Stevenson High School
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- Johnathan Warner
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1 LIVONIA PUBLIC SCHOOLS Annual Education Report BOARD OF EDUCATION 25-6 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary Dan Centers, Trustee Liz Jarvis, Trustee Mark Johnson, Trustee Eileen McDonnell, Trustee Andrea L. Oquist, Superintendent 335 Six Mile Road Livonia, MI Gary Harper, Principal Marjorie Moore, Principal
2 525 Farmington Road Livonia MI 4854 Phone (734) March, 27 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 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 me, Gary Harper, Principal of, for assistance. The AER is available for you to review electronically by visiting or you may review a copy by contacting the High School office. For the 26-7 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. The AER has two major sections to it that are required by state law: The information contained in the first section was compiled by district staff. It presents relevant information about our district, our academic programs, school improvement efforts, two years of results on district developed assessments, and nationally norm referenced assessments. It also includes the district s parent involvement policy and specialized programs. The second section of the report contains information provided by the Michigan Department of Education. Our biggest challenge is to improve the scores of the bottom 3% of our students. The key initiatives are: Authentic Literacy Staff Professional Development o Differentiated Instruction o Reading Strategies o Writing Skills and Strategies o SAT and CCSS Writing Style Activities o Use of Formative Assessments o Data Analysis/Illuminate DNA o Lab Activities Summer Math Worksheets Co-Taught Classes 2
3 These initiatives are intended to accelerate the student achievement of subgroups, including the state s new Bottom 3%, that are not meeting our school s proficiency targets. Our collaborative efforts positively impact our school s success and student achievement. Sincerely, Gary Harper Principal Livonia Public Schools prohibits unlawful discrimination on the basis of race, color, religion, sex, national origin, age, height, weight, marital status, handicap or disability in any of its educational programs or activities. The following person has been designated to handle inquires and grievances regarding discrimination based on race, color, religion, sex, national origin, age, height, weight, and marital status-director of Human Resources, 525 Farmington Road, Livonia, MI 4854 at (734) The following person has been designated to handle inquires and grievances regarding discrimination based on handicap or disability-director of Student Services, 525 Farmington Road, Livonia, MI 4854 at (734) MISSION STATEMENT - Striving for Excellence; Learning for Life. SCHOOL PROFILE serves,84 students in grades 9-2. The principal of is Gary Harper and the assistant principals are Ani Akaraz, Lyndy Lewis and Pete Mazzoni. The athletic administrator is Lori Hyman. There are 87 professional teaching staff members including one media specialist, and seven counselors. In addition, has the following support staff: student assistance person, school psychologist, school social worker, speech and language therapist, resource classroom teacher, occupational and physical therapist, and homebound services. The building support staff includes 9 custodians, 6 secretaries, 2 paraprofessionals, and kitchen and 5 lunchroom workers. GRADUATION REQUIREMENTS The Board of Education has established a specific core curriculum that requires 23 units in grades 9-2. Graduation Requirements for Classes 26 and Beyond: 4. units in language arts; 4. units in mathematics; 3. units in science; 3. units in social studies;. unit in physical education and health;. unit in visual performing and/or applied arts; 2. units of World Language; 2 hours of on-line experience provided in core courses; and 7. units in electives. 3
4 State law requires that we report the following additional information. ASSIGNING PUPILS TO THE SCHOOL All students are assigned to based upon attendance within the geographic boundaries of the school. SCHOOL IMPROVEMENT School Improvement is a process by which stakeholders in a school environment work cooperatively to improve student achievement in the core curriculum goals. The process relies on staff, parents, and students participating in collaborative decision making in formulating and implementing a plan for continuous quality improvement. Our building steering committee consists of stakeholder representatives. This year we continued to monitor the implementation of the five AdvancED standards. Our efforts this year were to develop an action plan to increase student achievement in reading, math, science, and writing in alignment with the district school improvement plan. Much of our professional development and collaboration time this year included topics such as writing using the SAT prompts, analyzing student data using the Illuminate DNA database system, assisting all learners using technology, developing common assessments, and team teaching to support students with disabilities and efforts to prevent bullying. We established: School improvement goals for 25-26: All students at will be proficient in math. All students will be proficient in reading. All students will improve in writing. All students will be proficient in science. All Teachers will participate in collaboration and data (assessment) analysis. School improvement goals for 24-25: All students at will be proficient in math. All students will be proficient in reading. All students will improve in writing. All students will be proficient in science. The school improvement process and compliance with SIP activities is a continuous focus of our staff. The Livonia Public Schools School District has had its District Level accreditation through AdvancED. Through the district accreditation process, also received AdvancED accreditation. The AdvancED accreditation process supports and validates district and school-level improvement efforts. SPECIALIZED SCHOOLS OR PROGRAMS In addition to the regular 9-2 program, our high school students may be enrolled in the Career Intern Program; vocational study at the Livonia Career Technical Center; International Baccalaureate (IB) program at Franklin; Mathematics, and Computer (MSC) program at Churchill; Creative and Performing Arts (CAPA) program at Churchill; Global Education program at ; the special 4
5 education, pre-vocational and vocational education program for students with disabilities at Franklin and Churchill; and our post high school program at Western Wayne Skill Center and the Livonia Transition Program (LTP) at Schoolcraft College. Other special education programs for high school students are available in western Wayne County for our students with disabilities based upon their individual needs. Specific information about these programs is available on the district Web site at CORE CURRICULUM The core curriculum at provides learning experiences in all areas of language arts (reading, writing, speaking, listening), mathematics, social studies, science, health, physical education, art, vocal and instrumental music, computer instruction, business, world language, family life, industrial technology, vocational education, career, and educational planning. Livonia Public Schools instructional program is designed to prepare students to become adults who can be... participating members of a democratic society, productive members of a community, caring family members, and lifelong learners To assume the adult roles, students will need to... Respect self, others, and the environment, communicate effectively, know how to learn and work productively, acquire and process information, use critical and creative thinking to make decisions and solve problems, work and participate independently and cooperatively, and acquire a core of understanding and competencies within the content areas. A copy of the core curriculum may be obtained from the district s Academic Services Department. ENROLLMENT IN AP/COLLEGE-LEVEL COURSES During the school year, 366 students were enrolled in 2 different Advanced Placement (AP) courses taught at. This is 2.% of the building enrollment. The following chart shows two years of data at the school and state levels. Listed are the overall total exams, total unique students, and both the number and percentage of AP students with one or more scores of 3 or higher (demonstrated college-level achievement through AP courses and exams). AP EXAMS State Total AP Testing ,747 59,74 Number of Exams ,3,9 98,77 AP with Scores ,36 39,27 % of Total AP with Scores % 85.3% 64.3% 65.7% 5
6 The following chart shows the number of students enrolled in post-secondary courses in local colleges as well as the percentage as related to the total building enrollment tables. DUAL ENROLLMENTS Post-Secondary (Dual Enrollment) % Post-Secondary (Dual Enrollment) % % PARENT TEACHER CONFERENCES One of the most important factors of a student s success in school is the involvement of parents or guardians in the educational process. has a high degree of parent participation at all parent information sessions. These sessions include Open House, Parent/Teacher Conferences, and the Parent Fair. A total of 7,48 conferences were held during the parent/teacher conference sessions during the school year. During fall conferences 4,773 approximately 39% of families participated. The spring parent teacher conferences saw 2,78 conferences or about 25% of families participated. A total of 7,36 conferences (54% of families) were held during the parent/teacher conference sessions during the school year. During fall conferences 4,547 approximately 54% of families participated. The spring parent teacher conference session saw 2,489 conferences or about 29% of families participated. All families receive school information and updates via e-blast Mailout from the principal s office. During the school year, notices were sent to parents electronically. also disseminates information through its website, Facebook, and twitter accounts. Parents may also access their student s grade and attendance through a secure website. Parent groups at include the PTSA, Booster Club, Music Boosters, Global Education Parent Group, and the Parent Advisory Council. In addition, the following parent information sessions occur on an annual basis: Fall Open House, Parent-Teacher Conferences (both semesters), Incoming Parent Night, Parochial Parent Night, Junior College Night, PTSA meetings (monthly), and Booster Club Meetings (monthly), and College Day. 6
7 PARENT INVOLVEMENT No Child Left Behind (NCLB) requires the annual dissemination of the district s policy on Parent Involvement. BOARD POLICY IDD() PARENT INVOLVEMENT JUNE 2, 2 The Board strongly encourages and welcomes the involvement of parent(s)/guardian(s) in all of the District s educational programs. It is recognized and appreciated that parents/guardians are the first teachers of their children, and that their interest and involvement in the education of their children should not diminish once their child enters the schools of the District. Accordingly, the Board directs, by the adoption of this policy, that the administration shall design a program/plan that will encourage parent(s)/guardian(s) participation that may include, but not be limited to: The development and review of instructional materials; input on the ways that the District may better provide parent(s)/guardian(s) with information concerning current laws, regulations, and instructional programs; and District offerings of training programs to instruct parent(s)/guardian(s) how to become more involved in their child s educational programs. Pursuant to state law, the Superintendent shall provide a copy of the District s Parental Involvement plan to all parents. Reference: 2 USCA 636, 2 USCA 638 (No Child Left Behind Act) The district s Parent Involvement Plan is available on the district s website, which is linked to each school s website. 7
8 These reports contain the following information: Student Assessment Data Includes the following three assessments: M-STEP (Michigan Student Test of Educational Progress), MI-Access (Alternate Assessment), and College Board SAT. Presents assessment information for English language arts and mathematics for grades 3 to 8 and, and science for grades 4, 7, and, compared to state averages for all students as well as subgroups of students. The report helps users to understand achievement performance within grades and schools, and to make comparisons to district, state, and national achievement benchmarks. Accountability Scorecard Detail Data and Status The accountability portion of the AER includes assessment proficiency and participation rates, graduation or attendance rates, as well as accountability scorecard status. Teacher Qualification 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 8
9 2/8/27 M-STEP Grades 3- Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Advanced Proficient Partially Proficient Not Proficient ELA All % 48.4% 5.5% 5.9% 35.6% 26.8% 2.7% ELA Indian or % < < < < < < ELA Asian % 6.6% 64.3% 35.7% 28.6% 2.4% 4.3% ELA Black or African % 32.3% 6.% 6.7% 44.4% 6.7% 22.2% ELA Hispanic of Any Race % 37.5% 4.%.% 4.% 2.% 4.% ELA Two or More Races % 52.9% 68.4% 2.% 47.4% 2.%.5% ELA ELA ELA ELA White % 49.7% 5.% 5.5% 34.6% 28.% 2.8% Female % 53.% 57.8% 6.9% 4.9% 26.2% 6.% Male % 43.5% 45.% 4.8% 3.% 27.5% 27.5% Economically Disadvantaged % 4.3% 4.3% 9.5% 3.7% 27.% 3.7% ELA English Language Learners % 33.3% 58.3% 6.7% 4.7% 6.7% 25.% ELA With Disabilities % 7.3% 24.% 3.4% 2.7% 3.8% 62.% A service of the Center for Educational Performance and Information (CEPI) Page of 29
10 2/8/27 M-STEP Grades 3- Mathematics All % 36.9% 37.8% 5.7% 22.% 33.5% 28.8% Mathematics Indian or % < < < < < < Mathematics Asian % 66.7% 7.4% 42.9% 28.6% 28.6%.% Mathematics Black or African % 5.% 44.4%.% 33.3% 6.7% 38.9% Mathematics Hispanic of Any Race % 28.6% 26.7% 6.7% 2.% 3.3% 6.% Mathematics Two or More Races % 33.3% 42.% 2.% 2.% 42.% 5.8% Mathematics Mathematics Mathematics Mathematics White % 38.6% 36.6% 5.% 2.6% 34.8% 28.6% Female % 35.9% 38.4% 5.6% 22.8% 34.6% 27.% Male % 37.9% 37.% 5.7% 2.4% 32.3% 3.6% Economically Disadvantaged % 24.5% 9.% 7.9%.% 4.3% 39.7% Mathematics English Language Learners % 25.% 4.7% 25.% 6.7% 25.% 33.3% Mathematics With Disabilities % 6.2% 3.4%.% 3.4% 27.6% 69.% All % 32.% 32.2% 4.5% 7.7% 24.% 43.8% All % 4.% 4.8% 7.8% 23.% 28.9% 3.3% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 29
11 2/8/27 M-STEP Grades 3- Indian or % < < < < < < Indian or % < < < < < < Asian % 46.9% 53.8% 7.7% 46.2% 5.4% 3.8% Asian % 56.3% 68.8% 25.% 43.8% 2.5% 8.8% Black or African % 6.5% 3.3% 8.8% 2.5% 8.8% 5.% Black or African %.8% 9.5% 4.8% 4.8% 23.8% 66.7% Hispanic of Any Race % 24.5% 26.7% 3.3% 3.3% 6.7% 66.7% Hispanic of Any Race % 2.3% 8.2%.% 8.2% 45.5% 36.4% Two or More Races % 35.3% 52.6% 3.6% 2.% 3.6% 5.8% Two or More Races % 35.% 33.3% 6.7% 26.7% 4.% 26.7% White % 33.2% 3.8% 3.8% 7.% 24.6% 44.6% White % 43.9% 42.6% 9.3% 23.3% 29.% 28.4% Female % 28.% 3.2% 9.8% 2.4% 28.9% 4.9% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 29
12 2/8/27 M-STEP Grades 3- Female % 38.% 4.% 3.7% 26.4% 33.% 26.9% Male % 36.3% 34.2% 9.3% 4.9% 8.9% 46.9% Male % 42.% 4.5% 22.2% 9.3% 24.5% 34.% Economically Disadvantaged Economically Disadvantaged % 24.% 22.2% 9.5% 2.7% 27.% 5.8% % 27.8% 34.7%.2% 24.5% 3.6% 34.7% English Language Learners % 6.7% 33.3% 8.3% 25.% 6.7% 5.% English Language Learners %.% < < < < < With Disabilities % 2.3% 3.8% 3.4%.3%.3% 75.9% With Disabilities %.% 6.7% 4.2% 2.5% 2.8% 62.5% All % 57.5% 5.5% 3.3% 37.2% 35.5% 4.% All % 55.8% 58.8% 7.% 4.7% 39.% 2.3% Indian or % < < < < < < Indian or % < < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 4 of 29
13 2/8/27 M-STEP Grades 3- Asian % 8.8% 78.6% 4.3% 64.3% 4.3% 7.% Asian % 75.% 8.3% 37.5% 43.8% 8.8%.% Black or African % 38.% 47.%.8% 35.3% 35.3% 7.6% Black or African % 8.6% 4.3%.% 4.3% 8.% 4.8% Hispanic of Any Race % 46.9% 33.3% 2.% 3.3% 4.% 26.7% Hispanic of Any Race % 48.9% 72.7% 9.% 63.6% 27.3%.% Two or More Races % 6.8% 73.7% 2.% 52.6% 5.8%.5% Two or More Races % 52.5% 53.3% 3.3% 4.% 46.7%.% White % 58.7% 49.% 2.8% 36.3% 37.% 3.8% White % 59.7% 6.6% 7.7% 42.9% 37.3% 2.% Female % 53.% 47.3% 8.9% 38.4% 38.8% 3.9% Female % 5.% 54.2% 4.5% 39.6% 44.5%.3% Male % 62.2% 53.9% 8.% 36.% 32.% 4.% Male % 6.5% 63.7% 9.8% 43.9% 33.% 3.3% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 29
14 2/8/27 M-STEP Grades 3- Economically Disadvantaged Economically Disadvantaged % 49.6% 49.2%.% 38.% 36.5% 4.3% % 4.3% 46.9% 8.2% 38.8% 53.%.% English Language Learners % 33.3% 5.%.% 5.% 6.7% 33.3% English Language Learners % 5.3% < < < < < With Disabilities % 3.9% 24.%.3% 3.8% 58.6% 7.2% With Disabilities % 23.3% 29.2% 8.3% 2.8% 54.2% 6.7% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 29
15 2/8/27 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 25-6 Total Score All 79.5 N/A % % Total Score Indian or < N/A < < < < < 25-6 Total Score Asian 9. N/A 2 75.% < 25.% Total Score Black or African 25-6 Total Score Hispanic of Any Race 25-6 Total Score Two or More Races N/A < 28.6% 5 7.4% N/A < 36.4% < 63.6% 3.3 N/A < 33.3% 66.7% Total Score White 87.4 N/A % % Total Score Female 87. N/A % 2 45.% Total Score Male 7.5 N/A % 47.4% Total Score Economically Disadvantaged 25-6 Total Score Not Economically Disadvantaged 6.3 N/A 2 4.8% % N/A % % Total Score English Language Learners < N/A < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 7 of 29
16 2/8/27 SAT 25-6 Total Score Not English Language Learners 8.8 N/A % % Total Score Not Migrant 79.5 N/A % % Total Score With Disabilities 25-6 Total Score Without Disabilities N/A < 6.% 2 84.% N/A % % Total Score Not Homeless 79.5 N/A % % Evidence- Based Reading and Writing All % 25.3% Evidence- Based Reading and Writing Indian or < 48 < < < < < 25-6 Evidence- Based Reading and Writing Asian % < 2.5% Evidence- Based Reading and Writing 25-6 Evidence- Based Reading and Writing 25-6 Evidence- Based Reading and Writing Black or African Hispanic of Any Race Two or More Races % 47.6% < 63.6% < 36.4% % < 2.% Evidence- Based Reading and Writing White % % 373 A service of the Center for Educational Performance and Information (CEPI) Page 8 of 29
17 2/8/27 SAT 25-6 Evidence- Based Reading and Writing 25-6 Evidence- Based Reading and Writing Female % % 226 Male % % Evidence- Based Reading and Writing 25-6 Evidence- Based Reading and Writing Economically Disadvantaged Not Economically Disadvantaged % % % % Evidence- Based Reading and Writing 25-6 Evidence- Based Reading and Writing English Language Learners Not English Language Learners < 48 < < < < < % % Evidence- Based Reading and Writing Not Migrant % 25.3% Evidence- Based Reading and Writing 25-6 Evidence- Based Reading and Writing With Disabilities Without Disabilities < 36.% 6 64.% % % Evidence- Based Reading and Writing Not Homeless % 25.3% Mathematics All % % 439 A service of the Center for Educational Performance and Information (CEPI) Page 9 of 29
18 2/8/27 SAT 25-6 Mathematics Indian or < 53 < < < < < 25-6 Mathematics Asian % < 8.7% Mathematics Black or African 25-6 Mathematics Hispanic of Any Race 25-6 Mathematics Two or More Races < 28.6% 5 7.4% < 36.4% < 63.6% < 33.3% 66.7% Mathematics White % % Mathematics Female % % Mathematics Male % % Mathematics Economically Disadvantaged 25-6 Mathematics Not Economically Disadvantaged % % % % Mathematics English Language Learners 25-6 Mathematics Not English Language Learners < 53 < < < < < % % Mathematics Not Migrant % % 439 A service of the Center for Educational Performance and Information (CEPI) Page of 29
19 2/8/27 SAT 25-6 Mathematics With Disabilities 25-6 Mathematics Without Disabilities < 6.% 2 84.% % % Mathematics Not Homeless % % 439 A service of the Center for Educational Performance and Information (CEPI) Page of 29
20 2/8/27 MI-Access Functional Independence Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Surpassed Attained Emerging ELA Mathematics ELA Mathematics ELA Mathematics All % < < < < < All % < < < < < All % < < < < < All % < < < < < White % < < < < < White % < < < < < White % < < < < < White % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 2 of 29
21 2/8/27 MI-Access Supported Independence Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 3 of 29
22 2/8/27 MI-Access Participation Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 4 of 29
23 2/8/27 Accountability Details Subject Data Testing Group Subject State Tested Total State Proficient District Tested Total District Proficient* School Tested Total School Proficient** All ELA 98.7% 69.6% 99.4% 75.2% 99.3% 88.% All Mathematics 98.6% 62.% 99.3% 7.6% 99.3% 8.8% All 98.% 5.% 99.% 6.% 99.3% 66.% All 98.% 59.3% 99.% 68.% 99.3% 87.8% Bottom 3% ELA N/A 25.% N/A 22.% N/A 6.7% Bottom 3% Mathematics N/A 9.% N/A 7.% N/A 36.8% Bottom 3% N/A 9.8% N/A 3.4% N/A 8.3% Bottom 3% N/A 3.3% N/A 6.2% N/A 59.4% Indian or Indian or Indian or Indian or ELA 98.4% 63.4% <3 <3 <3 <3 Mathematics 98.4% 55.9% <3 <3 <3 <3 98.% 46.3% <3 <3 <3 <3 97.3% 54.5% <3 <3 <3 <3 Asian ELA 99.3% 84.3% 99.3% 84.4% <3 <3 Asian Mathematics 99.4% 83.7% 99.7% 86.% <3 <3 Asian 99.3% 65.5%.% 78.% <3 <3 Asian 99.3% 76.%.% 76.8% <3 <3 Black or African Black or African Black or African Black or African Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race ELA 97.7% 46.9% 99.2% 56.4% <3 <3 Mathematics 97.4% 37.3% 98.9% 47.4% <3 <3 96.5% 23.9% 99.7% 34.% <3 <3 96.6% 33.6% 98.6% 46.% <3 <3 ELA 98.8% 6.8% 99.7% 72.9% <3 <3 Mathematics 98.8% 5.% 99.7% 63.9% <3 <3 98.% 36.7% 99.3% 54.4% <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 5 of 29
24 2/8/27 Accountability Details Subject Data 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 98.% 47.7% 98.7% 62.4% <3 <3 ELA 99.5% 72.4% N/A N/A N/A N/A Mathematics 99.7% 65.9% N/A N/A N/A N/A 99.7% 59.6% N/A N/A N/A N/A 99.6% 65.7% N/A N/A N/A N/A ELA 98.9% 67.8%.% 69.9% <3 <3 Mathematics 98.7% 59.2% 99.6% 69.% <3 <3 98.5% 45.2%.% 6.5% <3 <3 98.5% 57.3%.% 65.% <3 <3 White ELA 99.% 75.6% 99.3% 77.% 99.2% 88.8% White Mathematics 98.9% 68.4% 99.3% 74.% 99.2% 82.2% White 98.6% 57.% 98.9% 62.2% 99.2% 66.8% White 98.5% 65.8% 99.% 7.6% 99.2% 88.8% Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged English Language Learners English Language Learners ELA 98.3% 56.8% 99.2% 62.7%.% 79.2% Mathematics 98.2% 48.5% 99.% 57.2%.% 77.% 97.5% 35.% 99.% 46.4%.% 62.5% 97.5% 43.9% 98.6% 53.8%.% 85.4% ELA 98.8% 49.5% 99.3% 59.3% <3 <3 Mathematics 99.% 48.4% 99.3% 66.9% <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 6 of 29
25 2/8/27 Accountability Details Subject Data English Language Learners English Language Learners With Disabilities With Disabilities With Disabilities With Disabilities 98.5% 22.% 99.% 35.% <3 <3 98.2% 3.9% 97.4% 42.3% <3 <3 ELA 97.2% 4.% 99.% 47.3% <3 <3 Mathematics 97.% 36.5% 98.8% 42.% <3 <3 97.% 26.5% 98.3% 35.% <3 <3 96.6% 3.8% 98.6% 39.3% <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 7 of 29
26 2/8/27 Accountability Details Graduation Data Student Group Statewide District School All 79.79% 9.33% 95.33% Indian or Alaska Native 7.88% N/A N/A Asian 9.77%.% N/A Black or African 67.3% 78.85% N/A Hispanic of Any Race 72.7% 8.58% N/A Native Hawaiian or Other Pacific Islander 76.67% N/A N/A Two or More Races 74.74% 92.86% N/A White 83.48% 92.53% 95.% Female 83.76% N/A N/A Male 76.% N/A N/A Economically Disadvantaged 67.48% 83.% 93.% English Language Learners 72.4% N/A N/A With Disabilities 57.2% 6.8% 8.% Bottom 3% 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 8 of 29
27 2/8/27 Accountability Details Attendance Data Student Group Statewide District School All 94.32% 96.% 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 9 of 29
28 2/8/27 Accountability Status District Data District Name ELA Status ELA Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 2 of 29
29 2/8/27 Accountability Status School Data School Name ELA Status ELA Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score Green 2 Green 2 Green 2 Green 2 Lime 38 A service of the Center for Educational Performance and Information (CEPI) Page 2 of 29
30 2/8/27 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D. 7 8 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.% N/A.% Teacher Quality - Provisional Certification age of Public Elementary and Secondary School Teachers in the School with Emergency Certification.% A service of the Center for Educational Performance and Information (CEPI) Page 22 of 29
31 2/8/27 NAEP Grade 4 Math of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African Hispanic Asian Indian or 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) 25 Mathematics Achievement A service of the Center for Educational Performance and Information (CEPI) Page 23 of 29
32 2/8/27 NAEP Grade 8 Math of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African Hispanic Asian Indian or 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) 25 Mathematics Achievement A service of the Center for Educational Performance and Information (CEPI) Page 24 of 29
33 2/8/27 NAEP Grade 2 Math of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or African Hispanic Asian Indian or 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) 25 Mathematics Achievement A service of the Center for Educational Performance and Information (CEPI) Page 25 of 29
34 2/8/27 NAEP Grade 4 Reading of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African Hispanic Asian Indian or 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), 25 Reading Assessment A service of the Center for Educational Performance and Information (CEPI) Page 26 of 29
35 2/8/27 NAEP Grade 8 Reading of below Basic Basic Proficient 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 Two or More Races # 3 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), 25 Reading Assessment # 3 A service of the Center for Educational Performance and Information (CEPI) Page 27 of 29
36 2/8/27 NAEP Grade 2 Reading of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or African Hispanic Asian Indian or 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), 25 Reading Assessment A service of the Center for Educational Performance and Information (CEPI) Page 28 of 29
37 2/8/27 NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Proficient Standard Error 4 Math Reading Math Reading A service of the Center for Educational Performance and Information (CEPI) Page 29 of 29
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