May 15, Dear Parents and Community Members:

Transcription

1 May 15, 2018 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the educational progress for the Zemmer Campus 8/9 Building. The AER addresses the complex reporting information required by federal and state laws. The school s report contains information about student assessment, accountability, and teacher quality. If you have any questions about the AER, please contact Mrs. Amy Maruca for assistance. The AER is available for you to review electronically by visiting the following web site or you may review a copy in the main office at your child s school. For the year, no new Priority or Focus schools were named; some Priority or Focus schools did exit their status because they met the exit criteria. New Reward schools were identified using school rankings and Beating the Odds information. A Focus school is one that has a large achievement gap between the highest and lowest achieving 30% of schools. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. A Reward school is one that has achieved one or more of the following distinctions: top 5% of schools on the Top-to-Bottom School Rankings, top 5% of schools making the greatest gains in achievement (improvement metric), or Beating the Odds by outperforming the school s predicted ranking and/or similar schools. Some schools are not identified with any of these labels. In these cases no label is given. Our school has not been given one of these labels. In reviewing the data in the combined report, several celebrations and challenges have been identified based on the results of Zemmer Campus 8/9 Building in relation to the state. The primary celebration would be the performance of 9 th graders on the PSAT 8/9 in both the fall and spring test; these students outperformed 9 th grade classes throughout the county in both Evidence-Based Reading and Writing and. On the M-STEP results, Zemmer 8 th graders improved on the previous year s performance in reading and math. The primary

2 challenge is improving of student performance in 8 th grade math. To address these issues, our school improvement plan has been developed to provide training to staff through differentiating our instructional practices to meet student needs and supporting that training through learning coach goals with staff in the classroom. Additionally, we intend to improve our professional learning communities to focus on student learning, growth, and lesson design. Zemmer has undertaken several key initiatives to accelerate student achievement and close the achievement gap. Extended School Day Advancement Opportunities School Improvement Process Full day Professional Development and Data Days Professional Learning Communities Adolescent Accelerated Reading Initiative After School Support from teachers in Reading and Math Summer School Programs Online Advancement and Remediation I-Connect Reading Initiative I-Connect Academic Support Initiative Year-Round School Calendar State law requires that we also report additional information. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL All students in grades 8-9 in Lapeer Community Schools attend Zemmer Campus. The only exception to this assignment is those students who choose to attend the Alternative Program based on their academic needs. THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN Student Goal Statement: All students at Zemmer Campus will be proficient in reading. 2

3 100% of 8 th graders will meet the pro-rated college benchmark score for their grade from fall to spring. 100% of 9 th graders will meet the college benchmark score on the PSAT in reading. Student Goal Statement: All students will demonstrate improved proficiency in mathematics. 100% of 8 th graders will meet the pro-rated college benchmark score for their grade from fall to spring. 100% of 9 th graders will meet the college benchmark score on the PSAT in reading. Student Goal Statement: All students will demonstrate proficiency in writing. 100% of all students will demonstrate proficiency on a common writing assignment or final assessment in. SPECIALIZED SCHOOLS IN THE DISTRICT Specialized schools provide alternative educational opportunities for students on either a part-time or full-time basis. In addition to the regular K-12 program provided by Lapeer Community Schools, the district has students attending five specialized school programs: Special education for the most severely handicapped students, Community High School, Lapeer County Educational and Technical Center and two options utilizing the Year-Round calendar at both the K-5 and 6-8 grade levels. The Lapeer Intermediate School offers programs for the most severe mentally, physically and emotionally impaired students. Most of these programs are housed at the Lapeer County Educational and Technical Center. Lapeer Community High School serves at-risk youths ages in an alternative environment. The school provides a curriculum designed to develop employability and social skills as well as academic skills. A range of services address problems such as poor attendance, poor academic performance and behavioral issues. The Center for Innovation at the West Campus is a program that will offer series of project based learning classes, a Project Lead the Way science program for students in grades 6-12, college on campus courses, and other 3

4 programs. Many students in grades 6-12 will opt to spend a portion of their day at the CFI campus in order to take advantage of these many educational options. The Lapeer County Educational and Technical Center provides vocational education and related services to high school students from all of the county high schools. in the 15 programs learn job specific skills to help them prepare for employment upon graduation. They also learn academic skills in an applied setting. Lapeer Community School s Year-Round Middle School is a program for students in grades 6-8 that operates on a balanced calendar. attend school the same number of days as traditional calendar students, but have a shorter summer break and more frequent week-long breaks during the school year. This program is housed at Rolland-Warner Campus 6/7 building during August. in grades 6-8 will begin their year on this campus and then students in grade 8 will relocate to the Zemmer 8/9 campus in September. Approximately 200 students participated in the Year-Round Middle School program this past school year. Turrill Year-Round Elementary School is a program for students in grades E5-5 that operates on a balanced calendar. attend school the same number of days as traditional calendar students, but have a shorter summer break and more frequent week -long breaks during the school year. During these week-long breaks, students can opt to attend intercession camps for a nominal fee. Turrill has over 450 students that take advantage of this option for their elementary school years. Core Curriculum The core curriculum of Lapeer Community Schools is modeled after the Michigan Department of Education s (MDE) K-12 Curriculum and Standards. Our teachers have developed and continue to work on pacing guides, lesson plans and assessments to align with MDE grade or course level specific expectations. To access the core curriculum online, visit click on Curriculum & Instruction on the menu, and then select Grade Level or High School Expectations. 4

5 STUDENT ACHIEVEMENT RESULTS The state testing data below can be found in our district AER report or in the MiSchoolData report. In addition, our 8 th graders took the PSAT 8/9 in both the fall and the spring as a measure of the growth during the academic year. 8 th Grade students participated in the state-mandated MSTEP. MSTEP Proficiency Proficiency MATH 17% 21% 37% 42% 23% 26% 8 th Grade PSAT Results PSAT Fall 2017 % meeting benchmark Spring 2018 % meeting benchmark Evidence Based Reading and Writing 52% 55% 29% 30% 5

6 9 th Grade PSAT Results PSAT Fall 2017 % meeting benchmark Fall 2016 Scores/ % meeting benchmark Evidence Based Reading and Writing 60% 64% 30% 40% PARENT-TEACHER CONFERENCES During the school year, Zemmer conducted two sets of parent- teacher conferences, one during the fall and one in the spring. The fall conferences took place over two evenings while the winter conferences took place on one night. Year Fall Winter % Parents % Parents % 22% % 20% In closing, Zemmer Campus 8/9 Building, is continuing to work and grow in meeting the needs of all of our students. We are continually looking for ways to not only meet the needs of our struggling students, but to help all students grow. Our overall goal is to continue striving to close our achievement gaps and to move all of our students towards proficiency and beyond. Our dedicated staff combined with 6

7 quality curriculum and instruction is working to meet the needs of all of our students. With a continued focus on improving instruction and curriculum I look forward to see the long-term growth and success at Zemmer Campus. Sincerely, Amy Maruca. Principal 7

8 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not All % 37.1% 37.1% 6.7% 30.4% 35.2% 27.7% All % 41.7% 41.7% 9.4% 32.3% 28.7% 29.6% Indian or Alaska Native % <10 <10 <10 <10 <10 <10 Asian % <10 <10 <10 <10 <10 <10 Asian % <10 <10 <10 <10 <10 <10 Black or African % <10 <10 <10 <10 <10 <10 Black or African % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % 30.8% 30.8% 0.0% 30.8% 46.2% 23.1% Hispanic of Any Race % 33.3% 33.3% 6.7% 26.7% 33.3% 33.3% Native Hawaiian or Other Pacific Islander % <10 <10 <10 <10 <10 <10 Two or More Races % 41.7% 41.7% 8.3% 33.3% 25.0% 33.3% A service of the Center for Educational Performance and Information (CEPI) Page 1 of 24

9 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not Two or More Races % 20.0% 20.0% 0.0% 20.0% 50.0% 30.0% White % 37.5% 37.5% 7.0% 30.5% 34.9% 27.6% White % 43.1% 43.1% 9.9% 33.2% 27.7% 29.2% Female % 45.1% 45.1% 9.8% 35.2% 34.7% 20.2% Female % 50.8% 50.8% 14.9% 35.9% 29.3% 19.9% Male % 28.6% 28.6% 3.3% 25.3% 35.7% 35.7% Male % 34.6% 34.6% 5.1% 29.5% 28.2% 37.2% % 30.9% 30.9% 2.8% 28.2% 35.9% 33.1% % 34.9% 34.9% 3.7% 31.2% 27.5% 37.6% English Learners % <10 <10 <10 <10 <10 <10 With Disabilities % 5.9% 5.9% 0.0% 5.9% 23.5% 70.6% With Disabilities % 2.7% 2.7% 0.0% 2.7% 13.5% 83.8% All % 17.2% 17.2% 5.3% 11.9% 27.8% 55.0% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 24

10 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not All % 20.7% 20.7% 8.3% 12.4% 25.1% 54.1% Indian or Alaska Native % <10 <10 <10 <10 <10 <10 Asian % <10 <10 <10 <10 <10 <10 Asian % <10 <10 <10 <10 <10 <10 Black or African % <10 <10 <10 <10 <10 <10 Black or African % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % 7.7% 7.7% 0.0% 7.7% 30.8% 61.5% Hispanic of Any Race % 13.3% 13.3% 0.0% 13.3% 33.3% 53.3% Native Hawaiian or Other Pacific Islander % <10 <10 <10 <10 <10 <10 Two or More Races % 25.0% 25.0% 0.0% 25.0% 33.3% 41.7% Two or More Races % 10.0% 10.0% 0.0% 10.0% 30.0% 60.0% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 24

11 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not White % 17.3% 17.3% 5.5% 11.8% 27.7% 55.0% White % 21.3% 21.3% 8.9% 12.4% 24.2% 54.5% Female % 15.4% 15.4% 4.1% 11.3% 32.3% 52.3% Female % 24.2% 24.2% 8.4% 15.7% 28.1% 47.8% Male % 19.1% 19.1% 6.6% 12.6% 23.0% 57.9% Male % 18.1% 18.1% 8.2% 9.9% 22.8% 59.1% % 13.7% 13.7% 2.7% 11.0% 26.4% 59.9% % 13.6% 13.6% 3.3% 10.3% 26.6% 59.8% English Learners % <10 <10 <10 <10 <10 <10 With Disabilities % 2.9% 2.9% 0.0% 2.9% 2.9% 94.3% With Disabilities % 0.0% 0.0% 0.0% 0.0% 0.0% 100.0% All % 23.4% 23.4% 3.4% 19.9% 47.2% 29.4% All % 25.9% 25.9% 2.7% 23.2% 37.2% 36.9% A service of the Center for Educational Performance and Information (CEPI) Page 4 of 24

12 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not Indian or Alaska Native % <10 <10 <10 <10 <10 <10 Asian % <10 <10 <10 <10 <10 <10 Asian % <10 <10 <10 <10 <10 <10 Black or African % <10 <10 <10 <10 <10 <10 Black or African % <10 <10 <10 <10 <10 <10 Hispanic of Any Race % 23.1% 23.1% 0.0% 23.1% 38.5% 38.5% Hispanic of Any Race % 20.0% 20.0% 0.0% 20.0% 46.7% 33.3% Native Hawaiian or Other Pacific Islander % <10 <10 <10 <10 <10 <10 Two or More Races % 33.3% 33.3% 8.3% 25.0% 33.3% 33.3% Two or More Races % <10 <10 <10 <10 <10 <10 White % 23.1% 23.1% 3.4% 19.7% 48.0% 28.9% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 24

13 M-STEP Grades 3-11 Subject Grade Testing Group School Year State School Advanced Partially Not White % 26.8% 26.8% 2.9% 23.9% 36.3% 36.8% Female % 19.5% 19.5% 2.6% 16.9% 49.2% 31.3% Female % 18.4% 18.4% 2.2% 16.2% 45.8% 35.8% Male % 27.4% 27.4% 4.3% 23.1% 45.2% 27.4% Male % 31.7% 31.7% 3.0% 28.7% 30.4% 37.8% % 18.4% 18.4% 2.7% 15.7% 43.8% 37.8% % 20.1% 20.1% 2.2% 17.9% 35.3% 44.6% English Learners % <10 <10 <10 <10 <10 <10 With Disabilities % 5.6% 5.6% 2.8% 2.8% 27.8% 66.7% With Disabilities % 2.7% 2.7% 0.0% 2.7% 21.6% 75.7% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 24

14 SAT Location Name School Year Subject Student Group Mean SAT Score Benchmark Met or Exceeded % Met or Exceeded Did Not Meet % Did Not Meet Number Assessed No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 7 of 24

15 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging All % <10 <10 <10 <10 <10 All % <10 <10 <10 <10 <10 All % <10 <10 <10 <10 <10 All % <10 <10 <10 <10 <10 All % <10 <10 <10 <10 <10 All % <10 <10 <10 <10 <10 White % <10 <10 <10 <10 <10 White % <10 <10 <10 <10 <10 White % <10 <10 <10 <10 <10 White % <10 <10 <10 <10 <10 White % <10 <10 <10 <10 <10 White % <10 <10 <10 <10 <10 Female % <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 8 of 24

16 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging Female % <10 <10 <10 <10 <10 Female % <10 <10 <10 <10 <10 Female % <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 Male % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 < % <10 <10 <10 <10 < % <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 9 of 24

17 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging % <10 <10 <10 <10 < % <10 <10 <10 <10 < % <10 <10 <10 <10 < % <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 10 of 24

18 MI-Access Supported Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging All % <10 <10 <10 <10 <10 All % <10 <10 <10 <10 <10 White % <10 <10 <10 <10 <10 White % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 <10 Male % <10 <10 <10 <10 < % <10 <10 <10 <10 < % <10 <10 <10 <10 <10 A service of the Center for Educational Performance and Information (CEPI) Page 11 of 24

19 MI-Access Participation Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 12 of 24

20 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** All 98.6% 49.5% 98.7% 52.7% 99.8% 42.2% All 98.7% 39.1% 98.6% 36.6% 99.1% 21.0% All Science 97.9% 24.9% 97.8% 25.8% N/A N/A All 97.8% 33.7% 97.6% 33.6% 97.9% 25.9% Bottom 30% N/A 3.8% N/A 1.2% N/A 0.0% Bottom 30% N/A 1.5% N/A 0.0% N/A 0.0% Bottom 30% Science N/A 0.4% N/A 0.6% N/A N/A Bottom 30% N/A 0.6% N/A 0.0% N/A 0.0% Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native 97.6% 40.5% <30 <30 <30 < % 28.8% <30 <30 <30 <30 Science 96.8% 19.1% <30 <30 N/A N/A 96.4% 28.9% <30 <30 <30 <30 Asian 99.1% 70.5% <30 <30 <30 <30 Asian 99.3% 68.9% <30 <30 <30 <30 Asian Science 99.1% 41.4% <30 <30 N/A N/A Asian 98.9% 51.9% <30 <30 <30 <30 Black or African Black or African Black or African Black or African Hispanic of Any Race Hispanic of Any Race 97.6% 25.0% <30 <30 <30 < % 14.2% <30 <30 <30 <30 Science 96.0% 7.0% <30 <30 N/A N/A 95.9% 11.2% <30 <30 <30 < % 36.9% 98.7% 42.7% <30 < % 25.1% 98.7% 29.4% <30 <30 A service of the Center for Educational Performance and Information (CEPI) Page 13 of 24

21 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** Hispanic of Any Race Hispanic of Any Race Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Two or More Races Two or More Races Two or More Races Two or More Races Science 97.7% 13.5% <30 <30 N/A N/A 97.8% 21.1% 100.0% 25.6% <30 < % 54.8% <30 <30 N/A N/A 98.1% 43.4% <30 <30 N/A N/A Science 97.6% 28.3% <30 <30 N/A N/A 98.1% 38.8% N/A N/A N/A N/A 98.7% 46.6% 100.0% 41.7% <30 < % 35.1% 100.0% 28.6% <30 <30 Science 97.7% 21.9% 96.8% <30 N/A N/A 97.7% 29.7% <30 <30 <30 <30 White 98.9% 56.1% 98.7% 53.6% 99.7% 43.6% White 99.0% 45.6% 98.7% 37.0% 99.5% 21.6% White Science 98.4% 29.7% 98.0% 26.2% N/A N/A White 98.3% 39.7% 97.9% 34.7% 98.5% 26.8% 98.2% 33.5% 98.7% 42.8% 99.5% 36.0% 98.3% 23.3% 98.6% 28.7% 97.9% 14.0% Science 97.2% 13.0% 97.7% 18.5% N/A N/A 97.0% 18.3% 97.6% 23.6% 96.9% 20.1% A service of the Center for Educational Performance and Information (CEPI) Page 14 of 24

22 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** English Learners English Learners English Learners English Learners With Disabilities With Disabilities With Disabilities With Disabilities 98.6% 24.0% <30 <30 N/A N/A 99.0% 23.0% <30 <30 N/A N/A Science 98.4% 5.0% <30 <30 N/A N/A 98.2% 7.8% <30 <30 N/A N/A 97.5% 26.0% 98.6% 28.0% 97.7% 11.9% 97.9% 20.7% 99.1% 19.8% 97.7% 7.1% Science 96.9% 15.8% 98.3% 14.7% N/A N/A 95.9% 14.2% 94.9% 11.6% 90.9% 2.6% A service of the Center for Educational Performance and Information (CEPI) Page 15 of 24

23 Accountability Details Graduation Data Student Group Statewide School All 79.65% 81.84% N/A Indian or Alaska Native 66.57% 50.00% N/A Asian 90.20% % N/A Black or African 67.36% 66.67% N/A Hispanic of Any Race 72.60% 76.92% N/A Native Hawaiian or Other Pacific Islander 77.68% N/A N/A Two or More Races 73.67% 66.67% N/A White 83.38% 82.28% N/A Female 83.46% N/A N/A Male 76.04% N/A N/A 67.10% 69.94% N/A English Learners 72.11% 66.67% N/A With Disabilities 55.35% 56.90% N/A Bottom 30% N/A N/A N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 16 of 24

24 Accountability Details Attendance Data Student Group Statewide School All 84.41% 88.24% 85.35% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 17 of 24

25 Accountability Index Data School Name Proficiency Index Value Growth Index Value Graduation Rate Index Value EL Progress Index Value School Quality/Student Success Index Value General Participation Index Value EL Participation Index Value Overall Index Value Zemmer Campus 8/ N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 18 of 24

26 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D Professional Qualifications are defined by the State 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 Teacher Quality - Class School Aggregate High-Poverty Schools Low-Poverty Schools age of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers 0.0% N/A N/A Teacher Quality - Provisional Certification age of Public Elementary and Secondary School Teachers in the School with Emergency Certification 10.9% A service of the Center for Educational Performance and Information (CEPI) Page 19 of 24

27 NAEP Grade 4 Math of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races &# 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 Statistics. National Assessment of Educational Progress (NAEP) 2017 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 20 of 24

28 NAEP Grade 8 Math of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # 9 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 Statistics. National Assessment of Educational Progress (NAEP) 2017 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 21 of 24

29 NAEP Grade 4 Reading of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # 9 # Rounds to zero 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 of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2017 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 22 of 24

30 NAEP Grade 8 Reading of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or Afican Hispanic Asian/Native Hawaiian or Pacific Islander Indian or Alaska Native Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # 9 # Rounds to zero 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 of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2017 Reading Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 23 of 24

31 NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Standard Error 4 Math Reading Math Reading A service of the Center for Educational Performance and Information (CEPI) Page 24 of 24