 2005, and Fall 2006. Baton Rouge: Louisiana Department of Education. [Electronic versions of all these FTF state-level reports can be found at http://www.louisianaschools.net.]

Organization for Economic Co-Operation and Development (OECD). (2000). Education at a Glance. (OECD 2000: Danvers, MA.)

Formulas Used to Calculate First-Time College Freshmen Percentages

Percent of High School Graduates Who

Were First-Time College Freshmen= X 100

Number of First-Time College Freshmen

Total Number of High School Graduates

Percent of First-Time College FreshmenWho Enrolled in a Developmental Course = X 100

Number of First-Time College FreshmenWho Enrolled in a Developmental Course

Total Number of First-Time CollegeFreshmen

Table 18First-Time College Freshmen Performance

**2001-02 2002-03 2003-04 2004-05 2005-06 2006-07Percent Number Percent Number Percent Number Percent Number Percent NumberPercent Number

~~~ ~ ~

~~~~~~

~~~~

~~~~

O.P. Walker Senior High School395005Number of High School GraduatesHS Graduates Who Were First-Time College FreshmenFirst-Time Freshmen Enrolled in College Developmental Courses

~~~~~~~~~~~

*

~~~ ~ ~

~~~~~~

~~~~

~~~~

Joseph S. Clark Senior High School396002Number of High School GraduatesHS Graduates Who Were First-Time College FreshmenFirst-Time Freshmen Enrolled in College Developmental Courses

~~~~~~~~~~~

*

~~~ ~ ~

~~~~~~

~~~~

~~~~

Booker T. Washington High School396006Number of High School GraduatesHS Graduates Who Were First-Time College FreshmenFirst-Time Freshmen Enrolled in College Developmental Courses

~~~~~~~~~~~

*

~~~ ~ ~

~~~~~~

~~~~

~~~~

Fredrick A. Douglass High School396007Number of High School GraduatesHS Graduates Who Were First-Time College FreshmenFirst-Time Freshmen Enrolled in College Developmental Courses

~~~~~~~~~~~

*

~~~ ~ ~

~~~~~~

~~~~

~~~~

John McDonogh Senior High School396011Number of High School GraduatesHS Graduates Who Were First-Time College FreshmenFirst-Time Freshmen Enrolled in College Developmental Courses

~~~~~~~~~~~

*

~~~ ~ ~

~~~~~~

~~~~

~~~~

Rabouin Career Magnet High School396016Number of High School GraduatesHS Graduates Who Were First-Time College FreshmenFirst-Time Freshmen Enrolled in College Developmental Courses

~~~~~~~~~~~

*

~~~ ~ ~

~~~~~~

~~~~

~~~~

Sarah Towles Reed Senior High School396017Number of High School GraduatesHS Graduates Who Were First-Time College FreshmenFirst-Time Freshmen Enrolled in College Developmental Courses

~~~~~~~~~~~

*

~~~ ~ ~

~~~~~~

~~~~

~~~~

Schwarz Alternative School396022Number of High School GraduatesHS Graduates Who Were First-Time College FreshmenFirst-Time Freshmen Enrolled in College Developmental Courses

~~~~~~~~~~~

*



Represents diploma graduates from the previous school year.

Due to the hurricanes/disasters of 2005, only 23 college/university campuses submitted Fall 2005 First-Time Freshmen data. Please use caution when comparing 2005-06 data to any other year.

**

~ =

*

Table 18First-Time College Freshmen Performance

**2001-02 2002-03 2003-04 2004-05 2005-06 2006-07Percent Number Percent Number Percent Number Percent Number Percent NumberPercent Number

Number of High School GraduatesHS Graduates Who Were First-Time College FreshmenFirst-Time Freshmen Enrolled in College Developmental Courses

17,49046.537,608 37,017 36,007 33,275

6,36136.417,35046.9

5,56732.114,94041.5

4,12027.615,390

4,424

*State (Public)

46.328.8

37,90538,31415,92542.015,29939.9

6,29339.55,90038.6



Represents diploma graduates from the previous school year.

Due to the hurricanes/disasters of 2005, only 23 college/university campuses submitted Fall 2005 First-Time Freshmen data. Please use caution when comparing 2005-06 data to any other year.

**

~ =

*


Glossary

academic assistance (AA)—starting in 2004-05, the additional support and assistance given to schools that fail to meet their Growth Targets, but these schools had Performance Labels of One Star, Two Stars, or Three Stars; in 2006-07, the new Baseline SPS is at or above 60.0, but the Growth Targets for 2007-08 are greater than 7.0 points. There were two levels of AA in 2006-07.

academically unacceptable school (AUS) status—formerly called School Improvement (SI), and prior to that Corrective Actions (CA), a facet of the Accountability System intended to help low performing and stagnant schools improve. Schools that enter AUS (levels 1 through 6+) receive additional support and assistance, with the expectation that extensive efforts shall be made by students, parents, teachers, principals, administrators, and the school board to improve student achievement at the school.

achievement level—one of the following five LEAP/GEE/iLEAP achievement ratings:

• Advanced–A student has demonstrated superior performance beyond the mastery level.

• Mastery (formerly named Proficient)–A student has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling.

• Basic–A student demonstrated only the fundamental knowledge and skills needed for the next level of schooling.

• Approaching Basic–A student has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling.

• Unsatisfactory–A student has not demonstrated the fundamental knowledge and skills needed for the next level of schooling.

additional academic indicator (AAI)— in schools without grade 12, the AAI is a 90% or higher attendance rate. Through 2006, if a school had a grade 12, the AAI was a 90% or higher non-dropout rate for grades 7-12. Beginning in 2007, the AAI of a school with grade 12 is a 65% or higher graduation rate.

adequate yearly progress (AYP)—the minimum level of achievement or improvement that a school must achieve within a set time frame. To determine a school’s AYP status, Louisiana evaluates two components. In 2005-06 and 2006-07, to make AYP for the:

• SPS Component–a school’s new Baseline SPS is 60.0 or above.

• Subgroup Component–all required subgroups must meet requirements in test participation (95% participation) and in academic performance (see AMO), and the whole school’s additional academic indicator (AAI) must be 90% or above attendance rate or non-dropout rate. Starting in 2006-07, the AAI for schools with grade 12 is that 65% or more of a cohort group graduates with a diploma within four years after entering 9th grade.

aggregate days attendance—the total number of days that students are present at the school site over the course of the school year.

aggregate days membership—the total number of days that students are enrolled (but not necessarily present at the school site) over the course of the school year.

American College Test (ACT)—a college entrance exam that assesses high school students’ general educational development in English, mathematics, reading, and science and their ability to complete college-level work. An optional writing test is also available.

annual measurable objective (AMO)—the percent of students required to score at Basic or above in a given year on the assessments for grades 4, 8, and 10, and beginning in 2006-07, for schools with grades 3 through 8 and/or grade 10. In 2006-07, the AMOs were 47.4% for English Language Arts and 41.8% for Mathematics.

assessment index—a score based upon how students performed on the LEAP, GEE, iLEAP, LAA 1, and/or LAA 2 tests.

average salary of classroom teachers—the average of actual salaries, including Professional Improvement Program (PIP) payments, reported for all full-time and part-time classroom teachers (excluding sabbatical staff, rehired retirees, and ROTC instructors),


who were employed during any period of the school year by the public school districts.

baseline school performance score (Baseline SPS)—the SPS used to determine the school’s Growth Target, Performance Label, and SPS Component AYP status. It is based on two years of data and includes the assessment results for all students including those who take the LEAP Alternate Assessments. Schools with a Baseline SPS less than 60 are now indentified as Academically Unacceptable schools. Also, this SPS is compared against the next year’s Growth SPS to determine if adequate growth was achieved.

class—a grouping of children under the primary supervision and instruction of a teacher for all or part of the instructional day.

classes taught by certified teachers indicator—a 2004-05 District Responsibility indicator that is a composite of two parts, based on schools whose grade configurations include any of the grades K-12. Part A is an index based on the percent of courses taught by certified teachers in low-performing schools (schools with the Performance Labels of “One Star” or below). Part B is an index based on the percent of courses taught by certified teachers, district-wide, at ALL schools. In 2004-05, certified teachers were defined as those teachers who meet the following criteria:

• teach a K-12 core course (elementary studies, English language arts, mathematics, science, or social studies);

• hold an A, B, C, CB, L1-L5, PL, P2-P4, OP or OS certificate that was issued prior to January 1, 2005; and

• are certificated in all the K-12 core courses that they teach. If the core course was taught by a certified teacher under the 12-hour rule, as defined in Bulletin 741, the course was counted as being taught by a certified teacher in 2004-05.

The calculated index value was used to assign a label ranging from Highly Responsive (120 or more) to Unresponsive (0.0 to 59.9).

cohort—if a school has grade 12 students, its Cohort is comprised of students who entered 9th grade in 2002-03. These Cohort members were expected to graduate in 2005-06 and were tracked for four years.

cohort graduation index—at the end of a four year tracking period, Cohort members are assigned points for various student outcomes

(e.g., 0 points for each dropout of a cohort, 30 points for each cohort member who did not graduate in four years but enrolled the following year, 90 points for each cohort member who obtained a GED, 120 points for each cohort member who graduated with a regular diploma, all the way up to 180 points for each cohort member who earned an Academic Endorsement). All points for the cohort members are summed; the sum is divided by the total number of students in the cohort (the denominator). This yields the Cohort Graduation Index Score, which is the average number of points earned by a Cohort’s members. This index was weighted and used to calculate the 2006-07 Baseline SPS for schools with grade 12. The denominator may not equal the original number of students in a Cohort. Over the four year tracking period, a school’s Cohort can gain members if students transfer into the school, or it may have fewer members because students left school for legitimate reasons.

combination school category—any school whose grade structure falls within the PK-12 range and which is not described by any of the other school category definitions. These schools generally contain some grades in the K-6 range and some grades in the 9-12 range. Examples would include grade structures such as K-12; K-3, combined with 9-12; and 4-6, combined with 9-12.

criterion-referenced test (CRT)—a test that produces a score that tells how individuals/schools perform in achieving established criteria.

cumulative enrollment—the unduplicated count of students enrolled in a school or district for at least one school day during the school year.

current expenditures—the operating expenditures of a school district; equal to the total expenditures minus expenditures for equipment, facilities acquisitions and construction, and debt services.

current expenditures per pupil—current expenditures divided by the

Elementary and Secondary enrollment.

day of attendance—effective with the 1992-93 school year, when a student “(1) is physically present at a school site or is participating in an authorized school activity and (2) is under the supervision of authorized personnel. This definition extends to students who are homebound, assigned to and participating in drug rehabilitation programs that contain a state-approved education component, or participating in school-authorized field trips.” (Bulletin 741)


“Students who meet the above criteria and are present at the school site for 26-50% of the student’s instructional day shall be credited with a half day’s attendance. Those who meet the above criteria and are present for more than 50% of the student’s instructional day are credited with a whole day’s attendance. Students who are not physically present or who are participating for 25% or less of their instructional day will be considered absent for reporting purposes. Absences, whether excused or unexcused, shall be counted as an absence for reporting to the Department.” (Bulletin 741) The definition of the "amount" of time receiving instruction that is required to be in attendance has been in effect statewide since the 1993-94 school year.

debt services—servicing the debt of the LEA, including payments of both principal and interest. Debt service and other long-term obligations are not included in expenditure figures because these monies provide services during multiple years and should not be attributed to only one year.

developmental course—a course designed by a university/college to prepare students to succeed academically in college-level courses. Typically, developmental courses do not carry degree credit.

district subgroup performance scores (GPS)—a roll-up of the district’s K-12 student-level School Performance Score data for students who are members of various subgroups.

district performance score (DPS)—a roll-up of the K-12 student-level School Performance Score (SPS) data in the district. Only one prior year of assessment data, attendance data, and dropout data are used.

dropout—students who have dropped out of school (event rate) for grades 7-12. For any given year (the "current year"), a dropout is a student who (1) was enrolled at the end of the previous year (therefore expected to return in current year), and who does not enroll on or before October 1 of the current year, and therefore becomes a current year dropout or (2) a student who attended school at any point in the current year, and then exits (during the current year) and does not re-enter school on or before October 1 of the following year, and therefore becomes a current year dropout. A student who exited for the following reasons is not considered as a dropout: has graduated or completed another approved educational program; is absent temporarily due to illness or expulsion; has transferred to a correctional institution, to non-public school, to

home-schooling, or out of state; or has died. For purposes of applying the dropout definition, the definitions below also apply.

• A school year is the 12-month period of time beginning October 1, with dropouts from the previous summer reported for the year and grade for which they fail to enroll.

• An individual has graduated from high school or completed an approved education program upon receipt of formal recognition from school authorities.

• A state- or district-approved program may include special education programs, home-based instruction, and school-sponsored secondary (but NOT adult) programs leading to a GED or some other certification differing from the regular diploma (NCES, 1993).

dropout denominator—cumulative enrollment plus any dropouts not included in cumulative enrollment (e.g., reported and non-reported summer dropouts).

educational attainment—the highest grade attended and completed as one is advancing towards a high school diploma, or a college/ professional degree. Three levels of educational attainment are less than high school degree; high school degree, but less than bachelor’s degree; and bachelor’s degree or higher.

eighth (8th) grade persistence indicator—a District Responsibility indicator, first used in the 2005-06 District Accountability System, that measures a district’s success in keeping 8th grade students enrolled in school and is aimed at rewarding districts that do not lose students during the difficult transition from middle school to high school. The calculations aggregate two years of student cohort data and examine enrollment data from October 1 of each following school year to see how many students have returned to school. The 2005-06 District Accountability Report Card provides more detailed information about the calculation of the 8th Grade Persistence Index. The 8th Grade Persistence Index value is used to assign a label of Exceptional, Adequate, Marginal, or Unacceptable to the district.

Elementary and Secondary enrollment—the number of Prekindergarten (PK) and grades K-12 students in public school membership. This number does not include special education infants and preschoolers.


elementary school category—any school whose grade structure falls within the PK-8 range, which excludes grades in the 9-12 range, and which does not fit the definition for middle/junior high.

faculty—public school district employees reported within the Profile of Educational Personnel (PEP) system. In addition to classroom teachers, these individuals include principals, assistant principals, other school administrators, therapists/specialists/counselors, and librarians/media-based teachers/staff instructors.

female parent household rate—the number of single parent households (defined as a “female householder with no husband, with or without her own children under the age of 18”) divided by the total number of households.

first-time college freshmen (FTF)—students who graduated from high school during a given school year and who enrolled full time in a Louisiana higher education institution (both public and nonpublic) the following fall semester. A student must begin the fall semester with fewer than 12 hours of credit previously attempted (not including advanced placement credits and correspondence study).

Free or Reduced Price Lunch Program—the percentage of students eligible for this federally subsidized program is used as an indicator of family economic condition. Based on U.S. Government’s 2005-06 guidelines, the maximum family income for eligibility in the Free Lunch Program is 130% of the federal poverty level, $25,155 annually for a family of four. The family income limit for the Reduced Lunch Program is 185% of the federal poverty level, or $35,798 annually for a family of four.

full academic year (FAY)—as determined by the school and district, students who are enrolled on October 1 and on the date of testing.

grade cluster—in accountability, there are three grade clusters: elementary (K-5), middle (6-8), and high school (9-12).

grade-level retention—when a student fails to progress to the next grade level and has the same grade-level for two or more consecutive school years. The student retention rate is the total number of students retained per grade level divided by the total number of students per grade level multiplied by 100.

grade structure—the various educational grade levels that a school contains and for which instruction is provided (i.e., K-8, or Kindergarten through grade 8).

graduate—a student who successfully completed a SBESE-approved education program, passed the Graduation Exit Examination (GEE), and thus earned a state-approved diploma. Students who earn GEDs are not included.

Graduation Exit Examination (GEE)—a criterion–referenced test that high school students must complete successfully before they can earn a diploma. Currently, the GEE has four subject areas: English Language Arts, Mathematics, Science, and Social Studies.

growth label—the descriptive label that describes the level of growth achieved by a school and is based on the school’s success in attaining its Growth Target. Starting with 2003-04, Growth Labels may reflect the performance of a school’s subgroups and/or the school’s SI status. Beginning with 2006-07, the Growth Label may reflect the school’s AUS and SCF status. The most current Growth Labels are as follows:

• Exemplary Academic Growth—a school that made its Growth Target, the Subgroup Assessment Index (SAI) for Economically Disadvantaged and Students with Disabilities subgroups grew at least 2.0 points, and the school was not an Academically Unacceptable School (AUS), nor has it failed the Subgroup Component (SCF).

• Recognized Academic Growth—a school that made its Growth Target.

• Minimal Academic Growth—a school that improved at least 0.1 of a point, but did not meet its Growth Target;

• No Growth—a school with an SPS decline of 0 to minus 2.5 points; and

• School In Decline—a school with an SPS decline of more than 2.5 points.

growth school performance score (Growth SPS)—a one-year SPS that is compared to the previous year’s Baseline SPS to determine if a school has achieved its Growth Target. It is used to determine Growth Labels and reward eligibility status.


growth target—the amount of growth a school must make in a year to remain on target for reaching the state’s 2014 goal of 120.0. It was calculated by subtracting the new Baseline SPS from the state goal and then dividing by the number of years (or cycles prior to 2002-03) remaining until 2014. It is adjusted by a formula that includes a school’s percentage of LEP students and the percentage of students with disabilities. The minimum required growth is now 2.0 points.

high school category—any school whose grade structure falls within the 6-12 range and which includes grades in the 10-12 range, or any school that contains only grade 9.

highly qualified educator—a teacher who meets the following criteria:

• Holds an A, B, C, L1, L2, L3, or FLS certificate or holds an out-of-state (OS) or Practitioner’s Licenses (PL);

• Teaches a core academic course (English Language Arts, Reading, Mathematics, Science, Social Studies, or Foreign Language) in grades 1-12. In the area of arts, NCLB requires that a state decide which art courses are to be considered as core academic subjects. Louisiana has defined “arts as a core academic subject” to include secondary visual and performing arts courses for which Carnegie units (high school credits) are awarded; and

• Holds certification in the area of teaching assignment for each core academic course he/she teaches and demonstrates content mastery in each of these areas.

Additionally, if a class has been designated as a “Special Education” class, the teacher must be certified to teach all the students based on their primary debilitative exceptionality (i. e., the exceptionality must not be gifted or talented).

Individualized Accommodation Plans—written statements of accommodations made to include Section 504 students in educational programs, learning activities, and assessments.

Individualized Education Programs (IEPs)—Written statements developed, reviewed, and revised in a meeting in accordance with §440–-445 for each student with a disability.

in-school expulsion—a student temporarily removed from his/her usual classroom placement to an alternative setting for a period of time

specified by the LEA; no interruption of instructional services occurs.

in-school suspension—a student temporarily removed from his/her usual classroom placement to an alternative setting for a minimum of one complete school day; no interruption of instructional services occurs.

integrated Louisiana Educational Assessment Program test (iLEAP)—an assessment, in which the LDE combined the NRT items of The Iowa Tests with CRT items. The CRT items are Louisiana specific and measure grade-level expectations that were not measured by The Iowa Tests. Starting in 2005-06, the iLEAP was administered to students in grades 3, 5, 6, 7, and 9.

Iowa Tests of Basic Skills (ITBS)—a norm-referenced test battery administered to students in grades 3, 5, 6, and 7 prior to 2005-06.

Iowa Tests of Educational Development (ITED)—a norm-referenced test battery administered to students in grade 9 prior to 2005-06.

LEAP Alternate Assessment (LAA)—performance-based assessments administered to students with disabilities, who are working toward a Certificate of Achievement. For use in the Accountability System, scores on the LAA assessment can be converted into Achievement Levels. Starting in 2005-06, there are two forms of LAA.

LAA 1 is administered to students with significant cognitive disabilities, whose IEPs reflect significant modifications of the general education curriculum with an emphasis on functional and life skills.

LAA 2 is administered to students with persistent academic disabilities. These students are in a predominantly academic instructional program, but their IEPs reflect that they are functioning at least three grade levels below the actual grade in which they are enrolled.

LEAP Alternate Assessment-B (LAA-B)—a former assessment that was administered to students three or more levels below their enrolled grade as determined by their IEP. LAA-B has been discontinued.

Limited English Proficient (LEP)—An individual student A) who – (1) was not born in the US or whose native language is a language other than English and comes from an environment where a language other than English is dominant; or (2) is a Native American or


Alaska Native or who is a native resident of the outlying areas and comes from an environment where a language other than English has had a significant impact on such individual's level of English language proficiency; or (3) is migratory and whose native language is other than English and comes from an environment where a language other than English is dominant; and B) who– has sufficient difficulty speaking, reading, writing, or understanding the English language and whose difficulties may deny such individual the opportunity to learn successfully in classrooms where the language of instruction is English or to participate fully in our society. (P.L. 103–382, Title VII, Part E, Section 7501 [8])

Louisiana Educational Assessment Program (LEAP)—the state testing program, now consisting of criterion-referenced and augmented norm-referenced tests, administered to students in specific grade levels. CRTs administered to 4th and 8th graders are called the LEAP tests and those administered to high school students are called the GEE tests. The augmented NRTs (i.e., the iLEAP) are administered to students in other grades. Starting in 2002-03, the LEAP Alternate Assessment (LAA) was also included in the School Accountability System.

made AYP for SPS Component—a school has made this AYP by having a new Baseline SPS of 60 or above for 2004-05 through 2006-07. Previously, the required SPS was at or above 45.

made AYP for Subgroup Component—a school has made this AYP when the subgroups meet test participation and academic performance requirements, and the whole school meets its additional academic indicator (attendance, non-dropout, or cohort graduation rate). Starting in 2006-07, the additional academic indicator for schools with grade 12 was that 65% or more of a cohort had to graduate with a diploma within four years after entering 9th grade. A District has made AYP on its subgroup component when each subgroup within each grade cluster passes the subgroup component and each grade cluster as a whole meets criteria pertaining to its additional academic indicator.

median household income—the median sum of money income received in the previous calendar year by all household members 15-years-old and over, including household members not related to the householder, people living alone, and others in nonfamily households.

middle/junior high school category—any school whose grade structure falls within the 4-9 range, which includes grades 7 or 8, and which excludes grades in the PK-3 and 10-12 ranges.

national percentile rank (NPR) of average standard scores—the average student’s rank or position compared with a representative nationwide group of students (national norm group) in the same grade. The NPRs range from 1 to 99 and have a median of 50. At the school-level, an NPR of 48 means that 48 percent of the students nationally (in the norm group) scored at or below the average score obtained by the students in the school. Starting in 2005-06, the NPRs are based on the iLEAP survey total scores.

no growth label assigned—designated a school with a new Baseline SPS of 105.0 or more, that did not achieve its Growth Target. These schools do not receive the “negative” Growth Labels.

non-standard school—a school that lacks both CRT and NRT data.

non-dropout rate—a rate showing how well a school keeps its students in school on a yearly basis. It is not a graduation rate. The non-dropout rate is calculated by subtracting the dropout rate from 100.

norm-referenced test (NRT)—a test that produces a score that tells how individuals, schools, districts, and the state perform in comparison with the national norm group.

number of faculty—the total number of school-based instructional personnel employed at a school.

Option 2 students—Often called eight-and-a-halfers, students who passed at the Approaching Basic or above achievement level on either the English Language Arts or Mathematics LEAP tests and participated in both the summer remediation program offered by the LEA and the summer testing. Option 2 students participate in a transitional program. They retake the 8th grade LEAP test previously failed and the iLEAP administered to 9th graders.

out-of-school expulsion—the removal (exit) of a student from school for a determined number of days with no provision of instructional services.

out-of-school suspension—a student temporarily prohibited from participation in his/her usual placement within school, with no provision of instructional service; only suspensions resulting in removal for at least one full day are included.


paired/shared status—whether the school was paired with another school or shared data with another school in the calculation of its School Performance Score.

percent of classes taught by highly qualified educators—the total number of core classes in grades 1-12 taught by highly qualified educators divided by the total number of all core classes in grades 1-12, expressed as a percent.

percent of faculty with a master’s degree or higher—the number of faculty with a master’s degree or higher divided by the total number of faculty at all education levels multiplied by 100.

percent of student attendance—the ratio of aggregate days student attendance to aggregate days membership multiplied by 100. This ratio shows how well students are attending school on a daily basis.

performance label— the descriptive label that describes a school’s level of performance based on its new Baseline SPS, or a district’s performance based on its DPS. Academically Unacceptable Schools (AUS) receive the AUS 1 to AUS 6+ labels based on the number of years their baseline SPS is below 60.0. The performance labels used in 2004-05 through 2006-07 are as follows:

• Five Stars (SPS or DPS of 140.0 or higher) • Four Stars (SPS or DPS of 120.0 – 139.9) • Three Stars (SPS or DPS of 100.0 – 119.9) • Two Stars (SPS or DPS of 80.0 – 99.9) • One Star (SPS or DPS of 60.0 – 79.9) • Academically Unacceptable (SPS or DPS below 60.0)

persons and children living below poverty—families and persons are classified as below poverty level if their total family income or unrelated individual income was less than the poverty threshold specified for the applicable family size, age of householder, and number of related children under 18 present in the household.

population by ethnicity—a parish’s population is reported by the ethnic groups of white, black, and other. The “other” category consists of American Indian, Alaskan Native, Asian, Native Hawaiian, and other Pacific Islanders. Persons of Hispanic origin can be of any race and are included in the categories of white, black, or other in Figure 4. Figure 1 displays similar ethnic data for the district’s and state’s public student population.

population change, years 2000 to 2006—the difference between the population in 2006 and in 2000 divided by the 2000 population.

revenues—financial resources received from various sources that are used to pay educational expenses; these stem primarily from governmental sources.

revenues per pupil—the sum of funds received from all sources divided by the Elementary and Secondary enrollment.

reward eligibility—indicates whether a school received a monetary reward by earning either the Exemplary Academic Growth label or the Recognized Academic Growth label as defined in 2003-04 through 2006-07. In previous years, schools eligible for monetary awards received these two labels as they were defined at the time, and the schools showed growth for the economically disadvantaged (high poverty) and students with disabilities subgroups.

safe harbor— a subgroup can make AYP if it decreased its percent of non-proficient students by 10% or more from the previous year AND the subgroup met requirements for its additional academic indicator (AAI). In District Accountability, the required AAI for elementary (K-5) and middle school (6-8) grade cluster subgroups was a 90% attendance rate. For the high school (P-12) grade cluster, the AAI target was a 90% non-dropout rate.

school—an institution that provides preschool, elementary, and/or secondary instruction; has one or more grade groupings or is non-graded; has one or more teachers to give instruction or care; is located in one or more buildings; and has an assigned administrator(s) (LDE and NCES).

school improvement indicator—a 2004-05 District Responsibility indicator that was based on the change in School Performance Scores (SPS) relative to the Growth Targets for all schools in the district. For each school, the change in SPS and the Growth Target were weighted by the school’s K-12 enrollment. The calculated index value was used to assign a label ranging from Highly Responsive (120 or more) to Unresponsive (0.0 to 59.9).

school improvement status (SI)—the level of School Improvement (if any) in which a school was placed. In prior years, there were six SI levels. For 2004-05 and 2005-06, SI ranged from SI 2 to SI 6. The higher the SI level, the more support and assistance the school received from the district and the state. Starting with 2006-07, SI


labeling for schools that failed their SPS Component was replaced with AUS labeling. In the past, schools that failed their Subgroup Component also entered or moved to a different SI level. In 2006-07, Subgroup Component Failure schools receive new labels, reflecting their SCF status.

school performance score (SPS)—the primary measure of a school’s overall performance, calculated from student performance on assessments, attendance information, and dropout data. Starting in 2006-07, cohort graduation data were used if schools had grade 12.

school performance score goal—calculated by adding the Growth Target to the Baseline SPS, the growth SPS that a school must attain each year to remain on target for meeting the 2014 state goal of 120.

school type—the classification of schools into one of the four categories of elementary, middle/junior high, high, or combination schools. This designation may differ from the three accountability school types of elementary/middle/junior high, high, and combination.

subgroup component failure (SCF) status—beginning in 2006-07, schools that have failed their Subgroup Component received labels of SI 1, SI 2, CA 1, CA 2, or Restructuring. These labels follow the federal labels. Schools with SCF labels receive additional support and assistance, with the expectation that extensive efforts shall be made by students, parents, teachers, principals, administrators, and the school board to improve student achievement at the school.

teacher certification indicator—a District Responsibility indicator, first used in 2005-06 District Accountability, that is based on the certification status of teachers who teach the state core classes (elementary studies, English language arts, math, science, or social studies) in schools whose grade configurations include any of the grades K-12. It is a composite of (A) the certification status of these teachers in low-performing schools and (B) the certification status of these teachers in all other schools. Low-performing schools were those schools identified as Academically Unacceptable or as One Star. To calculate this indicator’s index value, certification status was categorized as:

(1) Teachers with a Standard Teaching Certificate for Area of Assignment, with the certificate issued prior to January 1, 2006.

(2) Teachers with a Non-Standard Teaching Certificate for Area of Assignment, with the certificate issued prior to January 1, 2006.

(3) Teachers with No Authority to Teach; they hold neither a standard or non-standard certificate, for Area of Assignment.

The 2005-06 District Accountability Report Card provides more detailed information about the calculation of the Teacher Certification Index and on the weights used in the calculation. This indicator’s value was used to assign a label of Exceptional, Adequate, Marginal, or Unacceptable to the district.

teaching certificate—Louisiana issues Standard Teaching Certificates (A, B, C, L1, L2, L3, OS, FLS) and Practitioner Teacher Licenses (PLs), as well as Non-standard Certificates (Temporary Authority to Teach, Out-of-Field Authority to Teach, Temporary Emergency Permits) and Ancillary Certificates. An Ancillary Certificate authorizes the holder to perform only those services specifically stated on the certificate.

teenage birth rate—the total number of live births to women ages 15-19, divided by the total number of live births.

total expenditures—charges incurred for providing public education, whether paid or unpaid, which benefit the current fiscal year and include all charges in the categories of instruction expenditures, non-instructional expenditures, and facility acquisition and construction services.

transition baseline school performance score—a SPS calculated with LEAP, GEE, and LAA test data from spring 2004 and spring 2005, and attendance data and dropout data from 2002-03 and 2003-04. This SPS was compared with the 2005-06 Growth SPS.

unemployment rate—the total number of persons, 16 years and over, who are not working, but who are available and seeking work, expressed as a percentage of the civilian labor force. These data represent an annual average unemployment rate and are considered to be the official unemployment rate that is typically cited in comparisons.

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