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. Report Card Data - Glossary of Terms | Accountability Data - Glossary of Terms | Business Rules
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)
TOTAL TEACHERS
161
PERCENT WITH NO VALID TEACHING CERTIFICATE
0%
PERCENT TEACHING OUT OF CERTIFICATE
13%
PERCENT WITH FEWER THAN THREE YEARS OF EXPERIENCE
8%
PERCENTAGE WITH MASTER'S DEGREEPLUS 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%
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
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
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%
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
All Students
General Education
Students with Disabilities
American Indian or Alaska Native
Asian or Native Hawaiian/Other Pacific Islander
Black or African American
Hispanic or Latino
White
Multiracial
Small Group Total
Female
Male
Non-English Language Learners
English Language Learners
Economically Disadvantaged
Not Economically Disadvantaged
Migrant
Not Migrant
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
Secondary-Level ELA
Secondary-Level Math
Secondary-Level Science
Secondary-Level Social Studies
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
All Students
General Education
Students with Disabilities
TOTAL TESTED
300
280
20
BEGINNING
41%
43%
25%
INTERMEDIATE
27%
26%
35%
ADVANCED
20%
19%
30%
PROFICIENT
12%
12%
10%
Grade 10
GROUP
All Students
General Education
Students with Disabilities
TOTAL TESTED
429
416
13
BEGINNING
37%
38%
15%
INTERMEDIATE
36%
36%
46%
ADVANCED
19%
18%
38%
PROFICIENT
8%
8%
0%
Grade 11
GROUP
All Students
General Education
Students with Disabilities
TOTAL TESTED
148
131
17
BEGINNING
8%
6%
24%
INTERMEDIATE
32%
33%
29%
ADVANCED
36%
37%
29%
PROFICIENT
23%
24%
18%
Grade 12
GROUP
All Students
General Education
Students with Disabilities
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
All Students
American Indian or Alaska Native
Black or African American
Hispanic or Latino
Asian or Native Hawaiian/Other Pacific Islander
White
Multiracial
Students With Disabilities
Limited English Proficient
Economically Disadvantaged
MADE AYP
―
―
―
―
―
―
―
―
―
―
Tested 95%
―
―
―
―
―
―
―
―
―
―
Students Enrolled During the Test Administration Period
1
0
0
1
0
0
0
1
1
1
Percent of Enrolled Students with Valid Test Scores
―
―
―
―
―
―
―
―
―
―
PI >= EAMO or Safe Harbor Target
―
―
―
―
―
―
―
―
―
―
Tested Students Enrolled on BEDS Day
0
0
0
0
0
0
0
0
0
0
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
Not American Indian or Alaska Native
Not Black or African American
Not Hispanic or Latino
Not Asian or Native Hawaiian/Other Pacific Islander
Not White
Not Multiracial
General Education
English Proficient
Not Economically Disadvantaged
Male
Female
Migrant
Not Migrant
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
All Students
American Indian or Alaska Native
Black or African American
Hispanic or Latino
Asian or Native Hawaiian/Other Pacific Islander
White
Multiracial
Students With Disabilities
Limited English Proficient
Economically Disadvantaged
MADE AYP
―
―
―
―
―
―
―
―
―
―
Tested 95%
―
―
―
―
―
―
―
―
―
―
Students Enrolled During the Test Administration Period
1
0
0
1
0
0
0
1
1
1
Percent of Enrolled Students with Valid Test Scores
―
―
―
―
―
―
―
―
―
―
PI >= EAMO or Safe Harbor Target
―
―
―
―
―
―
―
―
―
―
Tested Students Enrolled on BEDS Day
0
0
0
0
0
0
0
0
0
0
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
Not American Indian or Alaska Native
Not Black or African American
Not Hispanic or Latino
Not Asian or Native Hawaiian/Other Pacific Islander
Not White
Not Multiracial
General Education
English Proficient
Not Economically Disadvantaged
Male
Female
Migrant
Not Migrant
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
All Students
American Indian or Alaska Native
Black or African American
Hispanic or Latino
Asian or Native Hawaiian/Other Pacific Islander
White
Multiracial
Students With Disabilities
Limited English Proficient
Economically Disadvantaged
MADE AYP
―
―
―
―
―
―
―
―
―
―
Tested 80%
―
―
―
―
―
―
―
―
―
―
Students Enrolled During the Test Administration Period
1
0
0
1
0
0
0
1
1
1
Percent of Enrolled Students with Valid Test Scores
―
―
―
―
―
―
―
―
―
―
PI >= EAMO or Progress Target
―
―
―
―
―
―
―
―
―
―
Tested Students Enrolled on BEDS Day
0
0
0
0
0
0
0
0
0
0
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
Not American Indian or Alaska Native
Not Black or African American
Not Hispanic or Latino
Not Asian or Native Hawaiian/Other Pacific Islander
Not White
Not Multiracial
General Education
English Proficient
Not Economically Disadvantaged
Male
Female
Migrant
Not Migrant
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
All Students
American Indian or Alaska Native
Black or African American
Hispanic or Latino
Asian or Native Hawaiian/Other Pacific Islander
White
Multiracial
Students With Disabilities
Limited English Proficient
Economically Disadvantaged
MADE AYP
NO
―
YES
NO
NO
NO
―
NO
NO
NO
Tested 95%
YES
―
―
YES
YES
YES
―
YES
YES
YES
12th graders
748
1
39
206
344
156
2
54
281
500
Percent of 12th Graders with Valid Test Scores
100%
―
―
100%
100%
100%
―
96%
100%
99%
PI >= EAMO or Safe Harbor Target
NO
―
YES
NO
NO
NO
―
NO
NO
NO
2009 Accountability Cohort Members
673
1
37
164
331
137
3
54✝
305‡
493
PI
125
―
130
116
124
136
―
80✝
91‡
124
EAMO
159
―
124
135
169
167
―
93
104
141
Safe Harbor Target
142
―
124
133
148
146
―
93
104
141
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
Not American Indian or Alaska Native
Not Black or African American
Not Hispanic or Latino
Not Asian or Native Hawaiian/Other Pacific Islander
Not White
Not Multiracial
General Education
English Proficient
Not Economically Disadvantaged
Male
Female
Migrant
Not Migrant
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
All Students
American Indian or Alaska Native
Black or African American
Hispanic or Latino
Asian or Native Hawaiian/Other Pacific Islander
White
Multiracial
Students With Disabilities
Limited English Proficient
Economically Disadvantaged
MADE AYP
NO
―
NO
NO
NO
YES
―
YES
YES
YES
Tested 95%
YES
―
―
YES
YES
YES
―
YES
YES
YES
12th graders
748
1
39
206
344
156
2
54
281
500
Percent of 12th Graders with Valid Test Scores
100%
―
―
100%
100%
100%
―
100%
100%
100%
PI >= EAMO or Safe Harbor Target
NO
―
NO
NO
NO
YES
―
YES
YES
YES
2009 Accountability Cohort Members
673
1
37
164
331
137
3
54✝
305‡
493
PI
134
―
84
99
160
127
―
70✝
148‡
139
EAMO
138
―
96
109
162
149
―
80
104
118
Safe Harbor Target
135
―
96
104
162
122
―
62
104
118
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
Not American Indian or Alaska Native
Not Black or African American
Not Hispanic or Latino
Not Asian or Native Hawaiian/Other Pacific Islander
Not White
Not Multiracial
General Education
English Proficient
Not Economically Disadvantaged
Male
Female
Migrant
Not Migrant
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
All Students
American Indian or Alaska Native
Black or African American
Hispanic or Latino
Asian or Native Hawaiian/Other Pacific Islander
White
Multiracial
Students With Disabilities
Limited English Proficient
Economically Disadvantaged
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
All Students
American Indian or Alaska Native
Black or African American
Hispanic or Latino
Asian or Native Hawaiian/Other Pacific Islander
White
Multiracial
Students With Disabilities
Limited English Proficient
Economically Disadvantaged
MADE AYP
YES
―
YES
NO
YES
YES
―
YES
YES
YES
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
All Students
American Indian or Alaska Native
Black or African American
Hispanic or Latino
Asian or Native Hawaiian/Other Pacific Islander
White
Multiracial
Students With Disabilities
Limited English Proficient
Economically Disadvantaged
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
All Students
American Indian or Alaska Native
Black or African American
Hispanic or Latino
Asian or Native Hawaiian/Other Pacific Islander
White
Multiracial
Students With Disabilities
Limited English Proficient
Economically Disadvantaged
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
Not American Indian or Alaska Native
Not Black or African American
Not Hispanic or Latino
Not Asian or Native Hawaiian/Other Pacific Islander
Not White
Not Multiracial
General Education
English Proficient
Not Economically Disadvantaged
Male
Female
Migrant
Not Migrant
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
Regents Diploma with CTE Endorsement (This School)
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