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FRANKLIN D ROOSEVELT HS - School Report Card Data [2012 - 13]

The New York State Report Card is an important part of the Board of Regents' effort to raise learning standards for all students. It provides information to the public on school/district enrollment and staff, student performance, and other measures of school and district performance. Knowledge gained from the report card on a school's or district's strengths and weaknesses can be used to improve instruction and services to students.
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FRANKLIN D ROOSEVELT HS ENROLLMENT (2012 - 13)

K-12 ENROLLMENT
3,067

ENROLLMENT BY GENDER

MALE
FEMALE

ENROLLMENT BY ETHNICITY

GROUP
TOTAL
PERCENT

OTHER GROUPS

ENGLISH LANGUAGE LEARNERS
STUDENTS WITH DISABILITIES
ECONOMICALLY DISADVANTAGED

ENROLLMENT BY GRADE

GROUP
TOTAL
PERCENT

FRANKLIN D ROOSEVELT HS ENROLLMENT (2012 - 13)

K-12 Enrollment: 3,067

ENROLLMENT BY GENDER

MALE

1,750

57%

FEMALE

1,317

43%

ENROLLMENT BY ETHNICITY

AMERICAN INDIAN OR ALASKA NATIVE

15

0%

BLACK OR AFRICAN AMERICAN

275

9%

HISPANIC OR LATINO

841

27%

ASIAN OR NATIVE HAWAIIAN/OTHER PACIFIC ISLANDER

1,332

43%

WHITE

599

20%

MULTIRACIAL

5

0%

OTHER GROUPS

ENGLISH LANGUAGE LEARNERS

1,177

38%

STUDENTS WITH DISABILITIES

351

11%

ECONOMICALLY DISADVANTAGED

2,448

80%

ENROLLMENT BY GRADE

9TH GRADE

834

27%

10TH GRADE

1,018

33%

11TH GRADE

552

18%

12TH GRADE

644

21%

UNGRADED SECONDARY

19

1%

Free and Reduced-Price Lunch (2012 - 13)

ELIGIBLE FOR FREE LUNCH
  • 880
  • 29%
ELIGIBLE FOR REDUCED-PRICE LUNCH
  • 149
  • 5%

Free and Reduced-Price Lunch (2012 - 13)

Eligible for Free Lunch

880

29%

Eligible for Reduced-Price Lunch

149

5%

ATTENDANCE (2011 - 12)

  • ANNUAL ATTENDANCE RATE
  • 84%

Attendance (2011 - 12)

Annual Attendance Rate

84%

STUDENT SUSPENSIONS (2011 - 12)

  • 18
  • 1%

Student Suspensions (2011 - 12)

Student Suspensions

18

1%

Teacher Turnover Rate (2011-12 to 2012-13)

Turnover Rate of Teachers with Fewer Than Five Years of Experience
  • 18%
TURNOVER RATE OF ALL TEACHERS
  • 17%

Teacher Turnover Rate (2011-12 to 2012-13)

Turnover Rate of Teachers with Fewer Than Five Years of Experience

18%

Turnover Rate of All Teachers

17%

Staff Counts (2012 - 13)

GROUP
  • PRINCIPALS
  • ASSISTANT PRINCIPALS
  • OTHER PROFESSIONAL STAFF
  • PARAPROFESSIONALS
STAFF
  • 1
  • 14
  • 23
  • 0

Staff Counts (2012 - 13)

Principals
1
Assistant Principals
14
Other Professional Staff
23
Paraprofessionals
0

Teacher Qualifications (2012 - 13)

Teacher Qualifications (2012 - 13)

TOTAL TEACHERS: 161
Percent with No Valid Teaching Certificate
0%
Percent Teaching Out of Certification
13%
Percent with Fewer Than Three Years of Experience
8%
Percentage with Master's Degree Plus 30 Hours or Doctorate
70%
Total Number of Core Classes
569
Percent Not Taught by Highly Qualified Teachers in This School
6%
Total Number of Classes
762
Percent Taught by Teachers Without Appropriate Certification
9%

High School Completers (2012 - 13)

GROUP
  • All Students
  • General Education
  • Students with Disabilities
COMPLETERS (GRADUATES + COMMENCEMENT CREDENTIALS)
  • 569
  • 523
  • 46
Graduates (Regents + Local Diplomas)
  • 554
  • 521
  • 33
REGENTS DIPLOMA
  • 525
  • 95%
  • 503
  • 97%
  • 22
  • 67%
GROUP
  • All Students
  • General Education
  • Students with Disabilities
REGENTS WITH ADVANCED DESIGNATION
  • 176
  • 32%
  • 173
  • 33%
  • 3
  • 9%
REGENTS WITH CTE ENDORSEMENT
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
LOCAL DIPLOMAS
  • 29
  • 5%
  • 18
  • 3%
  • 11
  • 33%
COMMENCEMENT CREDENTIALS
  • 15
  • 3%
  • 2
  • 0%
  • 13
  • 28%

All Students

COMPLETERS (GRADUATES + COMMENCEMENT CREDENTIALS)

569

Graduates (Regents + Local Diplomas)

554

Regents Diploma

525

95%

of Graduates

Regents with Advanced Designation

176

32%

of Graduates

Regents with CTE Endorsement

0

0%

of Graduates

Local Diplomas

29

5%

of Graduates

Commencement Credentials

15

3%

of Completers

General Education

COMPLETERS (GRADUATES + COMMENCEMENT CREDENTIALS)

523

Graduates (Regents + Local Diplomas)

521

Regents Diploma

503

97%

of Graduates

Regents with Advanced Designation

173

33%

of Graduates

Regents with CTE Endorsement

0

0%

of Graduates

Local Diplomas

18

3%

of Graduates

Commencement Credentials

2

0%

of Completers

Students with Disabilities

COMPLETERS (GRADUATES + COMMENCEMENT CREDENTIALS)

46

Graduates (Regents + Local Diplomas)

33

Regents Diploma

22

67%

of Graduates

Regents with Advanced Designation

3

9%

of Graduates

Regents with CTE Endorsement

0

0%

of Graduates

Local Diplomas

11

33%

of Graduates

Commencement Credentials

13

28%

of Completers

GROUP
  • All Students
  • General Education
  • Students with Disabilities
COMPLETERS (GRADUATES + COMMENCEMENT CREDENTIALS)
  • 569
  • 523
  • 46
Graduates (Regents + Local Diplomas)
  • 554
  • 521
  • 33
REGENTS DIPLOMA
  • 525
  • 95%
  • 503
  • 97%
  • 22
  • 67%
GROUP
  • All Students
  • General Education
  • Students with Disabilities
REGENTS WITH ADVANCED DESIGNATION
  • 176
  • 32%
  • 173
  • 33%
  • 3
  • 9%
REGENTS WITH CTE ENDORSEMENT
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
LOCAL DIPLOMAS
  • 29
  • 5%
  • 18
  • 3%
  • 11
  • 33%
COMMENCEMENT CREDENTIALS
  • 15
  • 3%
  • 2
  • 0%
  • 13
  • 28%

All Students

COMPLETERS (GRADUATES + COMMENCEMENT CREDENTIALS)

569

Graduates (Regents + Local Diplomas)

554

Regents Diploma

525

95%

of Graduates

Regents with Advanced Designation

176

32%

of Graduates

Regents with CTE Endorsement

0

0%

of Graduates

Local Diplomas

29

5%

of Graduates

Commencement Credentials

15

3%

of Completers

General Education

COMPLETERS (GRADUATES + COMMENCEMENT CREDENTIALS)

523

Graduates (Regents + Local Diplomas)

521

Regents Diploma

503

97%

of Graduates

Regents with Advanced Designation

173

33%

of Graduates

Regents with CTE Endorsement

0

0%

of Graduates

Local Diplomas

18

3%

of Graduates

Commencement Credentials

2

0%

of Completers

Students with Disabilities

COMPLETERS (GRADUATES + COMMENCEMENT CREDENTIALS)

46

Graduates (Regents + Local Diplomas)

33

Regents Diploma

22

67%

of Graduates

Regents with Advanced Designation

3

9%

of Graduates

Regents with CTE Endorsement

0

0%

of Graduates

Local Diplomas

11

33%

of Graduates

Commencement Credentials

13

28%

of Completers

GROUP
  • All Students
  • General Education
  • Students with Disabilities
COMPLETERS (GRADUATES + COMMENCEMENT CREDENTIALS)
  • 569
  • 523
  • 46
Graduates (Regents + Local Diplomas)
  • 554
  • 521
  • 33
REGENTS DIPLOMA
  • 525
  • 95%
  • 503
  • 97%
  • 22
  • 67%
GROUP
  • All Students
  • General Education
  • Students with Disabilities
REGENTS WITH ADVANCED DESIGNATION
  • 176
  • 32%
  • 173
  • 33%
  • 3
  • 9%
REGENTS WITH CTE ENDORSEMENT
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
LOCAL DIPLOMAS
  • 29
  • 5%
  • 18
  • 3%
  • 11
  • 33%
COMMENCEMENT CREDENTIALS
  • 15
  • 3%
  • 2
  • 0%
  • 13
  • 28%

All Students

COMPLETERS (GRADUATES + COMMENCEMENT CREDENTIALS)

569

Graduates (Regents + Local Diplomas)

554

Regents Diploma

525

95%

of Graduates

Regents with Advanced Designation

176

32%

of Graduates

Regents with CTE Endorsement

0

0%

of Graduates

Local Diplomas

29

5%

of Graduates

Commencement Credentials

15

3%

of Completers

General Education

COMPLETERS (GRADUATES + COMMENCEMENT CREDENTIALS)

523

Graduates (Regents + Local Diplomas)

521

Regents Diploma

503

97%

of Graduates

Regents with Advanced Designation

173

33%

of Graduates

Regents with CTE Endorsement

0

0%

of Graduates

Local Diplomas

18

3%

of Graduates

Commencement Credentials

2

0%

of Completers

Students with Disabilities

COMPLETERS (GRADUATES + COMMENCEMENT CREDENTIALS)

46

Graduates (Regents + Local Diplomas)

33

Regents Diploma

22

67%

of Graduates

Regents with Advanced Designation

3

9%

of Graduates

Regents with CTE Endorsement

0

0%

of Graduates

Local Diplomas

11

33%

of Graduates

Commencement Credentials

13

28%

of Completers

High School Non-completers (2012 - 13)

GROUP
  • All Students
  • General Education
  • Students with Disabilities
DROPPED OUT
  • 163
  • 5%
  • 151
  • 6%
  • 12
  • 3%
ENTERED APPROVED HIGH SCHOOL EQUIVALENCY PREPARATION PROGRAM
  • 8
  • 0%
  • 6
  • 0%
  • 2
  • 1%
TOTAL NONCOMPLETERS
  • 171
  • 6%
  • 157
  • 6%
  • 14
  • 4%

All Students

DROPPED OUT

163

5%

ENTERED APPROVED HIGH SCHOOL EQUIVALENCY PREPARATION PROGRAM

8

0%

TOTAL NONCOMPLETERS

171

6%

General Education

DROPPED OUT

151

6%

ENTERED APPROVED HIGH SCHOOL EQUIVALENCY PREPARATION PROGRAM

6

0%

TOTAL NONCOMPLETERS

157

6%

Students with Disabilities

DROPPED OUT

12

3%

ENTERED APPROVED HIGH SCHOOL EQUIVALENCY PREPARATION PROGRAM

2

1%

TOTAL NONCOMPLETERS

14

4%

GROUP
DROPPED OUT
  • 163
  • 5%
  • 151
  • 6%
  • 12
  • 3%
ENTERED APPROVED HIGH SCHOOL EQUIVALENCY PREPARATION PROGRAM
  • 8
  • 0%
  • 6
  • 0%
  • 2
  • 1%
TOTAL NONCOMPLETERS
  • 171
  • 6%
  • 157
  • 6%
  • 14
  • 4%

All Students

DROPPED OUT

163

5%

ENTERED APPROVED HIGH SCHOOL EQUIVALENCY PREPARATION PROGRAM

8

0%

TOTAL NONCOMPLETERS

171

6%

General Education

DROPPED OUT

151

6%

ENTERED APPROVED HIGH SCHOOL EQUIVALENCY PREPARATION PROGRAM

6

0%

TOTAL NONCOMPLETERS

157

6%

Students with Disabilities

DROPPED OUT

12

3%

ENTERED APPROVED HIGH SCHOOL EQUIVALENCY PREPARATION PROGRAM

2

1%

TOTAL NONCOMPLETERS

14

4%

GROUP
DROPPED OUT
  • 163
  • 5%
  • 151
  • 6%
  • 12
  • 3%
ENTERED APPROVED HIGH SCHOOL EQUIVALENCY PREPARATION PROGRAM
  • 8
  • 0%
  • 6
  • 0%
  • 2
  • 1%
TOTAL NONCOMPLETERS
  • 171
  • 6%
  • 157
  • 6%
  • 14
  • 4%

All Students

DROPPED OUT

163

5%

ENTERED APPROVED HIGH SCHOOL EQUIVALENCY PREPARATION PROGRAM

8

0%

TOTAL NONCOMPLETERS

171

6%

General Education

DROPPED OUT

151

6%

ENTERED APPROVED HIGH SCHOOL EQUIVALENCY PREPARATION PROGRAM

6

0%

TOTAL NONCOMPLETERS

157

6%

Students with Disabilities

DROPPED OUT

12

3%

ENTERED APPROVED HIGH SCHOOL EQUIVALENCY PREPARATION PROGRAM

2

1%

TOTAL NONCOMPLETERS

14

4%

Post-graduation Plans of Completers (2012 - 13)

GROUP
  • All Students
  • General Education
  • Students with Disabilities
TO FOUR-YEAR COLLEGE
  • 257
  • 45%
  • 248
  • 47%
  • 9
  • 20%
TO TWO-YEAR COLLEGE
  • 150
  • 26%
  • 138
  • 26%
  • 12
  • 26%
TO OTHER POST-SECONDARY
  • 4
  • 1%
  • 4
  • 1%
  • 0
  • 0%
TO THE MILITARY
  • 8
  • 1%
  • 5
  • 1%
  • 3
  • 7%
GROUP
  • All Students
  • General Education
  • Students with Disabilities
TO EMPLOYMENT
  • 42
  • 7%
  • 35
  • 7%
  • 7
  • 15%
TO ADULT SERVICES
  • 2
  • 0%
  • 0
  • 0%
  • 2
  • 4%
TO OTHER KNOWN PLANS
  • 6
  • 1%
  • 5
  • 1%
  • 1
  • 2%
PLANS UNKNOWN
  • 100
  • 18%
  • 88
  • 17%
  • 12
  • 26%

All Students

To Four-Year College

257

45%

To Two-Year College

150

26%

To Other Post-Secondary

4

1%

To the Military

8

1%

To Employment

42

7%

To Adult Services

2

0%

To Other Known Plans

6

1%

Plan Unknown

100

18%

General Education

To Four-Year College

248

47%

To Two-Year College

138

26%

To Other Post-Secondary

4

1%

To the Military

5

1%

To Employment

35

7%

To Adult Services

0

0%

To Other Known Plans

5

1%

Plan Unknown

88

17%

Students with Disabilities

To Four-Year College

9

20%

To Two-Year College

12

26%

To Other Post-Secondary

0

0%

To the Military

3

7%

To Employment

7

15%

To Adult Services

2

4%

To Other Known Plans

1

2%

Plan Unknown

12

26%

GROUP
  • All Students
  • General Education
  • Students with Disabilities
TO FOUR-YEAR COLLEGE
  • 257
  • 45%
  • 248
  • 47%
  • 9
  • 20%
TO TWO-YEAR COLLEGE
  • 150
  • 26%
  • 138
  • 26%
  • 12
  • 26%
TO OTHER POST-SECONDARY
  • 4
  • 1%
  • 4
  • 1%
  • 0
  • 0%
TO THE MILITARY
  • 8
  • 1%
  • 5
  • 1%
  • 3
  • 7%
GROUP
  • All Students
  • General Education
  • Students with Disabilities
TO EMPLOYMENT
  • 42
  • 7%
  • 35
  • 7%
  • 7
  • 15%
TO ADULT SERVICES
  • 2
  • 0%
  • 0
  • 0%
  • 2
  • 4%
TO OTHER KNOWN PLANS
  • 6
  • 1%
  • 5
  • 1%
  • 1
  • 2%
PLANS UNKNOWN
  • 100
  • 18%
  • 88
  • 17%
  • 12
  • 26%

All Students

To Four-Year College

257

45%

To Two-Year College

150

26%

To Other Post-Secondary

4

1%

To the Military

8

1%

To Employment

42

7%

To Adult Services

2

0%

To Other Known Plans

6

1%

Plan Unknown

100

18%

General Education

To Four-Year College

248

47%

To Two-Year College

138

26%

To Other Post-Secondary

4

1%

To the Military

5

1%

To Employment

35

7%

To Adult Services

0

0%

To Other Known Plans

5

1%

Plan Unknown

88

17%

Students with Disabilities

To Four-Year College

9

20%

To Two-Year College

12

26%

To Other Post-Secondary

0

0%

To the Military

3

7%

To Employment

7

15%

To Adult Services

2

4%

To Other Known Plans

1

2%

Plan Unknown

12

26%

GROUP
  • All Students
  • General Education
  • Students with Disabilities
TO FOUR-YEAR COLLEGE
  • 257
  • 45%
  • 248
  • 47%
  • 9
  • 20%
TO TWO-YEAR COLLEGE
  • 150
  • 26%
  • 138
  • 26%
  • 12
  • 26%
TO OTHER POST-SECONDARY
  • 4
  • 1%
  • 4
  • 1%
  • 0
  • 0%
TO THE MILITARY
  • 8
  • 1%
  • 5
  • 1%
  • 3
  • 7%
GROUP
  • All Students
  • General Education
  • Students with Disabilities
TO EMPLOYMENT
  • 42
  • 7%
  • 35
  • 7%
  • 7
  • 15%
TO ADULT SERVICES
  • 2
  • 0%
  • 0
  • 0%
  • 2
  • 4%
TO OTHER KNOWN PLANS
  • 6
  • 1%
  • 5
  • 1%
  • 1
  • 2%
PLANS UNKNOWN
  • 100
  • 18%
  • 88
  • 17%
  • 12
  • 26%

All Students

To Four-Year College

257

45%

To Two-Year College

150

26%

To Other Post-Secondary

4

1%

To the Military

8

1%

To Employment

42

7%

To Adult Services

2

0%

To Other Known Plans

6

1%

Plan Unknown

100

18%

General Education

To Four-Year College

248

47%

To Two-Year College

138

26%

To Other Post-Secondary

4

1%

To the Military

5

1%

To Employment

35

7%

To Adult Services

0

0%

To Other Known Plans

5

1%

Plan Unknown

88

17%

Students with Disabilities

To Four-Year College

9

20%

To Two-Year College

12

26%

To Other Post-Secondary

0

0%

To the Military

3

7%

To Employment

7

15%

To Adult Services

2

4%

To Other Known Plans

1

2%

Plan Unknown

12

26%

Statewide Results on the National Assessment of Educational Progress: NAEP (2012 - 13)

Grade: 4

Reading

GROUP
  • All Students
  • American Indian or Alaska Native
  • Asian or Native Hawaiian/Other Pacific Islander
  • Black or African American
  • Hispanic or Latino
  • White
  • Multiracial
  • Students with Disabilities
  • Limited English Proficient
  • Economically Disadvantaged
BELOW BASIC
  • 30%
  • *%
  • 19%
  • 45%
  • 44%
  • 20%
  • *%
  • 69%
  • 75%
  • 43%
BASIC
  • 33%
  • *%
  • 27%
  • 34%
  • 35%
  • 33%
  • *%
  • 22%
  • 21%
  • 34%
PROFICIENT
  • 28%
  • *%
  • 36%
  • 18%
  • 17%
  • 35%
  • *%
  • 7%
  • 4%
  • 19%
ADVANCED
  • 9%
  • *%
  • 18%
  • 3%
  • 4%
  • 12%
  • *%
  • 2%
  • *%
  • 4%
PARTICIPATION RATE
  • 94
  • 93

Reading

All Students
Percent Below Basic

30

Percent Basic

33

Percent Proficient

28

Percent Advanced

9

American Indian or Alaska Native
Percent Below Basic

*

Percent Basic

*

Percent Proficient

*

Percent Advanced

*

Asian or Native Hawaiian/Other Pacific Islander
Percent Below Basic

19

Percent Basic

27

Percent Proficient

36

Percent Advanced

18

Black or African American
Percent Below Basic

45

Percent Basic

34

Percent Proficient

18

Percent Advanced

3

Hispanic or Latino
Percent Below Basic

44

Percent Basic

35

Percent Proficient

17

Percent Advanced

4

White
Percent Below Basic

20

Percent Basic

33

Percent Proficient

35

Percent Advanced

12

Multiracial
Percent Below Basic

*

Percent Basic

*

Percent Proficient

*

Percent Advanced

*

Students with Disabilities
Percent Below Basic

69

Percent Basic

22

Percent Proficient

7

Percent Advanced

2

Participation Rate

94

Limited English Proficient
Percent Below Basic

75

Percent Basic

21

Percent Proficient

4

Percent Advanced

*

Participation Rate

93

Economically Disadvantaged
Percent Below Basic

43

Percent Basic

34

Percent Proficient

19

Percent Advanced

4

Mathematics

GROUP
  • All Students
  • American Indian or Alaska Native
  • Asian or Native Hawaiian/Other Pacific Islander
  • Black or African American
  • Hispanic or Latino
  • White
  • Multiracial
  • Students with Disabilities
  • Limited English Proficient
  • Economically Disadvantaged
BELOW BASIC
  • 18%
  • *%
  • 6%
  • 33%
  • 27%
  • 9%
  • *%
  • 43%
  • 54%
  • 26%
BASIC
  • 42%
  • *%
  • 25%
  • 50%
  • 49%
  • 41%
  • *%
  • 42%
  • 36%
  • 48%
PROFICIENT
  • 33%
  • *%
  • 48%
  • 16%
  • 22%
  • 42%
  • *%
  • 14%
  • 10%
  • 23%
ADVANCED
  • 7%
  • *%
  • 21%
  • 1%
  • 2%
  • 8%
  • *%
  • 1%
  • *%
  • 3%
PARTICIPATION RATE
  • 94
  • 93

Mathematics

All Students
Percent Below Basic

18

Percent Basic

42

Percent Proficient

33

Percent Advanced

7

American Indian or Alaska Native
Percent Below Basic

*

Percent Basic

*

Percent Proficient

*

Percent Advanced

*

Asian or Native Hawaiian/Other Pacific Islander
Percent Below Basic

6

Percent Basic

25

Percent Proficient

48

Percent Advanced

21

Black or African American
Percent Below Basic

33

Percent Basic

50

Percent Proficient

16

Percent Advanced

1

Hispanic or Latino
Percent Below Basic

27

Percent Basic

49

Percent Proficient

22

Percent Advanced

2

White
Percent Below Basic

9

Percent Basic

41

Percent Proficient

42

Percent Advanced

8

Multiracial
Percent Below Basic

*

Percent Basic

*

Percent Proficient

*

Percent Advanced

*

Students with Disabilities
Percent Below Basic

43

Percent Basic

42

Percent Proficient

14

Percent Advanced

1

Participation Rate

94

Limited English Proficient
Percent Below Basic

54

Percent Basic

36

Percent Proficient

10

Percent Advanced

*

Participation Rate

93

Economically Disadvantaged
Percent Below Basic

26

Percent Basic

48

Percent Proficient

23

Percent Advanced

3

Grade: 8

Reading

GROUP
  • All Students
  • American Indian or Alaska Native
  • Asian or Native Hawaiian/Other Pacific Islander
  • Black or African American
  • Hispanic or Latino
  • White
  • Multiracial
  • Students with Disabilities
  • Limited English Proficient
  • Economically Disadvantaged
BELOW BASIC
  • 24%
  • *%
  • 17%
  • 37%
  • 36%
  • 14%
  • *%
  • 56%
  • 80%
  • 35%
BASIC
  • 41%
  • *%
  • 33%
  • 45%
  • 45%
  • 40%
  • *%
  • 36%
  • 19%
  • 44%
PROFICIENT
  • 30%
  • *%
  • 38%
  • 17%
  • 18%
  • 40%
  • *%
  • 8%
  • 1%
  • 20%
ADVANCED
  • 5%
  • *%
  • 12%
  • 1%
  • 1%
  • 6%
  • *%
  • *%
  • *%
  • 1%
PARTICIPATION RATE
  • 97
  • 91

Reading

All Students
Percent Below Basic

24

Percent Basic

41

Percent Proficient

30

Percent Advanced

5

American Indian or Alaska Native
Percent Below Basic

*

Percent Basic

*

Percent Proficient

*

Percent Advanced

*

Asian or Native Hawaiian/Other Pacific Islander
Percent Below Basic

17

Percent Basic

33

Percent Proficient

38

Percent Advanced

12

Black or African American
Percent Below Basic

37

Percent Basic

45

Percent Proficient

17

Percent Advanced

1

Hispanic or Latino
Percent Below Basic

36

Percent Basic

45

Percent Proficient

18

Percent Advanced

1

White
Percent Below Basic

14

Percent Basic

40

Percent Proficient

40

Percent Advanced

6

Multiracial
Percent Below Basic

*

Percent Basic

*

Percent Proficient

*

Percent Advanced

*

Students with Disabilities
Percent Below Basic

56

Percent Basic

36

Percent Proficient

8

Percent Advanced

*

Participation Rate

97

Limited English Proficient
Percent Below Basic

80

Percent Basic

19

Percent Proficient

1

Percent Advanced

*

Participation Rate

91

Economically Disadvantaged
Percent Below Basic

35

Percent Basic

44

Percent Proficient

20

Percent Advanced

1

Mathematics

GROUP
  • All Students
  • American Indian or Alaska Native
  • Asian or Native Hawaiian/Other Pacific Islander
  • Black or African American
  • Hispanic or Latino
  • White
  • Multiracial
  • Students with Disabilities
  • Limited English Proficient
  • Economically Disadvantaged
BELOW BASIC
  • 28%
  • *%
  • 14%
  • 50%
  • 44%
  • 15%
  • *%
  • 66%
  • 75%
  • 42%
BASIC
  • 40%
  • *%
  • 27%
  • 38%
  • 42%
  • 41%
  • *%
  • 27%
  • 21%
  • 39%
PROFICIENT
  • 24%
  • *%
  • 33%
  • 11%
  • 12%
  • 34%
  • *%
  • 6%
  • 3%
  • 15%
ADVANCED
  • 8%
  • *%
  • 26%
  • 1%
  • 2%
  • 10%
  • *%
  • 1%
  • 1%
  • 4%
PARTICIPATION RATE
  • 89
  • 94

Mathematics

All Students
Percent Below Basic

28

Percent Basic

40

Percent Proficient

24

Percent Advanced

8

American Indian or Alaska Native
Percent Below Basic

*

Percent Basic

*

Percent Proficient

*

Percent Advanced

*

Asian or Native Hawaiian/Other Pacific Islander
Percent Below Basic

14

Percent Basic

27

Percent Proficient

33

Percent Advanced

26

Black or African American
Percent Below Basic

50

Percent Basic

38

Percent Proficient

11

Percent Advanced

1

Hispanic or Latino
Percent Below Basic

44

Percent Basic

42

Percent Proficient

12

Percent Advanced

2

White
Percent Below Basic

15

Percent Basic

41

Percent Proficient

34

Percent Advanced

10

Multiracial
Percent Below Basic

*

Percent Basic

*

Percent Proficient

*

Percent Advanced

*

Students with Disabilities
Percent Below Basic

66

Percent Basic

27

Percent Proficient

6

Percent Advanced

1

Participation Rate

89

Limited English Proficient
Percent Below Basic

75

Percent Basic

21

Percent Proficient

3

Percent Advanced

1

Participation Rate

94

Economically Disadvantaged
Percent Below Basic

42

Percent Basic

39

Percent Proficient

15

Percent Advanced

4

Regents Competency Test Results (2012 - 13)

GROUP
Reading
  • 70
  • 36%
Writing
  • 44
  • 82%
Math
  • 27
  • 26%
Global Studies
  • 51
  • 18%
US Hist & Gov't
  • 42
  • 55%
Science
  • 28
  • 25%
  • 9
  • 11%
  • 2
  • _
  • 2
  • _
  • 5
  • 0%
  • 3
  • _
  • 4
  • _
  • 61
  • 39%
  • 42
  • _
  • 25
  • _
  • 46
  • 20%
  • 39
  • _
  • 24
  • _
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
  • 11
  • 27%
  • 6
  • 83%
  • 1
  • _
  • 4
  • _
  • 6
  • 50%
  • 1
  • _
  • 12
  • 25%
  • 8
  • 88%
  • 2
  • _
  • 8
  • 13%
  • 7
  • 43%
  • 3
  • _
  • 37
  • 46%
  • 22
  • 77%
  • 20
  • 25%
  • 31
  • 19%
  • 22
  • 59%
  • 20
  • 25%
  • 10
  • 20%
  • 8
  • 88%
  • 4
  • _
  • 8
  • _
  • 7
  • 57%
  • 4
  • _
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
  • 7
  • 29%
  • 12
  • 17%
  • 8
  • 25%
  • 29
  • 31%
  • 16
  • 100%
  • 10
  • 30%
  • 21
  • 10%
  • 23
  • 48%
  • 8
  • 25%
  • 41
  • 39%
  • 28
  • 71%
  • 17
  • 24%
  • 30
  • 23%
  • 19
  • 63%
  • 20
  • 25%
  • 45
  • 47%
  • 31
  • 87%
  • 16
  • 38%
  • 29
  • 21%
  • 28
  • 64%
  • 12
  • 25%
  • 25
  • 16%
  • 13
  • 69%
  • 11
  • 9%
  • 22
  • 14%
  • 14
  • 36%
  • 16
  • 25%
  • 49
  • 35%
  • 33
  • 85%
  • 21
  • 24%
  • 37
  • 16%
  • 27
  • 48%
  • 21
  • 24%
  • 21
  • 38%
  • 11
  • 73%
  • 6
  • 33%
  • 14
  • 21%
  • 15
  • 67%
  • 7
  • 29%
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
  • 0
  • 0%
  • 70
  • 36%
  • 44
  • 82%
  • 27
  • 26%
  • 51
  • 18%
  • 42
  • 55%
  • 28
  • 25%
All Students

Reading

Number Tested

70

Percent Passing

36%

Writing

Number Tested

44

Percent Passing

82%

Math

Number Tested

27

Percent Passing

26%

Global Studies

Number Tested

51

Percent Passing

18%

US Hist & Gov't

Number Tested

42

Percent Passing

55%

Science

Number Tested

28

Percent Passing

25%

General Education

Reading

Number Tested

9

Percent Passing

11%

Writing

Number Tested

2

Percent Passing

_

Math

Number Tested

2

Percent Passing

_

Global Studies

Number Tested

5

Percent Passing

0%

US Hist & Gov't

Number Tested

3

Percent Passing

_

Science

Number Tested

4

Percent Passing

_

Students with Disabilities

Reading

Number Tested

61

Percent Passing

39%

Writing

Number Tested

42

Percent Passing

_

Math

Number Tested

25

Percent Passing

_

Global Studies

Number Tested

46

Percent Passing

20%

US Hist & Gov't

Number Tested

39

Percent Passing

_

Science

Number Tested

24

Percent Passing

_

American Indian or Alaska Native

Reading

Number Tested

0

Percent Passing

0%

Writing

Number Tested

0

Percent Passing

0%

Math

Number Tested

0

Percent Passing

0%

Global Studies

Number Tested

0

Percent Passing

0%

US Hist & Gov't

Number Tested

0

Percent Passing

0%

Science

Number Tested

0

Percent Passing

0%

Asian or Native Hawaiian/Other Pacific Islander

Reading

Number Tested

11

Percent Passing

27%

Writing

Number Tested

6

Percent Passing

83%

Math

Number Tested

1

Percent Passing

_

Global Studies

Number Tested

4

Percent Passing

_

US Hist & Gov't

Number Tested

6

Percent Passing

50%

Science

Number Tested

1

Percent Passing

_

Black or African American

Reading

Number Tested

12

Percent Passing

25%

Writing

Number Tested

8

Percent Passing

88%

Math

Number Tested

2

Percent Passing

_

Global Studies

Number Tested

8

Percent Passing

13%

US Hist & Gov't

Number Tested

7

Percent Passing

43%

Science

Number Tested

3

Percent Passing

_

Hispanic or Latino

Reading

Number Tested

37

Percent Passing

46%

Writing

Number Tested

22

Percent Passing

77%

Math

Number Tested

20

Percent Passing

25%

Global Studies

Number Tested

31

Percent Passing

19%

US Hist & Gov't

Number Tested

22

Percent Passing

59%

Science

Number Tested

20

Percent Passing

25%

White

Reading

Number Tested

10

Percent Passing

20%

Writing

Number Tested

8

Percent Passing

88%

Math

Number Tested

4

Percent Passing

_

Global Studies

Number Tested

8

Percent Passing

_

US Hist & Gov't

Number Tested

7

Percent Passing

57%

Science

Number Tested

4

Percent Passing

_

Multiracial

Reading

Number Tested

0

Percent Passing

0%

Writing

Number Tested

0

Percent Passing

0%

Math

Number Tested

0

Percent Passing

0%

Global Studies

Number Tested

0

Percent Passing

0%

US Hist & Gov't

Number Tested

0

Percent Passing

0%

Science

Number Tested

0

Percent Passing

0%

Small Group Total

Math

Number Tested

7

Percent Passing

29%

Global Studies

Number Tested

12

Percent Passing

17%

Science

Number Tested

8

Percent Passing

25%

Female

Reading

Number Tested

29

Percent Passing

31%

Writing

Number Tested

16

Percent Passing

100%

Math

Number Tested

10

Percent Passing

30%

Global Studies

Number Tested

21

Percent Passing

10%

US Hist & Gov't

Number Tested

23

Percent Passing

48%

Science

Number Tested

8

Percent Passing

25%

Male

Reading

Number Tested

41

Percent Passing

39%

Writing

Number Tested

28

Percent Passing

71%

Math

Number Tested

17

Percent Passing

24%

Global Studies

Number Tested

30

Percent Passing

23%

US Hist & Gov't

Number Tested

19

Percent Passing

63%

Science

Number Tested

20

Percent Passing

25%

Non-English Language Learners

Reading

Number Tested

45

Percent Passing

47%

Writing

Number Tested

31

Percent Passing

87%

Math

Number Tested

16

Percent Passing

38%

Global Studies

Number Tested

29

Percent Passing

21%

US Hist & Gov't

Number Tested

28

Percent Passing

64%

Science

Number Tested

12

Percent Passing

25%

English Language Learners

Reading

Number Tested

25

Percent Passing

16%

Writing

Number Tested

13

Percent Passing

69%

Math

Number Tested

11

Percent Passing

9%

Global Studies

Number Tested

22

Percent Passing

14%

US Hist & Gov't

Number Tested

14

Percent Passing

36%

Science

Number Tested

16

Percent Passing

25%

Economically Disadvantaged

Reading

Number Tested

49

Percent Passing

35%

Writing

Number Tested

33

Percent Passing

85%

Math

Number Tested

21

Percent Passing

24%

Global Studies

Number Tested

37

Percent Passing

16%

US Hist & Gov't

Number Tested

27

Percent Passing

48%

Science

Number Tested

21

Percent Passing

24%

Not Economically Disadvantaged

Reading

Number Tested

21

Percent Passing

38%

Writing

Number Tested

11

Percent Passing

73%

Math

Number Tested

6

Percent Passing

33%

Global Studies

Number Tested

14

Percent Passing

21%

US Hist & Gov't

Number Tested

15

Percent Passing

67%

Science

Number Tested

7

Percent Passing

29%

Migrant

Reading

Number Tested

0

Percent Passing

0%

Writing

Number Tested

0

Percent Passing

0%

Math

Number Tested

0

Percent Passing

0%

Global Studies

Number Tested

0

Percent Passing

0%

US Hist & Gov't

Number Tested

0

Percent Passing

0%

Science

Number Tested

0

Percent Passing

0%

Not Migrant

Reading

Number Tested

70

Percent Passing

36%

Writing

Number Tested

44

Percent Passing

82%

Math

Number Tested

27

Percent Passing

26%

Global Studies

Number Tested

51

Percent Passing

18%

US Hist & Gov't

Number Tested

42

Percent Passing

55%

Science

Number Tested

28

Percent Passing

25%

New York State Alternate Assessment (NYSAA) Results (2012 - 13)

GROUP
TOTAL TESTED
  • 4
  • 4
  • 4
  • 4
PROFICIENT
  • _%
  • _%
  • _%
  • _%
LEVEL 1
  • _
  • _
  • _
  • _
LEVEL 2
  • _
  • _
  • _
  • _
LEVEL 3
  • _
  • _
  • _
  • _
LEVEL 4
  • _
  • _
  • _
  • _
Secondary-Level ELA

PROFICIENT

—
_%
TOTAL TESTED: 4

LEVEL 1

_

LEVEL 2

_

LEVEL 3

_

LEVEL 4

_

Secondary-Level Math

PROFICIENT

—
_%
TOTAL TESTED: 4

LEVEL 1

_

LEVEL 2

_

LEVEL 3

_

LEVEL 4

_

Secondary-Level Science

PROFICIENT

—
_%
TOTAL TESTED: 4

LEVEL 1

_

LEVEL 2

_

LEVEL 3

_

LEVEL 4

_

Secondary-Level Social Studies

PROFICIENT

—
_%
TOTAL TESTED: 4

LEVEL 1

_

LEVEL 2

_

LEVEL 3

_

LEVEL 4

_

New York State English as a Second Language Achievement Test (NYSESLAT) Results (2012 - 13)

Grade 9

GROUP
TOTAL TESTED
  • 300
  • 280
  • 20
BEGINNING
  • 41%
  • 43%
  • 25%
INTERMEDIATE
  • 27%
  • 26%
  • 35%
ADVANCED
  • 20%
  • 19%
  • 30%
PROFICIENT
  • 12%
  • 12%
  • 10%

Grade 10

GROUP
TOTAL TESTED
  • 429
  • 416
  • 13
BEGINNING
  • 37%
  • 38%
  • 15%
INTERMEDIATE
  • 36%
  • 36%
  • 46%
ADVANCED
  • 19%
  • 18%
  • 38%
PROFICIENT
  • 8%
  • 8%
  • 0%

Grade 11

GROUP
TOTAL TESTED
  • 148
  • 131
  • 17
BEGINNING
  • 8%
  • 6%
  • 24%
INTERMEDIATE
  • 32%
  • 33%
  • 29%
ADVANCED
  • 36%
  • 37%
  • 29%
PROFICIENT
  • 23%
  • 24%
  • 18%

Grade 12

GROUP
TOTAL TESTED
  • 226
  • 215
  • 11
BEGINNING
  • 4%
  • 4%
  • 18%
INTERMEDIATE
  • 40%
  • 39%
  • 55%
ADVANCED
  • 37%
  • 39%
  • 9%
PROFICIENT
  • 19%
  • 19%
  • 18%

Grade 9

All Students
TOTAL TESTED: 300
BEGINNING

41%

INTERMEDIATE

27%

ADVANCED

20%

PROFICIENT

12%

General Education
TOTAL TESTED: 280
BEGINNING

43%

INTERMEDIATE

26%

ADVANCED

19%

PROFICIENT

12%

Students with Disabilities
TOTAL TESTED: 20
BEGINNING

25%

INTERMEDIATE

35%

ADVANCED

30%

PROFICIENT

10%

Grade 10

All Students
TOTAL TESTED: 429
BEGINNING

37%

INTERMEDIATE

36%

ADVANCED

19%

PROFICIENT

8%

General Education
TOTAL TESTED: 416
BEGINNING

38%

INTERMEDIATE

36%

ADVANCED

18%

PROFICIENT

8%

Students with Disabilities
TOTAL TESTED: 13
BEGINNING

15%

INTERMEDIATE

46%

ADVANCED

38%

PROFICIENT

0%

Grade 11

All Students
TOTAL TESTED: 148
BEGINNING

8%

INTERMEDIATE

32%

ADVANCED

36%

PROFICIENT

23%

General Education
TOTAL TESTED: 131
BEGINNING

6%

INTERMEDIATE

33%

ADVANCED

37%

PROFICIENT

24%

Students with Disabilities
TOTAL TESTED: 17
BEGINNING

24%

INTERMEDIATE

29%

ADVANCED

29%

PROFICIENT

18%

Grade 12

All Students
TOTAL TESTED: 226
BEGINNING

4%

INTERMEDIATE

40%

ADVANCED

37%

PROFICIENT

19%

General Education
TOTAL TESTED: 215
BEGINNING

4%

INTERMEDIATE

39%

ADVANCED

39%

PROFICIENT

19%

Students with Disabilities
TOTAL TESTED: 11
BEGINNING

18%

INTERMEDIATE

55%

ADVANCED

9%

PROFICIENT

18%

Elementary/Middle-Level English Language Arts Results for Accountability

All accountability groups made AYP:

GROUP
MADE AYP
Tested 95%
Students Enrolled During the Test Administration Period
Percent of Enrolled Students with Valid Test Scores
PI >= EAMO or Safe Harbor Target
Tested Students Enrolled on BEDS Day
PI
EAMO
Safe Harbor Target
All Students
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

American Indian or Alaska Native
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Black or African American
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Hispanic or Latino
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Asian or Native Hawaiian/Other Pacific Islander
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

White
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Multiracial
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Students With Disabilities
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Limited English Proficient
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Economically Disadvantaged
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Results for the following groups are NOT used to determine AYP.

GROUP
Students Enrolled During the Test Administration Period
  • 1
  • 1
  • 0
  • 1
  • 1
  • 1
  • 0
  • 0
  • 0
  • 0
  • 1
  • 0
  • 1
Percent of Enrolled Students with Valid Test Scores
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
Tested Students Enrolled on BEDS Day
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
PI
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
Not American Indian or Alaska Native
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Black or African American
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Hispanic or Latino
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Asian or Native Hawaiian/Other Pacific Islander
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not White
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Multiracial
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

General Education
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

English Proficient
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Economically Disadvantaged
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Male
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Female
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Migrant
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Migrant
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

― There were fewer than 40 students enrolled during the test administration period, so the Percent of Enrolled Students with Valid Test Scores data are suppressed OR there were fewer than 30 tested students enrolled on BEDS day and during the test administration period, so the PI, EAMO, and Safe Harbor Target data are suppressed.
**The number of tested students enrolled on BEDS day and during the test period in the school/district in the current year is less than 30, so the numbers in the current year and previous year were combined to determine a Performance Index.

Elementary/Middle-Level Mathematics Results for Accountability

All accountability groups made AYP:

GROUP
MADE AYP
Tested 95%
Students Enrolled During the Test Administration Period
Percent of Enrolled Students with Valid Test Scores
PI >= EAMO or Safe Harbor Target
Tested Students Enrolled on BEDS Day
PI
EAMO
Safe Harbor Target
All Students
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

American Indian or Alaska Native
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Black or African American
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Hispanic or Latino
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Asian or Native Hawaiian/Other Pacific Islander
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

White
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Multiracial
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Students With Disabilities
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Limited English Proficient
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Economically Disadvantaged
MADE AYP: ―
Tested 95%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Safe Harbor Target

―

Results for the following groups are NOT used to determine AYP.

GROUP
Students Enrolled During the Test Administration Period
  • 1
  • 1
  • 0
  • 1
  • 1
  • 1
  • 0
  • 0
  • 0
  • 0
  • 1
  • 0
  • 1
Percent of Enrolled Students with Valid Test Scores
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
Tested Students Enrolled on BEDS Day
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
PI
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
Not American Indian or Alaska Native
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Black or African American
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Hispanic or Latino
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Asian or Native Hawaiian/Other Pacific Islander
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not White
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Multiracial
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

General Education
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

English Proficient
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Economically Disadvantaged
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Male
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Female
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Migrant
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Migrant
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

― There were fewer than 40 students enrolled during the test administration period, so the Percent of Enrolled Students with Valid Test Scores data are suppressed OR there were fewer than 30 tested students enrolled on BEDS day and during the test administration period, so the PI, EAMO, and Safe Harbor Target data are suppressed.
**The number of tested students enrolled on BEDS day and during the test period in the school/district in the current year is less than 30, so the numbers in the current year and previous year were combined to determine a Performance Index.

Elementary/Middle-Level Science Results for Accountability

All accountability groups made AYP:

GROUP
MADE AYP
Tested 80%
Students Enrolled During the Test Administration Period
Percent of Enrolled Students with Valid Test Scores
PI >= EAMO or Progress Target
Tested Students Enrolled on BEDS Day
PI
EAMO
Progress Target
All Students
MADE AYP: ―
Tested 80%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Progress Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Progress Target

―

American Indian or Alaska Native
MADE AYP: ―
Tested 80%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Progress Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Progress Target

―

Black or African American
MADE AYP: ―
Tested 80%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Progress Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Progress Target

―

Hispanic or Latino
MADE AYP: ―
Tested 80%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Progress Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Progress Target

―

Asian or Native Hawaiian/Other Pacific Islander
MADE AYP: ―
Tested 80%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Progress Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Progress Target

―

White
MADE AYP: ―
Tested 80%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Progress Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Progress Target

―

Multiracial
MADE AYP: ―
Tested 80%

―

Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Progress Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Progress Target

―

Students With Disabilities
MADE AYP: ―
Tested 80%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Progress Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Progress Target

―

Limited English Proficient
MADE AYP: ―
Tested 80%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Progress Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Progress Target

―

Economically Disadvantaged
MADE AYP: ―
Tested 80%

―

Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

PI >= EAMO or Progress Target

―

Tested Students Enrolled on BEDS Day

0

PI

―

EAMO

―

Progress Target

―

Results for the following groups are NOT used to determine AYP.

GROUP
Students Enrolled During the Test Administration Period
  • 1
  • 1
  • 0
  • 1
  • 1
  • 1
  • 0
  • 0
  • 0
  • 0
  • 1
  • 0
  • 1
Percent of Enrolled Students with Valid Test Scores
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
Tested Students Enrolled on BEDS Day
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
  • 0**
PI
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
Not American Indian or Alaska Native
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Black or African American
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Hispanic or Latino
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Asian or Native Hawaiian/Other Pacific Islander
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not White
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Multiracial
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

General Education
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

English Proficient
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Economically Disadvantaged
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Male
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Female
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Migrant
Students Enrolled During the Test Administration Period

0

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

Not Migrant
Students Enrolled During the Test Administration Period

1

Percent of Enrolled Students with Valid Test Scores

―

Tested Students Enrolled on BEDS Day

0**

PI

―

― There were fewer than 40 students enrolled during the test administration period, so the Percent of Enrolled Students with Valid Test Scores data are suppressed OR there were fewer than 30 tested students enrolled on BEDS day and during the test administration period, so the PI, EAMO, and Progress Target data are suppressed.
**The number of tested students enrolled on BEDS day and during the test period in the school/district in the current year is less than 30, so the numbers in the current year and previous year were combined to determine a Performance Index.

Secondary-Level English Language Arts Results for Accountability

All accountability groups made AYP: NO

GROUP
MADE AYP
Tested 95%
12th graders
Percent of 12th Graders with Valid Test Scores
PI >= EAMO or Safe Harbor Target
2009 Accountability Cohort Members
PI
EAMO
Safe Harbor Target
All Students
MADE AYP: NO
Tested 95%

YES

12th Graders

748

Percent of 12th Graders with Valid Test Scores

100%

PI >= EAMO or Safe Harbor Target

NO

2009 Accountability Cohort Members

673

PI

125

EAMO

159

Safe Harbor Target

142

American Indian or Alaska Native
MADE AYP: ―
Tested 95%

―

12th Graders

1

Percent of 12th Graders with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

2009 Accountability Cohort Members

1

PI

―

EAMO

―

Safe Harbor Target

―

Black or African American
MADE AYP: YES
Tested 95%

―

12th Graders

39

Percent of 12th Graders with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

YES

2009 Accountability Cohort Members

37

PI

130

EAMO

124

Safe Harbor Target

124

Hispanic or Latino
MADE AYP: NO
Tested 95%

YES

12th Graders

206

Percent of 12th Graders with Valid Test Scores

100%

PI >= EAMO or Safe Harbor Target

NO

2009 Accountability Cohort Members

164

PI

116

EAMO

135

Safe Harbor Target

133

Asian or Native Hawaiian/Other Pacific Islander
MADE AYP: NO
Tested 95%

YES

12th Graders

344

Percent of 12th Graders with Valid Test Scores

100%

PI >= EAMO or Safe Harbor Target

NO

2009 Accountability Cohort Members

331

PI

124

EAMO

169

Safe Harbor Target

148

White
MADE AYP: NO
Tested 95%

YES

12th Graders

156

Percent of 12th Graders with Valid Test Scores

100%

PI >= EAMO or Safe Harbor Target

NO

2009 Accountability Cohort Members

137

PI

136

EAMO

167

Safe Harbor Target

146

Multiracial
MADE AYP: ―
Tested 95%

―

12th Graders

2

Percent of 12th Graders with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

2009 Accountability Cohort Members

3

PI

―

EAMO

―

Safe Harbor Target

―

Students With Disabilities
MADE AYP: NO
Tested 95%

YES

12th Graders

54

Percent of 12th Graders with Valid Test Scores

96%

PI >= EAMO or Safe Harbor Target

NO

2009 Accountability Cohort Members

54✝

PI

80✝

EAMO

93

Safe Harbor Target

93

Limited English Proficient
MADE AYP: NO
Tested 95%

YES

12th Graders

281

Percent of 12th Graders with Valid Test Scores

100%

PI >= EAMO or Safe Harbor Target

NO

2009 Accountability Cohort Members

305‡

PI

91‡

EAMO

104

Safe Harbor Target

104

Economically Disadvantaged
MADE AYP: NO
Tested 95%

YES

12th Graders

500

Percent of 12th Graders with Valid Test Scores

99%

PI >= EAMO or Safe Harbor Target

NO

2009 Accountability Cohort Members

493

PI

124

EAMO

141

Safe Harbor Target

141

Results for the following groups are NOT used to determine AYP.

GROUP
12th Graders
  • 747
  • 709
  • 542
  • 404
  • 592
  • 746
  • 694
  • 467
  • 248
  • 413
  • 335
  • 0
  • 748
Percent of 12th Graders with Valid Test Scores
  • 100%
  • 100%
  • 100%
  • 100%
  • 99%
  • 100%
  • 100%
  • 99%
  • 100%
  • 100%
  • 100%
  • ―
  • 100%
2009 Accountability Cohort Members
  • 672
  • 636
  • 509
  • 342
  • 536
  • 670
  • 621
  • 395
  • 180
  • 375
  • 298
  • 0
  • 673
PI
  • 125
  • 125
  • 128
  • 125
  • 122
  • 125
  • 129
  • 154
  • 127
  • 122
  • 129
  • ―
  • 125
Not American Indian or Alaska Native
12th Graders

747

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

672

PI

125

Not Black or African American
12th Graders

709

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

636

PI

125

Not Hispanic or Latino
12th Graders

542

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

509

PI

128

Not Asian or Native Hawaiian/Other Pacific Islander
12th Graders

404

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

342

PI

125

Not White
12th Graders

592

Percent of 12th Graders with Valid Test Scores

99%

2009 Accountability Cohort Members

536

PI

122

Not Multiracial
12th Graders

746

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

670

PI

125

General Education
12th Graders

694

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

621

PI

129

English Proficient
12th Graders

467

Percent of 12th Graders with Valid Test Scores

99%

2009 Accountability Cohort Members

395

PI

154

Not Economically Disadvantaged
12th Graders

248

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

180

PI

127

Male
12th Graders

413

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

375

PI

122

Female
12th Graders

335

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

298

PI

129

Migrant
12th Graders

0

Percent of 12th Graders with Valid Test Scores

―

2009 Accountability Cohort Members

0

PI

―

Not Migrant
12th Graders

748

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

673

PI

125

― There were fewer than 40 12th graders, so the Percent of 12th Graders with Valid Test Scores data are suppressed OR there were fewer than 30 students in the 2009 accountability cohort, so PI, EAMO, and Safe Harbor Target data are suppressed.
✝ Includes former students with disabilities because the number of students with disabilities in the current year is equal to or greater than 30.
‡ Includes former english language learner students because the number of english language learner students in the current year is equal to or greater than 30.

Secondary-Level Mathematics Results for Accountability

All accountability groups made AYP: NO

GROUP
MADE AYP
Tested 95%
12th graders
Percent of 12th Graders with Valid Test Scores
PI >= EAMO or Safe Harbor Target
2009 Accountability Cohort Members
PI
EAMO
Safe Harbor Target
All Students
MADE AYP: NO
Tested 95%

YES

12th Graders

748

Percent of 12th Graders with Valid Test Scores

100%

PI >= EAMO or Safe Harbor Target

NO

2009 Accountability Cohort Members

673

PI

134

EAMO

138

Safe Harbor Target

135

American Indian or Alaska Native
MADE AYP: ―
Tested 95%

―

12th Graders

1

Percent of 12th Graders with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

2009 Accountability Cohort Members

1

PI

―

EAMO

―

Safe Harbor Target

―

Black or African American
MADE AYP: NO
Tested 95%

―

12th Graders

39

Percent of 12th Graders with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

NO

2009 Accountability Cohort Members

37

PI

84

EAMO

96

Safe Harbor Target

96

Hispanic or Latino
MADE AYP: NO
Tested 95%

YES

12th Graders

206

Percent of 12th Graders with Valid Test Scores

100%

PI >= EAMO or Safe Harbor Target

NO

2009 Accountability Cohort Members

164

PI

99

EAMO

109

Safe Harbor Target

104

Asian or Native Hawaiian/Other Pacific Islander
MADE AYP: NO
Tested 95%

YES

12th Graders

344

Percent of 12th Graders with Valid Test Scores

100%

PI >= EAMO or Safe Harbor Target

NO

2009 Accountability Cohort Members

331

PI

160

EAMO

162

Safe Harbor Target

162

White
MADE AYP: YES
Tested 95%

YES

12th Graders

156

Percent of 12th Graders with Valid Test Scores

100%

PI >= EAMO or Safe Harbor Target

YES

2009 Accountability Cohort Members

137

PI

127

EAMO

149

Safe Harbor Target

122

Multiracial
MADE AYP: ―
Tested 95%

―

12th Graders

2

Percent of 12th Graders with Valid Test Scores

―

PI >= EAMO or Safe Harbor Target

―

2009 Accountability Cohort Members

3

PI

―

EAMO

―

Safe Harbor Target

―

Students With Disabilities
MADE AYP: YES
Tested 95%

YES

12th Graders

54

Percent of 12th Graders with Valid Test Scores

100%

PI >= EAMO or Safe Harbor Target

YES

2009 Accountability Cohort Members

54✝

PI

70✝

EAMO

80

Safe Harbor Target

62

Limited English Proficient
MADE AYP: YES
Tested 95%

YES

12th Graders

281

Percent of 12th Graders with Valid Test Scores

100%

PI >= EAMO or Safe Harbor Target

YES

2009 Accountability Cohort Members

305‡

PI

148‡

EAMO

104

Safe Harbor Target

104

Economically Disadvantaged
MADE AYP: YES
Tested 95%

YES

12th Graders

500

Percent of 12th Graders with Valid Test Scores

100%

PI >= EAMO or Safe Harbor Target

YES

2009 Accountability Cohort Members

493

PI

139

EAMO

118

Safe Harbor Target

118

Results for the following groups are NOT used to determine AYP.

GROUP
12th Graders
  • 747
  • 709
  • 542
  • 404
  • 592
  • 746
  • 694
  • 467
  • 248
  • 413
  • 335
  • 0
  • 748
Percent of 12th Graders with Valid Test Scores
  • 100%
  • 100%
  • 100%
  • 100%
  • 100%
  • 100%
  • 100%
  • 100%
  • 100%
  • 100%
  • 100%
  • ―
  • 100%
2009 Accountability Cohort Members
  • 672
  • 636
  • 509
  • 342
  • 536
  • 670
  • 621
  • 395
  • 180
  • 375
  • 298
  • 0
  • 673
PI
  • 134
  • 137
  • 145
  • 108
  • 135
  • 134
  • 139
  • 125
  • 119
  • 133
  • 134
  • ―
  • 134
Not American Indian or Alaska Native
12th Graders

747

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

672

PI

134

Not Black or African American
12th Graders

709

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

636

PI

137

Not Hispanic or Latino
12th Graders

542

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

509

PI

145

Not Asian or Native Hawaiian/Other Pacific Islander
12th Graders

404

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

342

PI

108

Not White
12th Graders

592

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

536

PI

135

Not Multiracial
12th Graders

746

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

670

PI

134

General Education
12th Graders

694

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

621

PI

139

English Proficient
12th Graders

467

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

395

PI

125

Not Economically Disadvantaged
12th Graders

248

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

180

PI

119

Male
12th Graders

413

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

375

PI

133

Female
12th Graders

335

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

298

PI

134

Migrant
12th Graders

0

Percent of 12th Graders with Valid Test Scores

―

2009 Accountability Cohort Members

0

PI

―

Not Migrant
12th Graders

748

Percent of 12th Graders with Valid Test Scores

100%

2009 Accountability Cohort Members

673

PI

134

― There were fewer than 40 12th graders, so the Percent of 12th Graders with Valid Test Scores data are suppressed OR there were fewer than 30 students in the 2009 accountability cohort, so PI, EAMO, and Safe Harbor Target data are suppressed.
✝ Includes former students with disabilities because the number of students with disabilities in the current year is equal to or greater than 30.
‡ Includes former english language learner students because the number of english language learner students in the current year is equal to or greater than 30.

Unweighted Combined ELA and Math PIs

GROUP
Elementary/ Middle-Level ELA PI
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
Elementary/ Middle-Level MATH PI
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
  • ―
Secondary-Level ELA PI
  • 125
  • ―
  • 130
  • 116
  • 124
  • 136
  • ―
  • 80
  • 91
  • 124
Secondary-Level MATH PI
  • 134
  • ―
  • 84
  • 99
  • 160
  • 127
  • ―
  • 70
  • 148
  • 139
UNWEIGHTED COMBINED PI
  • 130
  • 0
  • 107
  • 108
  • 142
  • 132
  • 0
  • 75
  • 120
  • 132
All Students
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
125
Secondary-Level MATH PI
134
Unweighted Combined PI
130
American Indian or Alaska Native
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
―
Secondary-Level MATH PI
―
Unweighted Combined PI
0
Black or African American
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
130
Secondary-Level MATH PI
84
Unweighted Combined PI
107
Hispanic or Latino
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
116
Secondary-Level MATH PI
99
Unweighted Combined PI
108
Asian or Native Hawaiian/Other Pacific Islander
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
124
Secondary-Level MATH PI
160
Unweighted Combined PI
142
White
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
136
Secondary-Level MATH PI
127
Unweighted Combined PI
132
Multiracial
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
―
Secondary-Level MATH PI
―
Unweighted Combined PI
0
Students With Disabilities
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
80
Secondary-Level MATH PI
70
Unweighted Combined PI
75
Limited English Proficient
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
91
Secondary-Level MATH PI
148
Unweighted Combined PI
120
Economically Disadvantaged
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
124
Secondary-Level MATH PI
139
Unweighted Combined PI
132
― There were not enough students to determine a Performance Index.

Overall Graduation Rate for Accountability

All accountability groups made AYP: NO

GROUP
MADE AYP
All Students

MADE AYP

YES

American Indian or Alaska Native

MADE AYP

―

Black or African American

MADE AYP

YES

Hispanic or Latino

MADE AYP

NO

Asian or Native Hawaiian/Other Pacific Islander

MADE AYP

YES

White

MADE AYP

YES

Multiracial

MADE AYP

―

Students With Disabilities

MADE AYP

YES

Limited English Proficient

MADE AYP

YES

Economically Disadvantaged

MADE AYP

YES

― There were not enough students to make an AYP determination.

Four-Year Graduation-Rate Total Cohort for Accountability

GROUP
Met Graduation-Rate Criterion:
  • YES
  • ―
  • YES
  • NO
  • YES
  • NO
  • ―
  • YES
  • YES
  • YES
2008 Four-Year Graduation-Rate Total Cohort
  • 818
  • 3
  • 60
  • 253
  • 356
  • 145
  • 1
  • 90✝
  • 375‡
  • 609
Graduation Rate
  • 63%
  • ―
  • 60%
  • 52%
  • 71%
  • 66%
  • ―
  • 29%✝
  • 63%‡
  • 67%
State Standard
  • 80%
  • ―
  • 80%
  • 80%
  • 80%
  • 80%
  • ―
  • 80%
  • 80%
  • 80%
Progress Target
  • 61%
  • ―
  • 58%
  • 53%
  • 67%
  • 67%
  • ―
  • 27%
  • 59%
  • 65%
All Students
Met Graduation-Rate Criterion: YES
2008 Four-Year Graduation-Rate Total Cohort
818
Graduation Rate
63%
State Standard
80%
Progress Target
61%
American Indian or Alaska Native
Met Graduation-Rate Criterion: ―
2008 Four-Year Graduation-Rate Total Cohort
3
Graduation Rate
―
State Standard
―
Progress Target
―
Black or African American
Met Graduation-Rate Criterion: YES
2008 Four-Year Graduation-Rate Total Cohort
60
Graduation Rate
60%
State Standard
80%
Progress Target
58%
Hispanic or Latino
Met Graduation-Rate Criterion: NO
2008 Four-Year Graduation-Rate Total Cohort
253
Graduation Rate
52%
State Standard
80%
Progress Target
53%
Asian or Native Hawaiian/Other Pacific Islander
Met Graduation-Rate Criterion: YES
2008 Four-Year Graduation-Rate Total Cohort
356
Graduation Rate
71%
State Standard
80%
Progress Target
67%
White
Met Graduation-Rate Criterion: NO
2008 Four-Year Graduation-Rate Total Cohort
145
Graduation Rate
66%
State Standard
80%
Progress Target
67%
Multiracial
Met Graduation-Rate Criterion: ―
2008 Four-Year Graduation-Rate Total Cohort
1
Graduation Rate
―
State Standard
―
Progress Target
―
Students With Disabilities
Met Graduation-Rate Criterion: YES
2008 Four-Year Graduation-Rate Total Cohort
90✝
Graduation Rate
29%✝
State Standard
80%
Progress Target
27%
Limited English Proficient
Met Graduation-Rate Criterion: YES
2008 Four-Year Graduation-Rate Total Cohort
375‡
Graduation Rate
63%‡
State Standard
80%
Progress Target
59%
Economically Disadvantaged
Met Graduation-Rate Criterion: YES
2008 Four-Year Graduation-Rate Total Cohort
609
Graduation Rate
67%
State Standard
80%
Progress Target
65%

YES Graduation rate is equal to or greater than the State Standard or the group's Progress Target.
NO Graduation rate is less than the State Standard and the group's Progress Target.
― There were fewer than 30 students in the cohort.
✝ Includes former students with disabilities because the number of students with disabilities in the current year is equal to or greater than 30.
‡ Includes former english language learner students because the number of english language learner students in the current year is equal to or greater than 30.

Five-Year Graduation-Rate Total Cohort for Accountability

GROUP
Met Graduation-Rate Criterion:
  • NO
  • ―
  • NO
  • NO
  • NO
  • YES
  • ―
  • NO
  • NO
  • NO
2007 Five-Year Graduation-Rate Total Cohort
  • 816
  • 1
  • 63
  • 283
  • 312
  • 156
  • 1
  • 106✝
  • 364‡
  • 560
Graduation Rate
  • 66%
  • ―
  • 60%
  • 57%
  • 73%
  • 72%
  • ―
  • 31%✝
  • 62%‡
  • 70%
State Standard
  • 80%
  • ―
  • 80%
  • 80%
  • 80%
  • 80%
  • ―
  • 80%
  • 80%
  • 80%
Progress Target
  • 68%
  • ―
  • 71%
  • 58%
  • 78%
  • 69%
  • ―
  • 43%
  • 67%
  • 73%
All Students
Met Graduation-Rate Criterion: NO
2007 Five-Year Graduation-Rate Total Cohort
816
Graduation Rate
66%
State Standard
80%
Progress Target
68%
American Indian or Alaska Native
Met Graduation-Rate Criterion: ―
2007 Five-Year Graduation-Rate Total Cohort
1
Graduation Rate
―
State Standard
―
Progress Target
―
Black or African American
Met Graduation-Rate Criterion: NO
2007 Five-Year Graduation-Rate Total Cohort
63
Graduation Rate
60%
State Standard
80%
Progress Target
71%
Hispanic or Latino
Met Graduation-Rate Criterion: NO
2007 Five-Year Graduation-Rate Total Cohort
283
Graduation Rate
57%
State Standard
80%
Progress Target
58%
Asian or Native Hawaiian/Other Pacific Islander
Met Graduation-Rate Criterion: NO
2007 Five-Year Graduation-Rate Total Cohort
312
Graduation Rate
73%
State Standard
80%
Progress Target
78%
White
Met Graduation-Rate Criterion: YES
2007 Five-Year Graduation-Rate Total Cohort
156
Graduation Rate
72%
State Standard
80%
Progress Target
69%
Multiracial
Met Graduation-Rate Criterion: ―
2007 Five-Year Graduation-Rate Total Cohort
1
Graduation Rate
―
State Standard
―
Progress Target
―
Students With Disabilities
Met Graduation-Rate Criterion: NO
2007 Five-Year Graduation-Rate Total Cohort
106✝
Graduation Rate
31%✝
State Standard
80%
Progress Target
43%
Limited English Proficient
Met Graduation-Rate Criterion: NO
2007 Five-Year Graduation-Rate Total Cohort
364‡
Graduation Rate
62%‡
State Standard
80%
Progress Target
67%
Economically Disadvantaged
Met Graduation-Rate Criterion: NO
2007 Five-Year Graduation-Rate Total Cohort
560
Graduation Rate
70%
State Standard
80%
Progress Target
73%

YES Graduation rate is equal to or greater than the State Standard or the group's Progress Target.
NO Graduation rate is less than the State Standard and the group's Progress Target.
― There were fewer than 30 students in the cohort.
✝ Includes former students with disabilities because the number of students with disabilities in the current year is equal to or greater than 30.
‡ Includes former english language learner students because the number of english language learner students in the current year is equal to or greater than 30.

Graduation Rates for Non-AYP Groups for Accountability

GROUP
Four-Year Graduation-Rate Total Cohort
2008 Four-Year Graduation-Rate Total Cohort
  • 815
  • 758
  • 565
  • 462
  • 673
  • 817
  • 729
  • 482
  • 209
  • 462
  • 356
  • 0
  • 818
Graduation Rate
  • 63%
  • 64%
  • 69%
  • 58%
  • 63%
  • 64%
  • 68%
  • 66%
  • 53%
  • 60%
  • 67%
  • ―
  • 63%
Five-Year Graduation-Rate Total Cohort
2007 Four-Year Graduation-Rate Total Cohort
  • 815
  • 753
  • 533
  • 504
  • 660
  • 815
  • 711
  • 491
  • 256
  • 470
  • 346
  • 0
  • 816
Graduation Rate
  • 66%
  • 67%
  • 71%
  • 62%
  • 65%
  • 66%
  • 72%
  • 71%
  • 58%
  • 59%
  • 76%
  • ―
  • 66%

Four-Year Graduation-Rate Total Cohort

Not American Indian or Alaska Native
2008 Four-Year Graduation-Rate Total Cohort
815
Graduation Rate
63%
Not Black or African American
2008 Four-Year Graduation-Rate Total Cohort
758
Graduation Rate
64%
Not Hispanic or Latino
2008 Four-Year Graduation-Rate Total Cohort
565
Graduation Rate
69%
Not Asian or Native Hawaiian/Other Pacific Islander
2008 Four-Year Graduation-Rate Total Cohort
462
Graduation Rate
58%
Not White
2008 Four-Year Graduation-Rate Total Cohort
673
Graduation Rate
63%
Not Multiracial
2008 Four-Year Graduation-Rate Total Cohort
817
Graduation Rate
64%
General Education
2008 Four-Year Graduation-Rate Total Cohort
729
Graduation Rate
68%
English Proficient
2008 Four-Year Graduation-Rate Total Cohort
482
Graduation Rate
66%
Not Economically Disadvantaged
2008 Four-Year Graduation-Rate Total Cohort
209
Graduation Rate
53%
Male
2008 Four-Year Graduation-Rate Total Cohort
462
Graduation Rate
60%
Female
2008 Four-Year Graduation-Rate Total Cohort
356
Graduation Rate
67%
Migrant
2008 Four-Year Graduation-Rate Total Cohort
0
Graduation Rate
―
Not Migrant
2008 Four-Year Graduation-Rate Total Cohort
818
Graduation Rate
63%

Five-Year Graduation-Rate Total Cohort

Not American Indian or Alaska Native
2007 Five-Year Graduation-Rate Total Cohort
815
Graduation Rate
66%
Not Black or African American
2007 Five-Year Graduation-Rate Total Cohort
753
Graduation Rate
67%
Not Hispanic or Latino
2007 Five-Year Graduation-Rate Total Cohort
533
Graduation Rate
71%
Not Asian or Native Hawaiian/Other Pacific Islander
2007 Five-Year Graduation-Rate Total Cohort
504
Graduation Rate
62%
Not White
2007 Five-Year Graduation-Rate Total Cohort
660
Graduation Rate
65%
Not Multiracial
2007 Five-Year Graduation-Rate Total Cohort
815
Graduation Rate
66%
General Education
2007 Five-Year Graduation-Rate Total Cohort
711
Graduation Rate
72%
English Proficient
2007 Five-Year Graduation-Rate Total Cohort
491
Graduation Rate
71%
Not Economically Disadvantaged
2007 Five-Year Graduation-Rate Total Cohort
256
Graduation Rate
58%
Male
2007 Five-Year Graduation-Rate Total Cohort
470
Graduation Rate
59%
Female
2007 Five-Year Graduation-Rate Total Cohort
346
Graduation Rate
76%
Migrant
2007 Five-Year Graduation-Rate Total Cohort
0
Graduation Rate
―
Not Migrant
2007 Five-Year Graduation-Rate Total Cohort
816
Graduation Rate
66%

― There were fewer than 30 students in the cohort.

Graduation Rates for Regents with Advanced Designation and CTE Endorsement for Accountability

Percentage of 2008 Graduation-Rate Total Cohort members who graduated as of August 31, 2012 with:
  • Regents Diploma with an Advanced Designation (This School)
  • 18%
  • Regents Diploma with an Advanced Designation (Statewide)
  • 30%
  • Percentage in This School Exceeded Statewide
  • NO
Regents Diploma with an Advanced Designation (This School)
18%
Regents Diploma with an Advanced Designation (Statewide)
30%
Percentage in This School Exceeded Statewide
NO
Regents Diploma with CTE Endorsement (This School)
0%
Regents Diploma with CTE Endorsement (Statewide)
3%
Percentage in This School Exceeded Statewide
NO
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