CHAZY CENTRAL RURAL ES - School Report Card Data [2015 - 16]
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PERCENTAGE WITH MASTER'S DEGREEPLUS 30 HOURS OR DOCTORATE
47%
TOTAL NUMBER OF CORE CLASSES
21
Percent Not Taught by Highly Qualified Teachers in This School
0%
Total Number of Classes
33
Percent Taught by Teachers Without Appropriate Certification
6%
Teacher Qualifications (2015 - 16)
TOTAL TEACHERS: 17
Percent with No Valid Teaching Certificate
0%
Percent Teaching Out of Certification
0%
Percent with Fewer Than Three Years of Experience
6%
Percentage with Master's Degree Plus 30 Hours or Doctorate
47%
Total Number of Core Classes
21
Percent Not Taught by Highly Qualified Teachers in This School
0%
Total Number of Classes
33
Percent Taught by Teachers Without Appropriate Certification
6%
Grade 3 English Language Arts
Due to changes in the 2015-16 grades 3-8 ELA and math exams, the proficiency rates from exams prior to 2015-16 are not directly comparable to the 2015-16 proficiency rates.
MEAN SCORE: 308
All Students
PROFICIENT
41%
TOTAL TESTED: 29
LEVEL 1
7
24%
LEVEL 2
10
34%
LEVEL 3
12
41%
LEVEL 4
0
0%
General Education
PROFICIENT
50%
TOTAL TESTED: 22
LEVEL 1
1
5%
LEVEL 2
10
45%
LEVEL 3
11
50%
LEVEL 4
0
0%
Students with Disabilities
PROFICIENT
14%
TOTAL TESTED: 7
LEVEL 1
6
86%
LEVEL 2
0
0%
LEVEL 3
1
14%
LEVEL 4
0
0%
Hispanic or Latino
PROFICIENT
_%
TOTAL TESTED: 1
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
White
PROFICIENT
_%
TOTAL TESTED: 28
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Small Group Total
PROFICIENT
41%
TOTAL TESTED: 29
LEVEL 1
7
24%
LEVEL 2
10
34%
LEVEL 3
12
41%
LEVEL 4
0
0%
Female
PROFICIENT
40%
TOTAL TESTED: 15
LEVEL 1
3
20%
LEVEL 2
6
40%
LEVEL 3
6
40%
LEVEL 4
0
0%
Male
PROFICIENT
43%
TOTAL TESTED: 14
LEVEL 1
4
29%
LEVEL 2
4
29%
LEVEL 3
6
43%
LEVEL 4
0
0%
Non-English Language Learners
PROFICIENT
41%
TOTAL TESTED: 29
LEVEL 1
7
24%
LEVEL 2
10
34%
LEVEL 3
12
41%
LEVEL 4
0
0%
Economically Disadvantaged
PROFICIENT
43%
TOTAL TESTED: 7
LEVEL 1
3
43%
LEVEL 2
1
14%
LEVEL 3
3
43%
LEVEL 4
0
0%
Not Economically Disadvantaged
PROFICIENT
41%
TOTAL TESTED: 22
LEVEL 1
4
18%
LEVEL 2
9
41%
LEVEL 3
9
41%
LEVEL 4
0
0%
Not Migrant
PROFICIENT
41%
TOTAL TESTED: 29
LEVEL 1
7
24%
LEVEL 2
10
34%
LEVEL 3
12
41%
LEVEL 4
0
0%
GROUP
All Students
General Education
Students with Disabilities
Hispanic or Latino
White
Small Group Total
Female
Male
Non-English Language Learners
Economically Disadvantaged
Not Economically Disadvantaged
Not Migrant
TOTAL TESTED
29
22
7
1
28
29
15
14
29
7
22
29
PROFICIENT
41%
50%
14%
_%
_%
41%
40%
43%
41%
43%
41%
41%
LEVEL 1
7
24%
1
5%
6
86%
_
_
_
_
7
24%
3
20%
4
29%
7
24%
3
43%
4
18%
7
24%
LEVEL 2
10
34%
10
45%
0
0%
_
_
_
_
10
34%
6
40%
4
29%
10
34%
1
14%
9
41%
10
34%
LEVEL 3
12
41%
11
50%
1
14%
_
_
_
_
12
41%
6
40%
6
43%
12
41%
3
43%
9
41%
12
41%
LEVEL 4
0
0%
0
0%
0
0%
_
_
_
_
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
Grade 4 English Language Arts
Due to changes in the 2015-16 grades 3-8 ELA and math exams, the proficiency rates from exams prior to 2015-16 are not directly comparable to the 2015-16 proficiency rates.
MEAN SCORE: 322
All Students
PROFICIENT
60%
TOTAL TESTED: 25
LEVEL 1
2
8%
LEVEL 2
8
32%
LEVEL 3
12
48%
LEVEL 4
3
12%
General Education
PROFICIENT
_%
TOTAL TESTED: 21
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Students with Disabilities
PROFICIENT
_%
TOTAL TESTED: 4
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Black or African American
PROFICIENT
_%
TOTAL TESTED: 1
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Hispanic or Latino
PROFICIENT
_%
TOTAL TESTED: 1
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
White
PROFICIENT
_%
TOTAL TESTED: 23
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Small Group Total
PROFICIENT
60%
TOTAL TESTED: 25
LEVEL 1
2
8%
LEVEL 2
8
32%
LEVEL 3
12
48%
LEVEL 4
3
12%
Female
PROFICIENT
72%
TOTAL TESTED: 18
LEVEL 1
1
6%
LEVEL 2
4
22%
LEVEL 3
11
61%
LEVEL 4
2
11%
Male
PROFICIENT
29%
TOTAL TESTED: 7
LEVEL 1
1
14%
LEVEL 2
4
57%
LEVEL 3
1
14%
LEVEL 4
1
14%
Non-English Language Learners
PROFICIENT
60%
TOTAL TESTED: 25
LEVEL 1
2
8%
LEVEL 2
8
32%
LEVEL 3
12
48%
LEVEL 4
3
12%
Economically Disadvantaged
PROFICIENT
38%
TOTAL TESTED: 8
LEVEL 1
1
13%
LEVEL 2
4
50%
LEVEL 3
3
38%
LEVEL 4
0
0%
Not Economically Disadvantaged
PROFICIENT
71%
TOTAL TESTED: 17
LEVEL 1
1
6%
LEVEL 2
4
24%
LEVEL 3
9
53%
LEVEL 4
3
18%
Migrant
PROFICIENT
_%
TOTAL TESTED: 1
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Not Migrant
PROFICIENT
_%
TOTAL TESTED: 24
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
GROUP
All Students
General Education
Students with Disabilities
Black or African American
Hispanic or Latino
White
Small Group Total
Female
Male
Non-English Language Learners
Economically Disadvantaged
Not Economically Disadvantaged
Migrant
Not Migrant
TOTAL TESTED
25
21
4
1
1
23
25
18
7
25
8
17
1
24
PROFICIENT
60%
_%
_%
_%
_%
_%
60%
72%
29%
60%
38%
71%
_%
_%
LEVEL 1
2
8%
_
_
_
_
_
_
_
_
_
_
2
8%
1
6%
1
14%
2
8%
1
13%
1
6%
_
_
_
_
LEVEL 2
8
32%
_
_
_
_
_
_
_
_
_
_
8
32%
4
22%
4
57%
8
32%
4
50%
4
24%
_
_
_
_
LEVEL 3
12
48%
_
_
_
_
_
_
_
_
_
_
12
48%
11
61%
1
14%
12
48%
3
38%
9
53%
_
_
_
_
LEVEL 4
3
12%
_
_
_
_
_
_
_
_
_
_
3
12%
2
11%
1
14%
3
12%
0
0%
3
18%
_
_
_
_
Grade 5 English Language Arts
Due to changes in the 2015-16 grades 3-8 ELA and math exams, the proficiency rates from exams prior to 2015-16 are not directly comparable to the 2015-16 proficiency rates.
MEAN SCORE: 298
All Students
PROFICIENT
29%
TOTAL TESTED: 14
LEVEL 1
5
36%
LEVEL 2
5
36%
LEVEL 3
3
21%
LEVEL 4
1
7%
General Education
PROFICIENT
_%
TOTAL TESTED: 11
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Students with Disabilities
PROFICIENT
_%
TOTAL TESTED: 3
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Asian or Native Hawaiian/Other Pacific Islander
PROFICIENT
_%
TOTAL TESTED: 1
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
White
PROFICIENT
_%
TOTAL TESTED: 13
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Small Group Total
PROFICIENT
29%
TOTAL TESTED: 14
LEVEL 1
5
36%
LEVEL 2
5
36%
LEVEL 3
3
21%
LEVEL 4
1
7%
Female
PROFICIENT
25%
TOTAL TESTED: 8
LEVEL 1
3
38%
LEVEL 2
3
38%
LEVEL 3
1
13%
LEVEL 4
1
13%
Male
PROFICIENT
33%
TOTAL TESTED: 6
LEVEL 1
2
33%
LEVEL 2
2
33%
LEVEL 3
2
33%
LEVEL 4
0
0%
Non-English Language Learners
PROFICIENT
29%
TOTAL TESTED: 14
LEVEL 1
5
36%
LEVEL 2
5
36%
LEVEL 3
3
21%
LEVEL 4
1
7%
Economically Disadvantaged
PROFICIENT
0%
TOTAL TESTED: 5
LEVEL 1
4
80%
LEVEL 2
1
20%
LEVEL 3
0
0%
LEVEL 4
0
0%
Not Economically Disadvantaged
PROFICIENT
44%
TOTAL TESTED: 9
LEVEL 1
1
11%
LEVEL 2
4
44%
LEVEL 3
3
33%
LEVEL 4
1
11%
Not Migrant
PROFICIENT
29%
TOTAL TESTED: 14
LEVEL 1
5
36%
LEVEL 2
5
36%
LEVEL 3
3
21%
LEVEL 4
1
7%
GROUP
All Students
General Education
Students with Disabilities
Asian or Native Hawaiian/Other Pacific Islander
White
Small Group Total
Female
Male
Non-English Language Learners
Economically Disadvantaged
Not Economically Disadvantaged
Not Migrant
TOTAL TESTED
14
11
3
1
13
14
8
6
14
5
9
14
PROFICIENT
29%
_%
_%
_%
_%
29%
25%
33%
29%
0%
44%
29%
LEVEL 1
5
36%
_
_
_
_
_
_
_
_
5
36%
3
38%
2
33%
5
36%
4
80%
1
11%
5
36%
LEVEL 2
5
36%
_
_
_
_
_
_
_
_
5
36%
3
38%
2
33%
5
36%
1
20%
4
44%
5
36%
LEVEL 3
3
21%
_
_
_
_
_
_
_
_
3
21%
1
13%
2
33%
3
21%
0
0%
3
33%
3
21%
LEVEL 4
1
7%
_
_
_
_
_
_
_
_
1
7%
1
13%
0
0%
1
7%
0
0%
1
11%
1
7%
Grade 6 English Language Arts
Due to changes in the 2015-16 grades 3-8 ELA and math exams, the proficiency rates from exams prior to 2015-16 are not directly comparable to the 2015-16 proficiency rates.
MEAN SCORE: 315
All Students
PROFICIENT
48%
TOTAL TESTED: 31
LEVEL 1
5
16%
LEVEL 2
11
35%
LEVEL 3
10
32%
LEVEL 4
5
16%
General Education
PROFICIENT
58%
TOTAL TESTED: 26
LEVEL 1
0
0%
LEVEL 2
11
42%
LEVEL 3
10
38%
LEVEL 4
5
19%
Students with Disabilities
PROFICIENT
0%
TOTAL TESTED: 5
LEVEL 1
5
100%
LEVEL 2
0
0%
LEVEL 3
0
0%
LEVEL 4
0
0%
White
PROFICIENT
48%
TOTAL TESTED: 31
LEVEL 1
5
16%
LEVEL 2
11
35%
LEVEL 3
10
32%
LEVEL 4
5
16%
Female
PROFICIENT
42%
TOTAL TESTED: 19
LEVEL 1
3
16%
LEVEL 2
8
42%
LEVEL 3
6
32%
LEVEL 4
2
11%
Male
PROFICIENT
58%
TOTAL TESTED: 12
LEVEL 1
2
17%
LEVEL 2
3
25%
LEVEL 3
4
33%
LEVEL 4
3
25%
Non-English Language Learners
PROFICIENT
48%
TOTAL TESTED: 31
LEVEL 1
5
16%
LEVEL 2
11
35%
LEVEL 3
10
32%
LEVEL 4
5
16%
Economically Disadvantaged
PROFICIENT
9%
TOTAL TESTED: 11
LEVEL 1
4
36%
LEVEL 2
6
55%
LEVEL 3
1
9%
LEVEL 4
0
0%
Not Economically Disadvantaged
PROFICIENT
70%
TOTAL TESTED: 20
LEVEL 1
1
5%
LEVEL 2
5
25%
LEVEL 3
9
45%
LEVEL 4
5
25%
Not Migrant
PROFICIENT
48%
TOTAL TESTED: 31
LEVEL 1
5
16%
LEVEL 2
11
35%
LEVEL 3
10
32%
LEVEL 4
5
16%
GROUP
All Students
General Education
Students with Disabilities
White
Female
Male
Non-English Language Learners
Economically Disadvantaged
Not Economically Disadvantaged
Not Migrant
TOTAL TESTED
31
26
5
31
19
12
31
11
20
31
PROFICIENT
48%
58%
0%
48%
42%
58%
48%
9%
70%
48%
LEVEL 1
5
16%
0
0%
5
100%
5
16%
3
16%
2
17%
5
16%
4
36%
1
5%
5
16%
LEVEL 2
11
35%
11
42%
0
0%
11
35%
8
42%
3
25%
11
35%
6
55%
5
25%
11
35%
LEVEL 3
10
32%
10
38%
0
0%
10
32%
6
32%
4
33%
10
32%
1
9%
9
45%
10
32%
LEVEL 4
5
16%
5
19%
0
0%
5
16%
2
11%
3
25%
5
16%
0
0%
5
25%
5
16%
Grade 3 Mathematics
Due to changes in the 2015-16 grades 3-8 ELA and math exams, the proficiency rates from exams prior to 2015-16 are not directly comparable to the 2015-16 proficiency rates.
MEAN SCORE: 320
All Students
PROFICIENT
67%
TOTAL TESTED: 30
LEVEL 1
3
10%
LEVEL 2
7
23%
LEVEL 3
12
40%
LEVEL 4
8
27%
General Education
PROFICIENT
78%
TOTAL TESTED: 23
LEVEL 1
0
0%
LEVEL 2
5
22%
LEVEL 3
11
48%
LEVEL 4
7
30%
Students with Disabilities
PROFICIENT
29%
TOTAL TESTED: 7
LEVEL 1
3
43%
LEVEL 2
2
29%
LEVEL 3
1
14%
LEVEL 4
1
14%
Hispanic or Latino
PROFICIENT
_%
TOTAL TESTED: 1
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
White
PROFICIENT
_%
TOTAL TESTED: 29
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Small Group Total
PROFICIENT
67%
TOTAL TESTED: 30
LEVEL 1
3
10%
LEVEL 2
7
23%
LEVEL 3
12
40%
LEVEL 4
8
27%
Female
PROFICIENT
75%
TOTAL TESTED: 16
LEVEL 1
2
13%
LEVEL 2
2
13%
LEVEL 3
9
56%
LEVEL 4
3
19%
Male
PROFICIENT
57%
TOTAL TESTED: 14
LEVEL 1
1
7%
LEVEL 2
5
36%
LEVEL 3
3
21%
LEVEL 4
5
36%
Non-English Language Learners
PROFICIENT
67%
TOTAL TESTED: 30
LEVEL 1
3
10%
LEVEL 2
7
23%
LEVEL 3
12
40%
LEVEL 4
8
27%
Economically Disadvantaged
PROFICIENT
57%
TOTAL TESTED: 7
LEVEL 1
2
29%
LEVEL 2
1
14%
LEVEL 3
3
43%
LEVEL 4
1
14%
Not Economically Disadvantaged
PROFICIENT
70%
TOTAL TESTED: 23
LEVEL 1
1
4%
LEVEL 2
6
26%
LEVEL 3
9
39%
LEVEL 4
7
30%
Not Migrant
PROFICIENT
67%
TOTAL TESTED: 30
LEVEL 1
3
10%
LEVEL 2
7
23%
LEVEL 3
12
40%
LEVEL 4
8
27%
GROUP
All Students
General Education
Students with Disabilities
Hispanic or Latino
White
Small Group Total
Female
Male
Non-English Language Learners
Economically Disadvantaged
Not Economically Disadvantaged
Not Migrant
TOTAL TESTED
30
23
7
1
29
30
16
14
30
7
23
30
PROFICIENT
67%
78%
29%
_%
_%
67%
75%
57%
67%
57%
70%
67%
LEVEL 1
3
10%
0
0%
3
43%
_
_
_
_
3
10%
2
13%
1
7%
3
10%
2
29%
1
4%
3
10%
LEVEL 2
7
23%
5
22%
2
29%
_
_
_
_
7
23%
2
13%
5
36%
7
23%
1
14%
6
26%
7
23%
LEVEL 3
12
40%
11
48%
1
14%
_
_
_
_
12
40%
9
56%
3
21%
12
40%
3
43%
9
39%
12
40%
LEVEL 4
8
27%
7
30%
1
14%
_
_
_
_
8
27%
3
19%
5
36%
8
27%
1
14%
7
30%
8
27%
Grade 4 Mathematics
Due to changes in the 2015-16 grades 3-8 ELA and math exams, the proficiency rates from exams prior to 2015-16 are not directly comparable to the 2015-16 proficiency rates.
MEAN SCORE: 329
All Students
PROFICIENT
80%
TOTAL TESTED: 25
LEVEL 1
0
0%
LEVEL 2
5
20%
LEVEL 3
11
44%
LEVEL 4
9
36%
General Education
PROFICIENT
_%
TOTAL TESTED: 21
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Students with Disabilities
PROFICIENT
_%
TOTAL TESTED: 4
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Black or African American
PROFICIENT
_%
TOTAL TESTED: 1
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Hispanic or Latino
PROFICIENT
_%
TOTAL TESTED: 1
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
White
PROFICIENT
_%
TOTAL TESTED: 23
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Small Group Total
PROFICIENT
80%
TOTAL TESTED: 25
LEVEL 1
0
0%
LEVEL 2
5
20%
LEVEL 3
11
44%
LEVEL 4
9
36%
Female
PROFICIENT
78%
TOTAL TESTED: 18
LEVEL 1
0
0%
LEVEL 2
4
22%
LEVEL 3
7
39%
LEVEL 4
7
39%
Male
PROFICIENT
86%
TOTAL TESTED: 7
LEVEL 1
0
0%
LEVEL 2
1
14%
LEVEL 3
4
57%
LEVEL 4
2
29%
Non-English Language Learners
PROFICIENT
80%
TOTAL TESTED: 25
LEVEL 1
0
0%
LEVEL 2
5
20%
LEVEL 3
11
44%
LEVEL 4
9
36%
Economically Disadvantaged
PROFICIENT
50%
TOTAL TESTED: 8
LEVEL 1
0
0%
LEVEL 2
4
50%
LEVEL 3
2
25%
LEVEL 4
2
25%
Not Economically Disadvantaged
PROFICIENT
94%
TOTAL TESTED: 17
LEVEL 1
0
0%
LEVEL 2
1
6%
LEVEL 3
9
53%
LEVEL 4
7
41%
Migrant
PROFICIENT
_%
TOTAL TESTED: 1
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Not Migrant
PROFICIENT
_%
TOTAL TESTED: 24
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
GROUP
All Students
General Education
Students with Disabilities
Black or African American
Hispanic or Latino
White
Small Group Total
Female
Male
Non-English Language Learners
Economically Disadvantaged
Not Economically Disadvantaged
Migrant
Not Migrant
TOTAL TESTED
25
21
4
1
1
23
25
18
7
25
8
17
1
24
PROFICIENT
80%
_%
_%
_%
_%
_%
80%
78%
86%
80%
50%
94%
_%
_%
LEVEL 1
0
0%
_
_
_
_
_
_
_
_
_
_
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
_
_
_
_
LEVEL 2
5
20%
_
_
_
_
_
_
_
_
_
_
5
20%
4
22%
1
14%
5
20%
4
50%
1
6%
_
_
_
_
LEVEL 3
11
44%
_
_
_
_
_
_
_
_
_
_
11
44%
7
39%
4
57%
11
44%
2
25%
9
53%
_
_
_
_
LEVEL 4
9
36%
_
_
_
_
_
_
_
_
_
_
9
36%
7
39%
2
29%
9
36%
2
25%
7
41%
_
_
_
_
Grade 5 Mathematics
Due to changes in the 2015-16 grades 3-8 ELA and math exams, the proficiency rates from exams prior to 2015-16 are not directly comparable to the 2015-16 proficiency rates.
MEAN SCORE: 306
All Students
PROFICIENT
43%
TOTAL TESTED: 14
LEVEL 1
5
36%
LEVEL 2
3
21%
LEVEL 3
4
29%
LEVEL 4
2
14%
General Education
PROFICIENT
_%
TOTAL TESTED: 10
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Students with Disabilities
PROFICIENT
_%
TOTAL TESTED: 4
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Asian or Native Hawaiian/Other Pacific Islander
PROFICIENT
_%
TOTAL TESTED: 1
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
White
PROFICIENT
_%
TOTAL TESTED: 13
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Small Group Total
PROFICIENT
43%
TOTAL TESTED: 14
LEVEL 1
5
36%
LEVEL 2
3
21%
LEVEL 3
4
29%
LEVEL 4
2
14%
Female
PROFICIENT
33%
TOTAL TESTED: 6
LEVEL 1
2
33%
LEVEL 2
2
33%
LEVEL 3
2
33%
LEVEL 4
0
0%
Male
PROFICIENT
50%
TOTAL TESTED: 8
LEVEL 1
3
38%
LEVEL 2
1
13%
LEVEL 3
2
25%
LEVEL 4
2
25%
Non-English Language Learners
PROFICIENT
43%
TOTAL TESTED: 14
LEVEL 1
5
36%
LEVEL 2
3
21%
LEVEL 3
4
29%
LEVEL 4
2
14%
Economically Disadvantaged
PROFICIENT
20%
TOTAL TESTED: 5
LEVEL 1
2
40%
LEVEL 2
2
40%
LEVEL 3
1
20%
LEVEL 4
0
0%
Not Economically Disadvantaged
PROFICIENT
56%
TOTAL TESTED: 9
LEVEL 1
3
33%
LEVEL 2
1
11%
LEVEL 3
3
33%
LEVEL 4
2
22%
Not Migrant
PROFICIENT
43%
TOTAL TESTED: 14
LEVEL 1
5
36%
LEVEL 2
3
21%
LEVEL 3
4
29%
LEVEL 4
2
14%
GROUP
All Students
General Education
Students with Disabilities
Asian or Native Hawaiian/Other Pacific Islander
White
Small Group Total
Female
Male
Non-English Language Learners
Economically Disadvantaged
Not Economically Disadvantaged
Not Migrant
TOTAL TESTED
14
10
4
1
13
14
6
8
14
5
9
14
PROFICIENT
43%
_%
_%
_%
_%
43%
33%
50%
43%
20%
56%
43%
LEVEL 1
5
36%
_
_
_
_
_
_
_
_
5
36%
2
33%
3
38%
5
36%
2
40%
3
33%
5
36%
LEVEL 2
3
21%
_
_
_
_
_
_
_
_
3
21%
2
33%
1
13%
3
21%
2
40%
1
11%
3
21%
LEVEL 3
4
29%
_
_
_
_
_
_
_
_
4
29%
2
33%
2
25%
4
29%
1
20%
3
33%
4
29%
LEVEL 4
2
14%
_
_
_
_
_
_
_
_
2
14%
0
0%
2
25%
2
14%
0
0%
2
22%
2
14%
Grade 6 Mathematics
Due to changes in the 2015-16 grades 3-8 ELA and math exams, the proficiency rates from exams prior to 2015-16 are not directly comparable to the 2015-16 proficiency rates.
MEAN SCORE: 339
All Students
PROFICIENT
79%
TOTAL TESTED: 28
LEVEL 1
1
4%
LEVEL 2
5
18%
LEVEL 3
7
25%
LEVEL 4
15
54%
General Education
PROFICIENT
_%
TOTAL TESTED: 24
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Students with Disabilities
PROFICIENT
_%
TOTAL TESTED: 4
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
White
PROFICIENT
79%
TOTAL TESTED: 28
LEVEL 1
1
4%
LEVEL 2
5
18%
LEVEL 3
7
25%
LEVEL 4
15
54%
Female
PROFICIENT
69%
TOTAL TESTED: 16
LEVEL 1
1
6%
LEVEL 2
4
25%
LEVEL 3
6
38%
LEVEL 4
5
31%
Male
PROFICIENT
92%
TOTAL TESTED: 12
LEVEL 1
0
0%
LEVEL 2
1
8%
LEVEL 3
1
8%
LEVEL 4
10
83%
Non-English Language Learners
PROFICIENT
79%
TOTAL TESTED: 28
LEVEL 1
1
4%
LEVEL 2
5
18%
LEVEL 3
7
25%
LEVEL 4
15
54%
Economically Disadvantaged
PROFICIENT
50%
TOTAL TESTED: 10
LEVEL 1
1
10%
LEVEL 2
4
40%
LEVEL 3
2
20%
LEVEL 4
3
30%
Not Economically Disadvantaged
PROFICIENT
94%
TOTAL TESTED: 18
LEVEL 1
0
0%
LEVEL 2
1
6%
LEVEL 3
5
28%
LEVEL 4
12
67%
Not Migrant
PROFICIENT
79%
TOTAL TESTED: 28
LEVEL 1
1
4%
LEVEL 2
5
18%
LEVEL 3
7
25%
LEVEL 4
15
54%
GROUP
All Students
General Education
Students with Disabilities
White
Female
Male
Non-English Language Learners
Economically Disadvantaged
Not Economically Disadvantaged
Not Migrant
TOTAL TESTED
28
24
4
28
16
12
28
10
18
28
PROFICIENT
79%
_%
_%
79%
69%
92%
79%
50%
94%
79%
LEVEL 1
1
4%
_
_
_
_
1
4%
1
6%
0
0%
1
4%
1
10%
0
0%
1
4%
LEVEL 2
5
18%
_
_
_
_
5
18%
4
25%
1
8%
5
18%
4
40%
1
6%
5
18%
LEVEL 3
7
25%
_
_
_
_
7
25%
6
38%
1
8%
7
25%
2
20%
5
28%
7
25%
LEVEL 4
15
54%
_
_
_
_
15
54%
5
31%
10
83%
15
54%
3
30%
12
67%
15
54%
Grade 4 Science
Due to changes in the 2015-16 grades 3-8 ELA and math exams, the proficiency rates from exams prior to 2015-16 are not directly comparable to the 2015-16 proficiency rates.
MEAN SCORE: 88
All Students
PROFICIENT
100%
TOTAL TESTED: 28
LEVEL 1
0
0%
LEVEL 2
0
0%
LEVEL 3
8
29%
LEVEL 4
20
71%
General Education
PROFICIENT
100%
TOTAL TESTED: 23
LEVEL 1
0
0%
LEVEL 2
0
0%
LEVEL 3
6
26%
LEVEL 4
17
74%
Students with Disabilities
PROFICIENT
100%
TOTAL TESTED: 5
LEVEL 1
0
0%
LEVEL 2
0
0%
LEVEL 3
2
40%
LEVEL 4
3
60%
Black or African American
PROFICIENT
_%
TOTAL TESTED: 1
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Hispanic or Latino
PROFICIENT
_%
TOTAL TESTED: 1
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
White
PROFICIENT
_%
TOTAL TESTED: 26
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Small Group Total
PROFICIENT
100%
TOTAL TESTED: 28
LEVEL 1
0
0%
LEVEL 2
0
0%
LEVEL 3
8
29%
LEVEL 4
20
71%
Female
PROFICIENT
100%
TOTAL TESTED: 20
LEVEL 1
0
0%
LEVEL 2
0
0%
LEVEL 3
7
35%
LEVEL 4
13
65%
Male
PROFICIENT
100%
TOTAL TESTED: 8
LEVEL 1
0
0%
LEVEL 2
0
0%
LEVEL 3
1
13%
LEVEL 4
7
88%
Non-English Language Learners
PROFICIENT
100%
TOTAL TESTED: 28
LEVEL 1
0
0%
LEVEL 2
0
0%
LEVEL 3
8
29%
LEVEL 4
20
71%
Economically Disadvantaged
PROFICIENT
100%
TOTAL TESTED: 8
LEVEL 1
0
0%
LEVEL 2
0
0%
LEVEL 3
4
50%
LEVEL 4
4
50%
Not Economically Disadvantaged
PROFICIENT
100%
TOTAL TESTED: 20
LEVEL 1
0
0%
LEVEL 2
0
0%
LEVEL 3
4
20%
LEVEL 4
16
80%
Migrant
PROFICIENT
_%
TOTAL TESTED: 1
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
Not Migrant
PROFICIENT
_%
TOTAL TESTED: 27
LEVEL 1
_
_
LEVEL 2
_
_
LEVEL 3
_
_
LEVEL 4
_
_
GROUP
All Students
General Education
Students with Disabilities
Black or African American
Hispanic or Latino
White
Small Group Total
Female
Male
Non-English Language Learners
Economically Disadvantaged
Not Economically Disadvantaged
Migrant
Not Migrant
TOTAL TESTED
28
23
5
1
1
26
28
20
8
28
8
20
1
27
PROFICIENT
100%
100%
100%
_%
_%
_%
100%
100%
100%
100%
100%
100%
_%
_%
LEVEL 1
0
0%
0
0%
0
0%
_
_
_
_
_
_
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
_
_
_
_
LEVEL 2
0
0%
0
0%
0
0%
_
_
_
_
_
_
0
0%
0
0%
0
0%
0
0%
0
0%
0
0%
_
_
_
_
LEVEL 3
8
29%
6
26%
2
40%
_
_
_
_
_
_
8
29%
7
35%
1
13%
8
29%
4
50%
4
20%
_
_
_
_
LEVEL 4
20
71%
17
74%
3
60%
_
_
_
_
_
_
20
71%
13
65%
7
88%
20
71%
4
50%
16
80%
_
_
_
_
Statewide Results on the National Assessment of Educational Progress: NAEP (2014 - 15)
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
English Language Learners
Economically Disadvantaged
BELOW BASIC
32%
*%
20%
48%
44%
20%
*%
70%
74%
43%
BASIC
32%
*%
30%
34%
37%
31%
*%
22%
21%
36%
PROFICIENT
27%
*%
33%
15%
17%
37%
*%
7%
4%
18%
ADVANCED
9%
*%
17%
3%
2%
12%
*%
1%
1%
3%
PARTICIPATION RATE
98
88
Reading
All Students
Percent Below Basic
32
Percent Basic
32
Percent Proficient
27
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
20
Percent Basic
30
Percent Proficient
33
Percent Advanced
17
Black or African American
Percent Below Basic
48
Percent Basic
34
Percent Proficient
15
Percent Advanced
3
Hispanic or Latino
Percent Below Basic
44
Percent Basic
37
Percent Proficient
17
Percent Advanced
2
White
Percent Below Basic
20
Percent Basic
31
Percent Proficient
37
Percent Advanced
12
Multiracial
Percent Below Basic
*
Percent Basic
*
Percent Proficient
*
Percent Advanced
*
Students with Disabilities
Percent Below Basic
70
Percent Basic
22
Percent Proficient
7
Percent Advanced
1
Participation Rate
98
English Language Learners
Percent Below Basic
74
Percent Basic
21
Percent Proficient
4
Percent Advanced
1
Participation Rate
88
Economically Disadvantaged
Percent Below Basic
43
Percent Basic
36
Percent Proficient
18
Percent Advanced
3
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
English Language Learners
Economically Disadvantaged
BELOW BASIC
21%
*%
12%
40%
28%
12%
*%
49%
56%
29%
BASIC
44%
*%
31%
46%
51%
41%
*%
39%
35%
48%
PROFICIENT
30%
*%
42%
13%
20%
40%
*%
10%
9%
21%
ADVANCED
5%
*%
15%
1%
1%
7%
*%
2%
*%
2%
PARTICIPATION RATE
98
91
Mathematics
All Students
Percent Below Basic
21
Percent Basic
44
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
12
Percent Basic
31
Percent Proficient
42
Percent Advanced
15
Black or African American
Percent Below Basic
40
Percent Basic
46
Percent Proficient
13
Percent Advanced
1
Hispanic or Latino
Percent Below Basic
28
Percent Basic
51
Percent Proficient
20
Percent Advanced
1
White
Percent Below Basic
12
Percent Basic
41
Percent Proficient
40
Percent Advanced
7
Multiracial
Percent Below Basic
*
Percent Basic
*
Percent Proficient
*
Percent Advanced
*
Students with Disabilities
Percent Below Basic
49
Percent Basic
39
Percent Proficient
10
Percent Advanced
2
Participation Rate
98
English Language Learners
Percent Below Basic
56
Percent Basic
35
Percent Proficient
9
Percent Advanced
*
Participation Rate
91
Economically Disadvantaged
Percent Below Basic
29
Percent Basic
48
Percent Proficient
21
Percent Advanced
2
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
English Language Learners
Economically Disadvantaged
BELOW BASIC
27%
*%
19%
42%
35%
18%
*%
59%
78%
36%
BASIC
40%
*%
39%
41%
43%
39%
*%
33%
19%
42%
PROFICIENT
29%
*%
34%
16%
20%
38%
*%
8%
3%
21%
ADVANCED
4%
*%
8%
1%
2%
5%
*%
*%
*%
1%
PARTICIPATION RATE
98
89
Reading
All Students
Percent Below Basic
27
Percent Basic
40
Percent Proficient
29
Percent Advanced
4
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
39
Percent Proficient
34
Percent Advanced
8
Black or African American
Percent Below Basic
42
Percent Basic
41
Percent Proficient
16
Percent Advanced
1
Hispanic or Latino
Percent Below Basic
35
Percent Basic
43
Percent Proficient
20
Percent Advanced
2
White
Percent Below Basic
18
Percent Basic
39
Percent Proficient
38
Percent Advanced
5
Multiracial
Percent Below Basic
*
Percent Basic
*
Percent Proficient
*
Percent Advanced
*
Students with Disabilities
Percent Below Basic
59
Percent Basic
33
Percent Proficient
8
Percent Advanced
*
Participation Rate
98
English Language Learners
Percent Below Basic
78
Percent Basic
19
Percent Proficient
3
Percent Advanced
*
Participation Rate
89
Economically Disadvantaged
Percent Below Basic
36
Percent Basic
42
Percent Proficient
21
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
English Language Learners
Economically Disadvantaged
BELOW BASIC
31%
*%
18%
48%
41%
20%
*%
64%
72%
40%
BASIC
38%
*%
30%
37%
40%
40%
*%
27%
21%
39%
PROFICIENT
24%
*%
33%
13%
16%
31%
*%
8%
6%
17%
ADVANCED
7%
*%
19%
2%
3%
9%
*%
1%
1%
4%
PARTICIPATION RATE
99
94
Mathematics
All Students
Percent Below Basic
31
Percent Basic
38
Percent Proficient
24
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
18
Percent Basic
30
Percent Proficient
33
Percent Advanced
19
Black or African American
Percent Below Basic
48
Percent Basic
37
Percent Proficient
13
Percent Advanced
2
Hispanic or Latino
Percent Below Basic
41
Percent Basic
40
Percent Proficient
16
Percent Advanced
3
White
Percent Below Basic
20
Percent Basic
40
Percent Proficient
31
Percent Advanced
9
Multiracial
Percent Below Basic
*
Percent Basic
*
Percent Proficient
*
Percent Advanced
*
Students with Disabilities
Percent Below Basic
64
Percent Basic
27
Percent Proficient
8
Percent Advanced
1
Participation Rate
99
English Language Learners
Percent Below Basic
72
Percent Basic
21
Percent Proficient
6
Percent Advanced
1
Participation Rate
94
Economically Disadvantaged
Percent Below Basic
40
Percent Basic
39
Percent Proficient
17
Percent Advanced
4
Elementary/Middle-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
―
―
―
―
NO
―
―
―
―
Tested 95%
NO
―
―
―
―
NO
―
―
―
―
Students Enrolled During the Test Administration Period
266*
0
1
2
1
257*
0
25
0
35
Percent of Enrolled Students with Valid Test Scores
77%*
―
―
―
―
77%*
―
―
―
―
PI >= EAMO or Safe Harbor Target
YES
―
―
―
―
YES
―
―
―
―
Tested Students Enrolled on BEDS Day
93
0
1
2
1
89
0
15
0
25
PI
133
―
―
―
―
135
―
―
―
―
EAMO
94
―
―
―
―
108
―
―
―
―
Safe Harbor Target
94
―
―
―
―
108
―
―
―
―
All Students
MADE AYP: NO
Tested 95%
NO
Students Enrolled During the Test Administration Period
266*
Percent of Enrolled Students with Valid Test Scores
77%*
PI >= EAMO or Safe Harbor Target
YES
Tested Students Enrolled on BEDS Day
93
PI
133
EAMO
94
Safe Harbor Target
94
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
1
Percent of Enrolled Students with Valid Test Scores
―
PI >= EAMO or Safe Harbor Target
―
Tested Students Enrolled on BEDS Day
1
PI
―
EAMO
―
Safe Harbor Target
―
Hispanic or Latino
MADE AYP: ―
Tested 95%
―
Students Enrolled During the Test Administration Period
2
Percent of Enrolled Students with Valid Test Scores
―
PI >= EAMO or Safe Harbor Target
―
Tested Students Enrolled on BEDS Day
2
PI
―
EAMO
―
Safe Harbor Target
―
Asian or Native Hawaiian/Other Pacific Islander
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
1
PI
―
EAMO
―
Safe Harbor Target
―
White
MADE AYP: NO
Tested 95%
NO
Students Enrolled During the Test Administration Period
257*
Percent of Enrolled Students with Valid Test Scores
77%*
PI >= EAMO or Safe Harbor Target
YES
Tested Students Enrolled on BEDS Day
89
PI
135
EAMO
108
Safe Harbor Target
108
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
25
Percent of Enrolled Students with Valid Test Scores
―
PI >= EAMO or Safe Harbor Target
―
Tested Students Enrolled on BEDS Day
15
PI
―
EAMO
―
Safe Harbor Target
―
Limited English Proficient
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
―
Economically Disadvantaged
MADE AYP: ―
Tested 95%
―
Students Enrolled During the Test Administration Period
35
Percent of Enrolled Students with Valid Test Scores
―
PI >= EAMO or Safe Harbor Target
―
Tested Students Enrolled on BEDS Day
25
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
266*
263*
262*
264*
4
266*
218*
266*
196*
119*
147*
1
264*
Percent of Enrolled Students with Valid Test Scores
77%*
77%*
77%*
77%*
―
77%*
78%*
77%*
72%*
71%*
82%*
―
77%*
Tested Students Enrolled on BEDS Day
93
92
91
92
4
93
78
93
68
37
56
1
92
PI
133
133
134
135
―
133
147
133
147
127
138
―
134
Not American Indian or Alaska Native
Students Enrolled During the Test Administration Period
266*
Percent of Enrolled Students with Valid Test Scores
77%*
Tested Students Enrolled on BEDS Day
93
PI
133
Not Black or African American
Students Enrolled During the Test Administration Period
263*
Percent of Enrolled Students with Valid Test Scores
77%*
Tested Students Enrolled on BEDS Day
92
PI
133
Not Hispanic or Latino
Students Enrolled During the Test Administration Period
262*
Percent of Enrolled Students with Valid Test Scores
77%*
Tested Students Enrolled on BEDS Day
91
PI
134
Not Asian or Native Hawaiian/Other Pacific Islander
Students Enrolled During the Test Administration Period
264*
Percent of Enrolled Students with Valid Test Scores
77%*
Tested Students Enrolled on BEDS Day
92
PI
135
Not White
Students Enrolled During the Test Administration Period
4
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
4
PI
―
Not Multiracial
Students Enrolled During the Test Administration Period
266*
Percent of Enrolled Students with Valid Test Scores
77%*
Tested Students Enrolled on BEDS Day
93
PI
133
General Education
Students Enrolled During the Test Administration Period
218*
Percent of Enrolled Students with Valid Test Scores
78%*
Tested Students Enrolled on BEDS Day
78
PI
147
English Proficient
Students Enrolled During the Test Administration Period
266*
Percent of Enrolled Students with Valid Test Scores
77%*
Tested Students Enrolled on BEDS Day
93
PI
133
Not Economically Disadvantaged
Students Enrolled During the Test Administration Period
196*
Percent of Enrolled Students with Valid Test Scores
72%*
Tested Students Enrolled on BEDS Day
68
PI
147
Male
Students Enrolled During the Test Administration Period
119*
Percent of Enrolled Students with Valid Test Scores
71%*
Tested Students Enrolled on BEDS Day
37
PI
127
Female
Students Enrolled During the Test Administration Period
147*
Percent of Enrolled Students with Valid Test Scores
82%*
Tested Students Enrolled on BEDS Day
56
PI
138
Migrant
Students Enrolled During the Test Administration Period
1
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
1
PI
―
Not Migrant
Students Enrolled During the Test Administration Period
264*
Percent of Enrolled Students with Valid Test Scores
77%*
Tested Students Enrolled on BEDS Day
92
PI
134
― 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 percentage of students tested in the current year fell below 95 percent, so the numbers of enrolled and tested students in the current year and previous year were combined to provide the school/district with another opportunity to meet the participation rate criterion.
Elementary/Middle-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
―
―
―
―
Tested 95%
NO
―
―
―
―
NO
―
―
―
―
Students Enrolled During the Test Administration Period
266*
0
1
2
1
257*
0
25
0
35
Percent of Enrolled Students with Valid Test Scores
74%*
―
―
―
―
73%*
―
―
―
―
PI >= EAMO or Safe Harbor Target
YES
―
―
―
―
YES
―
―
―
―
Tested Students Enrolled on BEDS Day
91
0
1
2
1
87
0
15
0
24
PI
167
―
―
―
―
169
―
―
―
―
EAMO
91
―
―
―
―
104
―
―
―
―
Safe Harbor Target
91
―
―
―
―
104
―
―
―
―
All Students
MADE AYP: NO
Tested 95%
NO
Students Enrolled During the Test Administration Period
266*
Percent of Enrolled Students with Valid Test Scores
74%*
PI >= EAMO or Safe Harbor Target
YES
Tested Students Enrolled on BEDS Day
91
PI
167
EAMO
91
Safe Harbor Target
91
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
1
Percent of Enrolled Students with Valid Test Scores
―
PI >= EAMO or Safe Harbor Target
―
Tested Students Enrolled on BEDS Day
1
PI
―
EAMO
―
Safe Harbor Target
―
Hispanic or Latino
MADE AYP: ―
Tested 95%
―
Students Enrolled During the Test Administration Period
2
Percent of Enrolled Students with Valid Test Scores
―
PI >= EAMO or Safe Harbor Target
―
Tested Students Enrolled on BEDS Day
2
PI
―
EAMO
―
Safe Harbor Target
―
Asian or Native Hawaiian/Other Pacific Islander
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
1
PI
―
EAMO
―
Safe Harbor Target
―
White
MADE AYP: NO
Tested 95%
NO
Students Enrolled During the Test Administration Period
257*
Percent of Enrolled Students with Valid Test Scores
73%*
PI >= EAMO or Safe Harbor Target
YES
Tested Students Enrolled on BEDS Day
87
PI
169
EAMO
104
Safe Harbor Target
104
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
25
Percent of Enrolled Students with Valid Test Scores
―
PI >= EAMO or Safe Harbor Target
―
Tested Students Enrolled on BEDS Day
15
PI
―
EAMO
―
Safe Harbor Target
―
Limited English Proficient
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
―
Economically Disadvantaged
MADE AYP: ―
Tested 95%
―
Students Enrolled During the Test Administration Period
35
Percent of Enrolled Students with Valid Test Scores
―
PI >= EAMO or Safe Harbor Target
―
Tested Students Enrolled on BEDS Day
24
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
266*
263*
262*
264*
4
266*
218*
266*
196*
119*
147*
1
264*
Percent of Enrolled Students with Valid Test Scores
74%*
73%*
73%*
73%*
―
74%*
75%*
74%*
70%*
69%*
78%*
―
73%*
Tested Students Enrolled on BEDS Day
91
90
89
90
4
91
76
91
67
39
52
1
90
PI
167
167
167
169
―
167
182
167
175
167
167
―
167
Not American Indian or Alaska Native
Students Enrolled During the Test Administration Period
266*
Percent of Enrolled Students with Valid Test Scores
74%*
Tested Students Enrolled on BEDS Day
91
PI
167
Not Black or African American
Students Enrolled During the Test Administration Period
263*
Percent of Enrolled Students with Valid Test Scores
73%*
Tested Students Enrolled on BEDS Day
90
PI
167
Not Hispanic or Latino
Students Enrolled During the Test Administration Period
262*
Percent of Enrolled Students with Valid Test Scores
73%*
Tested Students Enrolled on BEDS Day
89
PI
167
Not Asian or Native Hawaiian/Other Pacific Islander
Students Enrolled During the Test Administration Period
264*
Percent of Enrolled Students with Valid Test Scores
73%*
Tested Students Enrolled on BEDS Day
90
PI
169
Not White
Students Enrolled During the Test Administration Period
4
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
4
PI
―
Not Multiracial
Students Enrolled During the Test Administration Period
266*
Percent of Enrolled Students with Valid Test Scores
74%*
Tested Students Enrolled on BEDS Day
91
PI
167
General Education
Students Enrolled During the Test Administration Period
218*
Percent of Enrolled Students with Valid Test Scores
75%*
Tested Students Enrolled on BEDS Day
76
PI
182
English Proficient
Students Enrolled During the Test Administration Period
266*
Percent of Enrolled Students with Valid Test Scores
74%*
Tested Students Enrolled on BEDS Day
91
PI
167
Not Economically Disadvantaged
Students Enrolled During the Test Administration Period
196*
Percent of Enrolled Students with Valid Test Scores
70%*
Tested Students Enrolled on BEDS Day
67
PI
175
Male
Students Enrolled During the Test Administration Period
119*
Percent of Enrolled Students with Valid Test Scores
69%*
Tested Students Enrolled on BEDS Day
39
PI
167
Female
Students Enrolled During the Test Administration Period
147*
Percent of Enrolled Students with Valid Test Scores
78%*
Tested Students Enrolled on BEDS Day
52
PI
167
Migrant
Students Enrolled During the Test Administration Period
1
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
1
PI
―
Not Migrant
Students Enrolled During the Test Administration Period
264*
Percent of Enrolled Students with Valid Test Scores
73%*
Tested Students Enrolled on BEDS Day
90
PI
167
― 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 percentage of students tested in the current year fell below 95 percent, so the numbers of enrolled and tested students in the current year and previous year were combined to provide the school/district with another opportunity to meet the participation rate criterion.
Elementary/Middle-Level Science Results for Accountability
All accountability groups made AYP: YES
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
―
―
―
―
Tested 80%
―
―
―
―
―
―
―
―
―
―
Students Enrolled During the Test Administration Period
30
0
1
1
0
28
0
5
0
8
Percent of Enrolled Students with Valid Test Scores
―
―
―
―
―
―
―
―
―
―
PI >= EAMO or Progress Target
YES
―
―
―
―
YES
―
―
―
―
Tested Students Enrolled on BEDS Day
50**
0
1
1
1
47**
0
9
0
13
PI
200**
―
―
―
―
200**
―
―
―
―
EAMO
174
―
―
―
―
180
―
―
―
―
Progress Target
174
―
―
―
―
180
―
―
―
―
All Students
MADE AYP: YES
Tested 80%
―
Students Enrolled During the Test Administration Period
30
Percent of Enrolled Students with Valid Test Scores
―
PI >= EAMO or Progress Target
YES
Tested Students Enrolled on BEDS Day
50**
PI
200**
EAMO
174
Progress Target
174
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
1
Percent of Enrolled Students with Valid Test Scores
―
PI >= EAMO or Progress Target
―
Tested Students Enrolled on BEDS Day
1
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
1
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
1
PI
―
EAMO
―
Progress Target
―
White
MADE AYP: YES
Tested 80%
―
Students Enrolled During the Test Administration Period
28
Percent of Enrolled Students with Valid Test Scores
―
PI >= EAMO or Progress Target
YES
Tested Students Enrolled on BEDS Day
47**
PI
200**
EAMO
180
Progress Target
180
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
5
Percent of Enrolled Students with Valid Test Scores
―
PI >= EAMO or Progress Target
―
Tested Students Enrolled on BEDS Day
9
PI
―
EAMO
―
Progress Target
―
Limited English Proficient
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
―
Economically Disadvantaged
MADE AYP: ―
Tested 80%
―
Students Enrolled During the Test Administration Period
8
Percent of Enrolled Students with Valid Test Scores
―
PI >= EAMO or Progress Target
―
Tested Students Enrolled on BEDS Day
13
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
30
29
29
30
2
30
25
30
22
8
22
1
29
Percent of Enrolled Students with Valid Test Scores
―
―
―
―
―
―
―
―
―
―
―
―
―
Tested Students Enrolled on BEDS Day
50**
49**
49**
49**
3
50**
41**
50**
37**
20
30**
1
49**
PI
200**
200**
200**
200**
―
200**
200**
200**
200**
―
200**
―
200**
Not American Indian or Alaska Native
Students Enrolled During the Test Administration Period
30
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
50**
PI
200**
Not Black or African American
Students Enrolled During the Test Administration Period
29
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
49**
PI
200**
Not Hispanic or Latino
Students Enrolled During the Test Administration Period
29
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
49**
PI
200**
Not Asian or Native Hawaiian/Other Pacific Islander
Students Enrolled During the Test Administration Period
30
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
49**
PI
200**
Not White
Students Enrolled During the Test Administration Period
2
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
3
PI
―
Not Multiracial
Students Enrolled During the Test Administration Period
30
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
50**
PI
200**
General Education
Students Enrolled During the Test Administration Period
25
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
41**
PI
200**
English Proficient
Students Enrolled During the Test Administration Period
30
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
50**
PI
200**
Not Economically Disadvantaged
Students Enrolled During the Test Administration Period
22
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
37**
PI
200**
Male
Students Enrolled During the Test Administration Period
8
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
20
PI
―
Female
Students Enrolled During the Test Administration Period
22
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
30**
PI
200**
Migrant
Students Enrolled During the Test Administration Period
1
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
1
PI
―
Not Migrant
Students Enrolled During the Test Administration Period
29
Percent of Enrolled Students with Valid Test Scores
―
Tested Students Enrolled on BEDS Day
49**
PI
200**
― 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.
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
133
―
―
―
―
135
―
―
―
―
Elementary/ Middle-Level MATH PI
167
―
―
―
―
169
―
―
―
―
Secondary-Level ELA PI
―
―
―
―
―
―
―
―
―
―
Secondary-Level MATH PI
―
―
―
―
―
―
―
―
―
―
UNWEIGHTED COMBINED PI
150
0
0
0
0
152
0
0
0
0
All Students
Elementary/ Middle-Level ELA PI
133
Elementary/ Middle-Level MATH PI
167
Secondary-Level ELA PI
―
Secondary-Level MATH PI
―
Unweighted Combined PI
150
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
―
Secondary-Level MATH PI
―
Unweighted Combined PI
0
Hispanic or Latino
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
―
Secondary-Level MATH PI
―
Unweighted Combined PI
0
Asian or Native Hawaiian/Other Pacific Islander
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
―
Secondary-Level MATH PI
―
Unweighted Combined PI
0
White
Elementary/ Middle-Level ELA PI
135
Elementary/ Middle-Level MATH PI
169
Secondary-Level ELA PI
―
Secondary-Level MATH PI
―
Unweighted Combined PI
152
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
―
Secondary-Level MATH PI
―
Unweighted Combined PI
0
Limited English Proficient
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
―
Secondary-Level MATH PI
―
Unweighted Combined PI
0
Economically Disadvantaged
Elementary/ Middle-Level ELA PI
―
Elementary/ Middle-Level MATH PI
―
Secondary-Level ELA PI
―
Secondary-Level MATH PI
―
Unweighted Combined PI
0
― There were not enough students to determine a Performance Index.
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