School / District Annual Education Report (AER) Cover Letter
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- Angelina Turner
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1 School / District Annual Education Report (AER) Cover Letter August 23, 2010 Dear Parents and Community Members: We are pleased to present you with the Annual Education Report (AER) which provides key information on the educational progress for the Livingston Educational Service Agency. The AER addresses the complex reporting information required by federal and some requirements of state laws; however, our staff is available to help you understand this information. Please contact the Livingston Educational Service Agency for help if you need assistance at (517) The AER is available for you to review electronically by visiting or you may also review a hard copy at either LESA or Pathway School upon request. The report contains the following information: Student Assessment Data Michigan Educational Assessment Program (MEAP), Michigan Merit Exam (MME), and Michigan s Alternative Assessment Program (MI- Access) Presents achievement data for English language arts and mathematics for grades 3 to 8 (MEAP), for grade 11 (MME) and science for grades 5 and 8 compared to targets for all students as well as subgroups of students Provides achievement data for English language arts, mathematics and science for students with significant disabilities (MI-Access) compared to targets for all students with disabilities as well as subgroups of students Helps readers understand achievement progress within schools and compare these to district and state achievement Adequate Yearly Progress (AYP) Detail Data and Status Provides information from assessments, graduation and attendance rates and AYP status in relation to four criteria: The district must test 95% of students in total and in each required subgroup The district must attain achievement goals in English language arts and mathematics or reduce the percentage of students in the non-proficient category of achievement significantly ("safe harbor") annually The district must attain achievement goals for each subgroup that has at least 30 students in the group
2 The district must meet or exceed the other academic indicators set by the state: graduation rate for high schools and attendance rate for elementary and middle schools Teacher Quality Data Identifies teacher qualifications at district and school levels Reports percentage of core academic classes taught by teachers not considered highly qualified to teach such classes NAEP Data (National Assessment of Educational Progress) Provides state results of the national assessment in mathematics and reading every other year in grades 4 and 8 Cannot be compared with MEAP results for grades 4 and 8 because there are no national standards. For , Pathway School did not make Adequate Yearly Progress (AYP) because of the reasons listed below. Because our school has not made AYP for 2 years, we are identified for School Improvement. If parents are interested in becoming involved in the School Improvement Team, they are encouraged to contact the Director of Pathway School for more information. School Name Reason(s) for not making AYP Pathway We did not test 95% of our students We did not attain target achievement goals in English language arts. We did not attain target achievement goals in mathematics. We did not attain target achievement goals for all subgroups of students in mathematics. We did not attain target achievement goals for all subgroups of students in English language arts. We did not meet the 80% graduation rate goal. Key actions underway to address the Issues School Improvement process Strategic Planning process Staff training and awareness activities Our vision at LESA is to be a premier educational service agency. To that end, we are focused on providing appropriate supports for the students we serve in order to help each one achieve his or her fullest potential. The staff members at LESA recognize that student achievement is more than just the score on a test and are committed to using a full-array of data to measure student progress as they move through the educational system. Sincerely, Scott A. Menzel, Superintendent
3 School-Level Student Assessment Data for Livingston ESA, Livingston ESA - District created from ISD, Pathway School Michigan Educational Assessment Program (MEAP) Student School Year % % % Advanced % % Partially % Not (Level 4) English Language Arts / Reading Grade: 08 All < % <10 <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 <10 with Disabilities < % <10 <10 <10 <10 <10 <10 Mathematics Grade: 08 All < % <10 <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 <10
4 Student School Year % % % Advanced % % Partially White < % <10 <10 <10 <10 <10 <10 with Disabilities < % <10 <10 <10 <10 <10 <10 Science % Not (Level 4) Grade: 08 All < % <10 <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 <10 with Disabilities < % <10 <10 <10 <10 <10 <10 Michigan Merit Examination (MME) Student School Year No records to display. % % % Advanced % % Partially % Not (Level 4)
5 MI-Access Functional Independence Student School Year % % % Surpassed % Attained % Emerging English Language Arts Grade: 08 All < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White <10 93% <10 <10 <10 <10 <10 Mathematics Grade: 07 All < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Black or African American < % <10 <10 <10 <10 <10
6 Student School Year % % % Surpassed % Attained % Emerging Grade: 08 All < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Science Grade: 08 All < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Supported Independence Student School Year % % % Surpassed % Attained % Emerging English Language Arts Grade: 03
7 Student School Year % % % Surpassed % Attained All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 04 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 05 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 % Emerging
8 Student School Year % % % Surpassed % Attained % Emerging Grade: 06 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female <10 87% <10 <10 <10 <10 <10 Male <10 83% <10 <10 <10 <10 <10 Male <10 82% <10 <10 <10 <10 <10 Asian, Native < % <10 <10 <10 <10 <10 Hawaiian, or Pacific Islander White < % <10 <10 <10 <10 <10 White <10 82% <10 <10 <10 <10 <10 Grade: 07 All <10 81% <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 08 All < % <10 <10 <10 <10 <10
9 Student School Year % % % Surpassed % Attained All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 11 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male <10 79% <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White <10 78% <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Mathematics % Emerging Grade: 03 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10
10 Student School Year % % % Surpassed % Attained White < % <10 <10 <10 <10 <10 Grade: 04 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male <10 91% <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 05 All <10 80% <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 06 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 % Emerging
11 Student School Year % % % Surpassed % Attained Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Asian, Native < % <10 <10 <10 <10 <10 Hawaiian, or Pacific Islander White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 07 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 08 All <10 89% <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male <10 89% <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 % Emerging
12 Student School Year % % % Surpassed % Attained % Emerging Grade: 11 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male <10 83% <10 <10 <10 <10 <10 Male <10 86% <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Science Grade: 05 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male <10 76% <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 08
13 Student School Year % % % Surpassed % Attained All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male <10 73% <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 11 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 % Emerging Participation Student School Year % % % Surpassed % Attained % Emerging English Language Arts
14 Student School Year % % % Surpassed % Attained % Emerging Grade: 03 All <10 62% <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Hispanic or < % <10 <10 <10 <10 <10 Latino White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 04 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Black or < % <10 <10 <10 <10 <10 African American Hispanic or Latino < % <10 <10 <10 <10 <10
15 Student School Year % % % Surpassed % Attained White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 05 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Black or < % <10 <10 <10 <10 <10 African American White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 06 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female <10 52% <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Hispanic or Latino < % <10 <10 <10 <10 <10 % Emerging
16 Student School Year % % % Surpassed % Attained White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 07 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Asian, Native <10 <10 <10 <10 <10 <10 <10 Hawaiian, or Pacific Islander Hispanic or < % <10 <10 <10 <10 <10 Latino White <10 65% <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 08 All < % <10 <10 <10 <10 <10 All <10 59% <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 % Emerging
17 Student School Year % % % Surpassed % Attained Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 11 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male <10 74% <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Mathematics % Emerging Grade: 03 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female <10 66% <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male <10 74% <10 <10 <10 <10 <10 Hispanic or < % <10 <10 <10 <10 <10
18 Student School Year % % % Surpassed % Attained Latino White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 04 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Black or < % <10 <10 <10 <10 <10 African American Hispanic or < % <10 <10 <10 <10 <10 Latino White < % <10 <10 <10 <10 <10 White <10 63% <10 <10 <10 <10 <10 Grade: 05 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female <10 55% <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 % Emerging
19 Student School Year % % % Surpassed % Attained Male < % <10 <10 <10 <10 <10 Black or < % <10 <10 <10 <10 <10 African American White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 06 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Hispanic or < % <10 <10 <10 <10 <10 Latino White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 07 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female <10 50% <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 % Emerging
20 Student School Year % % % Surpassed % Attained Male < % <10 <10 <10 <10 <10 Asian, Native <10 <10 <10 <10 <10 <10 <10 Hawaiian, or Pacific Islander Hispanic or < % <10 <10 <10 <10 <10 Latino White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 08 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 11 All <10 50% <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 % Emerging
21 Student School Year % % % Surpassed % Attained Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Science % Emerging Grade: 05 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Black or < % <10 <10 <10 <10 <10 African American White <10 65% <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 08 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10
22 Student School Year % % % Surpassed % Attained Female < % <10 <10 <10 <10 <10 Male <10 57% <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 Grade: 11 All < % <10 <10 <10 <10 <10 All < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Female < % <10 <10 <10 <10 <10 Male < % <10 <10 <10 <10 <10 Male <10 47% <10 <10 <10 <10 <10 White < % <10 <10 <10 <10 <10 White <10 46% <10 <10 <10 <10 <10 % Emerging MEAP-Access
23 Student School Year No records to display. % % % Level 1 % Level 2 % Level 3
24 School-Level Accountability (AYP) Detail Reporting for Livingston ESA, Livingston ESA - District created from ISD, Pathway School All Subject % (Goal 95%) % for AYP* District School English Language Arts / Reading 99.1% 93.9% Mathematics 98.9% 93.7% English Language Arts / Reading 94.3% 0% Mathematics 94.3% 0% English Language Arts / Reading 94.3% 0% Mathematics 94.3% 0% Black or African American English Language Arts / Reading 97.7% 88.4% Mathematics 97.4% 88%
25 Subject % (Goal 95%) % for AYP* District English Language Arts / Reading <30 <30 Mathematics <30 <30 School English Language Arts / Reading <30 <30 Mathematics <30 <30 American Indian or Alaska Native English Language Arts / Reading 99.2% 93.2% Mathematics 99% 92.4% Asian, Native Hawaiian, or Pacific Islander District English Language Arts / Reading 99.5% 96.8% Mathematics 99.6% 97.5% English Language Arts / Reading <30 <30 Mathematics <30 <30
26 Subject % (Goal 95%) % for AYP* School Hispanic or Latino English Language Arts / Reading <30 <30 Mathematics <30 <30 District School White English Language Arts / Reading 99.3% 91.3% Mathematics 98.9% 92.4% English Language Arts / Reading <30 <30 Mathematics <30 <30 English Language Arts / Reading <30 <30 Mathematics <30 <30 English Language Arts / Reading 99.4% 95.3% Mathematics 99.3% 95.1%
27 Subject % (Goal 95%) % for AYP* District English Language Arts / Reading 91.7% 0% Mathematics 91.7% 0% School Multiracial English Language Arts / Reading 91.7% 0% Mathematics 91.7% 0% English Language Arts / Reading 102.4% 93.5% Mathematics 102.3% 94.3% Limited English English Language Arts / Reading 123.6% 86.9% Mathematics 126.3% 92.3% with Disabilities
28 Subject % (Goal 95%) % for AYP* English Language Arts / Reading 102.6% 73.1% Mathematics 102.2% 76.5% District English Language Arts / Reading 94.3% 0% Mathematics 94.3% 0% School English Language Arts / Reading 94.3% 0% Mathematics 94.3% 0% Economically Disadvantaged District School English Language Arts / Reading 102.6% 90.6% Mathematics 102.5% 91.1% English Language Arts / Reading <30 <30 Mathematics <30 <30 English Language Arts / Reading <30 <30 Mathematics <30 <30 Note: 467 Recently arrived LEP students took part in the s ELPA instead of the MEAP/MME/MI-Access.
29 * AYP Targets (Annual Measurable Objectives) Graduation Rate (High Schools only) (Goal 80%) All 75.39% School <10 Black or African American 56.59% School <10 American Indian or Alaska Native 65%
30 Graduation Rate (High Schools only) (Goal 80%) Asian, Native Hawaiian, or Pacific Islander 84.47% Hispanic or Latino 59.94% School <10 White 81.85% School <10 Multiracial
31 Graduation Rate (High Schools only) (Goal 80%) 71.12% Limited English 65.51% with Disabilities 57.61% School <10 Economically Disadvantaged 59.8%
32 Attendance Rate (Goal 90%) All 94.7% Black or African American 91% American Indian or Alaska Native 93.7% Asian, Native Hawaiian, or Pacific Islander 96.5% Hispanic or Latino
33 Attendance Rate (Goal 90%) 94.1% White 95.7% Multiracial 94.8% Limited English 94.6% with Disabilities
34 Attendance Rate (Goal 90%) 93.5% Economically Disadvantaged 94.8% * All data based on students enrolled for a full academic year. ** More information regarding AYP can be found at the following link: Michigan Annual AYP Objectives Michigan Annual AYP Objectives for Reading/ELA School Year Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade % 31% 42% % 31% 42% % 31% 42% % 43% 52% % 48% 46% 45% 43% 41% 52% % 48% 46% 45% 43% 41% 52% % 59% 57% 56% 54% 53% 61% % 59% 57% 56% 54% 53% 61% % 69% 68% 67% 66% 65% 71% % 77% 76% 75% 74% 73% 79%
35 School Year Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade % 85% 84% 83% 82% 82% 86% % 92% 92% 91% 91% 91% 93% % 100% 100% 100% 100% 100% 100% Michigan Annual AYP Objectives for Mathematics School Year Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade % 31% 33% % 31% 33% % 31% 33% % 43% 44% % 56% 53% 50% 46% 43% 44% % 56% 53% 50% 46% 43% 44% % 65% 62% 60% 57% 54% 55% % 65% 62% 60% 57% 54% 55% % 65% 62% 60% 57% 54% 55% % 74% 71% 70% 67% 66% 67% % 82% 81% 80% 78% 77% 78% % 91% 90% 90% 89% 89% 89% % 100% 100% 100% 100% 100% 100%
36 School-Level Accountability (AYP) Status Reporting for Livingston ESA, Livingston ESA - District created from ISD, Pathway School School AYP Status Title 1 Status AYP ELA/Reading Status AYP Mathematics Status AYP Overall Status Education Yes Report Card Grade School Improvement Status No Not Met Not Met Not Met No Grade School Improvement 2 Years in Improvement
37 December, 2009 School-Level Teacher Quality Reporting for Livingston ESA, Livingston ESA - District created from ISD, Pathway School Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. Ph.D Professional Qualifications are defined by the and may include information such as the degrees of public school teachers (e.g., percentage of teachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers Percentage of Public Elementary and Secondary School Teachers 0% in the School with Emergency Certification Percentage of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers 0% School Aggregate
38 Michigan Report Card for the National Assessment of Educational Progress NAEP 2009 Grade 4 Mathematics Results Reporting Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligility Eligible Not Eligible Info not available Race Ethnicity White Black Hispanic Asian Amer/Pacif Isl American Indian Unclassified Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education
39 Statistics. National Assessment Program (NAEP) 2009 Mathematics Achievement. NAEP 2009 Grade 8 Mathematics Results Reporting Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligility Eligible Not Eligible Info not available Race Ethnicity White Black Hispanic Asian Amer/Pacif Isl American Indian Unclassified Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 2009 Mathematics Achievement
40 NAEP 2009 Grade 4 Reading Results Reporting Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligility Eligible Not Eligible # Info not available Race Ethnicity White Black Hispanic Asian Amer/Pacif Isl American Indian Unclassified Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Reading Assessment
41 NAEP 2009 Grade 8 Reading Results Reporting Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligility Eligible Not Eligible Info not available Race Ethnicity White Black Hispanic Asian Amer/Pacif Isl American Indian Unclassified Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2009 Reading Assessment # 2 # 3 # 3
42 Grade Subject Participation Rate for with Disabilities Math 4 Reading 8 Math Reading Standard Error Participation Rate for IEP Standard Error Participation Rate for Limited English Standard Error
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