22932 Woodward Ave., Ferndale, MI School Annual Education Report (AER) Cover Letter

Transcription

1 35 John R., Detroit, MI Woodward Ave., Ferndale, MI School (AER) Cover Letter School (AER) Cover Letter March 9, 217 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the educational progress for the. 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 Mr. Brian Serafino 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. In addition, you may access the AER from our website: Finally, information on all schools in Michigan may be viewed at the following website: 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 3% 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. Due to the unique nature of this, specifically the fact that students may be enrolled and released into and out of the school at any point during a typical school year, students will rarely achieve proficiency on state assessments. is an alternative, strict disciplinary academy, therefore standard AYP calculations cannot be applied to students. All students are assigned to

2 the school via court order. As such, most students arrive performing two or more grade levels below in English Language Arts and and are short numerous credits required for high school graduation. The main goal for all students, with their primary focus being that of successfully completing court-order treatment for behavioral health problems, is to recover as many educational credits and core academic skills as possible. The standard graduation calculation cannot be applied to this since students are enrolled and discharged throughout the entire year and no student is ever enrolled on average, for more than 12 months. Similarly, the state s standard method of calculating a drop-out rate cannot be applied to. Despite these differences, is highly successful in assisting students with recovering credits and academic skills at a pace which helps them return to other schools closer to their age appropriate grade levels. State law requires that we also report additional information. The following categories report on data from the past two years. 1. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL is a strict discipline public school academy and as such, all students are assigned through court-order. 2. THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN operates under the guidance of a state-approved School Improvement Plan (SIP) which initial approval is still pending with the Michigan Department of Education. The SIP is updated annually based on an analysis of student achievement and other data important to school operations. 3. A BRIEF DESCRIPTION OF THE SCHOOL is a specialized school referred to as a strict discipline academy. As such, it enrolls students only through court order. It operates year-round, serving adjudicated youth who would normally be eligible agewise, for 6 th through the 12 th grade. The vast majority of s students are between 13 and 17 years of age. The provides each student with a highly customized, Personal Education Path (PEP) plan, based on a comprehensive assessment of academic achievement and ability levels, as well as a thorough review of past school performance in prior settings, including the number and types of subjects and courses completed. The primary goal is for students to successfully recover as many lost credits, core academic skills and information as possible, during their short stay at.

3 4. IDENTIFY HOW TO ACCESS A COPY OF THE CORE CURRICULUM, A DESCRIPTION OF ITS IMPLEMENTATION, AND AN EXPLANATION OF THE VARIANCES FROM THE STATE S MODEL A copy of the s core curriculum can be found at the following website: Online courseware is provided by Edmentum, and the course catalog can be viewed at the following website: The curriculum is implemented on a year-round and highly individualized basis since students enroll and exit the continuously throughout the year. There are no variances from the state s model. 5. THE AGGREGATE STUDENT ACHIEVEMENT RESULTS FOR ANY LOCAL COMPETENCY TESTS OR NATIONALLY NORMED ACHIEVEMENT TESTS Reporting aggregate achievement results for a single year for is quite different than reporting achievement results for regular schools where primarily, the same group of students take a test at one time of the year then take a similar test at another time. Instead, students take a test when they first enroll, then a similar test 24 weeks later to measure growth, and if still enrolled, a third test 24 weeks after the second. Discharge can happen at any time over an eight to twelve month period based on a court order. Aggregate testing results are therefore reported based on the average number of students who improve from their first test to their last test NWEA Student Growth Summary

4 NWEA Student Growth Summary 6. IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY PARENTS AT PARENT-TEACHER CONFERENCES As parents/guardians in locus, every student at is assigned to a primary therapist. Therefore, for the past year, 1% of our students are represented at teacher-therapist-student conferences, which occur at regular 12-week intervals throughout the year. However, the did sponsor a special parent involvement activity for those parents and guardians who were allowed to visit students. Of those invited to attend, the attendance rate was 2%. 7. FOR HIGH SCHOOLS ONLY Due to being a special alternative education school, all of the following data points will likely remain zero for the. For the past year these criteria do not apply to students: A. The number and percent of post-secondary enrollments (dual enrollment): B. The number of college-equivalent courses offered (AP/IB): C. The number and percentage of students enrolled in college-equivalent courses (AP/IB): D. The number and percentage of students receiving a score leading to college credit:

5 is a highly specialized school which serves a very unique population. Though only enrolled for a short period of time, the majority of our students are able to achieve successful results, both personally and academically, through individualized attention coupled with a tremendous amount of collaboration between Detroit Behavioral Institute, the Board of Directors and the edtec central team. You can find more information about and its programs, including additional detailed reports, at the school s website: Sincerely, Brian Serafino, Principal

6 M-STEP Grades 3-11 Subject Grade Testing Group School Year State Percent Students Proficient District Percent Students Proficient Percent Advanced Percent Proficient Percent Partially Proficient Percent Not Proficient All Students % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 1 of 34

7 M-STEP Grades % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 2 of 34

8 M-STEP Grades 3-11 Female % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Hispanic of Any Race % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 3 of 34

9 M-STEP Grades 3-11 All Students % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 4 of 34

10 M-STEP Grades 3-11 Female % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 5 of 34

11 M-STEP Grades 3-11 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Hispanic of Any Race % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 6 of 34

12 M-STEP Grades % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Hispanic of Any Race % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 7 of 34

13 M-STEP Grades 3-11 White % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 English Language Learners % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 8 of 34

14 M-STEP Grades 3-11 White % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 <1 All Students % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Hispanic of Any Race % <1 <1 <1 <1 <1 White % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 9 of 34

15 M-STEP Grades 3-11 Female % <1 <1 <1 <1 <1 Female % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 <1 Male % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 English Language Learners % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 1 of 34

16 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 Total Score All Students 81.8 N/A <1 <5% 11 >95% Total Score Black or African <1 N/A <1 <1 <1 <1 < Total Score White <1 N/A <1 <1 <1 <1 < Total Score Female <1 N/A <1 <1 <1 <1 < Total Score Male <1 N/A <1 <1 <1 <1 < Total Score Total Score Not 781. N/A <1 <5% 1 >95% 1 <1 N/A <1 <1 <1 <1 < Total Score English Language Learners <1 N/A <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 11 of 34

17 SAT Total Score Not English Language Learners 781. N/A <1 <5% 1 >95% Total Score Not Migrant 81.8 N/A <1 <5% 11 >95% Total Score Total Score Students Without <1 N/A <1 <1 <1 <1 <1 <1 N/A <1 <1 <1 <1 < Total Score Homeless <1 N/A <1 <1 <1 <1 < Total Score Not Homeless 79. N/A <1 <5% 1 >95% Evidence- Based Reading and Writing All Students <1 27.3% <1 72.7% Evidence- Based Reading and Writing Black or African <1 48 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 12 of 34

18 SAT Evidence- Based Reading and Writing Evidence- Based Reading and Writing Evidence- Based Reading and Writing White <1 48 <1 <1 <1 <1 <1 Female <1 48 <1 <1 <1 <1 <1 Male <1 48 <1 <1 <1 <1 < Evidence- Based Reading and Writing Evidence- Based Reading and Writing Not <1 2.% <1 8.% 1 <1 48 <1 <1 <1 <1 < Evidence- Based Reading and Writing Evidence- Based Reading and Writing English Language Learners Not English Language Learners <1 48 <1 <1 <1 <1 < <1 2.% <1 8.% Evidence- Based Reading and Writing Not Migrant <1 27.3% <1 72.7% 11 A service of the Center for Educational Performance and Information (CEPI) Page 13 of 34

19 SAT Evidence- Based Reading and Writing Evidence- Based Reading and Writing Students Without <1 48 <1 <1 <1 <1 <1 <1 48 <1 <1 <1 <1 < Evidence- Based Reading and Writing Evidence- Based Reading and Writing Homeless <1 48 <1 <1 <1 <1 <1 Not Homeless <1 2.% <1 8.% All Students <1 <5% 11 >95% Black or African <1 53 <1 <1 <1 <1 < White <1 53 <1 <1 <1 <1 < Female <1 53 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 14 of 34

20 SAT Male <1 53 <1 <1 <1 <1 < Not <1 <5% 1 >95% 1 <1 53 <1 <1 <1 <1 < English Language Learners Not English Language Learners <1 53 <1 <1 <1 <1 < <1 <5% 1 >95% Not Migrant <1 <5% 11 >95% Students Without <1 53 <1 <1 <1 <1 <1 <1 53 <1 <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 15 of 34

21 SAT Homeless <1 53 <1 <1 <1 <1 < Not Homeless <1 <5% 1 >95% 1 A service of the Center for Educational Performance and Information (CEPI) Page 16 of 34

22 MI-Access Functional Independence Subject Grade Testing Group School Year State Percent Students Proficient District Percent Students Proficient Percent Surpassed Percent Attained Percent Emerging All Students % <1 <1 <1 <1 All Students % <1 <1 <1 <1 All Students % <1 <1 <1 <1 All Students % <1 <1 <1 < % <1 <1 <1 < % <1 <1 <1 < % <1 <1 <1 < % <1 <1 <1 <1 Female % <1 <1 <1 <1 Female % <1 <1 <1 <1 Female % <1 <1 <1 <1 Female % <1 <1 <1 < % <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 17 of 34

23 MI-Access Functional Independence % <1 <1 <1 < % <1 <1 <1 < % <1 <1 <1 <1 A service of the Center for Educational Performance and Information (CEPI) Page 18 of 34

24 MI-Access Supported Independence Subject Grade Testing Group School Year State Percent Students Proficient District Percent Students Proficient Percent Surpassed Percent Attained Percent Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 19 of 34

25 MI-Access Participation Subject Grade Testing Group School Year State Percent Students Proficient District Percent Students Proficient Percent Surpassed Percent Attained Percent Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 2 of 34

26 Accountability Details Subject Data Testing Group Subject State Tested Total State Percent Proficient District Tested Total District Percent Proficient* All Students 98.7% 69.6% <3 <3 All Students 98.6% 62.1% <3 <3 All Students 98.1% 5.% <3 <3 All Students 98.1% 59.3% <3 <3 Bottom 3% N/A 25.1% N/A <3 Bottom 3% N/A 19.% N/A <3 Bottom 3% N/A 9.8% N/A <3 Bottom 3% N/A 13.3% N/A <3 Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native 98.4% 63.4% N/A N/A 98.4% 55.9% N/A N/A 98.% 46.3% N/A N/A 97.3% 54.5% N/A N/A Asian 99.3% 84.3% N/A N/A Asian 99.4% 83.7% N/A N/A Asian 99.3% 65.5% N/A N/A Asian 99.3% 76.% N/A N/A 97.7% 46.9% <3 <3 97.4% 37.3% <3 <3 96.5% 23.9% <3 <3 96.6% 33.6% <3 <3 Hispanic of Any Race 98.8% 6.8% N/A N/A Hispanic of Any Race 98.8% 51.1% N/A N/A Hispanic of Any Race 98.1% 36.7% N/A N/A Hispanic of Any Race 98.% 47.7% N/A N/A Native Hawaiian or Other Pacific Islander 99.5% 72.4% N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 21 of 34

27 Accountability Details Subject Data Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander 99.7% 65.9% N/A N/A 99.7% 59.6% N/A N/A 99.6% 65.7% N/A N/A Two or More Races 98.9% 67.8% N/A N/A Two or More Races 98.7% 59.2% N/A N/A Two or More Races 98.5% 45.2% N/A N/A Two or More Races 98.5% 57.3% N/A N/A White 99.% 75.6% <3 <3 White 98.9% 68.4% <3 <3 White 98.6% 57.1% <3 <3 White 98.5% 65.8% <3 <3 English Language Learners English Language Learners English Language Learners English Language Learners 98.3% 56.8% <3 <3 98.2% 48.5% <3 <3 97.5% 35.% <3 <3 97.5% 43.9% <3 <3 98.8% 49.5% N/A N/A 99.% 48.4% N/A N/A 98.5% 22.% N/A N/A 98.2% 3.9% N/A N/A 97.2% 4.1% <3 <3 97.1% 36.5% <3 <3 97.% 26.5% <3 <3 96.6% 3.8% <3 <3 Note: 162 Recently arrived LEP students took part in the State s WIDA instead of the M-STEP/MME/MI-Access. A service of the Center for Educational Performance and Information (CEPI) Page 22 of 34

28 Accountability Details Graduation Data Student Group Statewide District All Students 79.79% N/A Indian or Alaska Native 7.88% N/A Asian 9.77% N/A 67.31% N/A Hispanic of Any Race 72.7% N/A Native Hawaiian or Other Pacific Islander 76.67% N/A Two or More Races 74.74% N/A White 83.48% N/A Female 83.76% N/A Male 76.% N/A 67.48% N/A English Language Learners 72.14% N/A 57.12% N/A Shared Educational Entity N/A N/A Bottom 3% 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 23 of 34

29 Accountability Details Attendance Data Student Group Statewide District All Students 94.32% 95.97% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 24 of 34

30 Accountability Status District Data District Name Status Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score Red Red Red Red Red 2 A service of the Center for Educational Performance and Information (CEPI) Page 25 of 34

31 Accountability Status School Data School Name Status Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score - South Campus Red Red Red Red Red 2 A service of the Center for Educational Performance and Information (CEPI) Page 26 of 34

32 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the District Other B.A. M.A. P.H.D. 5 2 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 District Aggregate High-Poverty Schools Low-Poverty Schools Percentage of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers.%.% N/A Teacher Quality - Provisional Certification Percent Percentage of Public Elementary and Secondary School Teachers in the District with Emergency Certification.% A service of the Center for Educational Performance and Information (CEPI) Page 27 of 34

33 NAEP Grade 4 Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races # &# &#8225 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 s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement A service of the Center for Educational Performance and Information (CEPI) Page 28 of 34

34 NAEP Grade 8 Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races # # 4 32 Student classified as having a disability SD Not SD # 7 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 s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement A service of the Center for Educational Performance and Information (CEPI) Page 29 of 34

35 NAEP Grade 12 Math Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White 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 s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 215 Achievement A service of the Center for Educational Performance and Information (CEPI) Page 3 of 34

36 NAEP Grade 4 Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White 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 # 6 Student is an English Language Learner ELL Not ELL # 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 s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment A service of the Center for Educational Performance and Information (CEPI) Page 31 of 34

37 NAEP Grade 8 Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students 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 # 3 Student is an English Language Learner ELL Not ELL # 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 s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment # 3 A service of the Center for Educational Performance and Information (CEPI) Page 32 of 34

38 NAEP Grade 12 Reading Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced All Students Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White 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 # 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 s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 215 Reading Assessment A service of the Center for Educational Performance and Information (CEPI) Page 33 of 34

39 NAEP Participation Data Grade Subject Participation Rate for Students with Standard Error Participation Rate for Limited English Proficient Students Standard Error 4 Math Reading Math Reading A service of the Center for Educational Performance and Information (CEPI) Page 34 of 34