Stevenson High School

Transcription

1 LIVONIA PUBLIC SCHOOLS BOARD OF EDUCATION 24-5 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary Dan Centers, Trustee Liz Jarvis, Trustee Mark Johnson, Trustee Eileen McDonnell, Trustee Dr. Randy Liepa, Superintendent 335 Six Mile Road Livonia, MI Gary Harper, Principal James Gibbons, Principal 24-5 Marjorie Moore, Principal

2 525 Farmington Road Livonia MI 4854 Phone (734) April 5, 26 Dear Parents and Community Members: We are pleased to present you with the (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 office. 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 These initiatives are intended to accelerate the student achievement of subgroups, including the state s 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 2

3 The Livonia Public Schools School 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 inquiries regarding the nondiscrimination policies: Director of Human Resources, 525 Farmington Road, Livonia, MI 4854 (734) MISSION STATEMENT - Striving for Excellence; Learning for Life. SCHOOL PROFILE serves,865 students in grades 9-2. The principal of during 24-5 is James Gibbons and the assistant principals are Ani Akaraz, Gary Harper and Pete Mazzoni. The athletic administrator is Lori Hyman. There are 92 professional teaching staff members including one media specialist, and seven counselors. In addition, Stevenson 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, 6.5 secretaries, 3 paraprofessionals, and kitchen and 6 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. 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. 3

4 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 ACT prompts, analyzing student data using the CLASS A 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 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. School improvement goals for 23-24: 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 has had its 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;, and Computer (MSC) program at Churchill; Creative and Performing Arts (CAPA) program at Churchill; Global Education program at Stevenson; and the Special Education, pre-vocational and vocational education program for students with disabilities at Franklin, Churchill and at the Western Wayne Skill Center. 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 4

5 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, 36 students were enrolled in 8 different Advanced Placement (AP) courses taught at. This is 26.5% 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 Stevenson State Total AP Testing ,68 57,587 Number of Exams ,689 94,256 AP with Scores ,27 38,288 % of Total AP with Scores % 8.3% 65.7% 66.5% 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 Stevenson 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 7,36 conferences (54% of Stevenson families) were held during the parent/teacher conference sessions during the school year. During fall conferences 4,547 approximately 54% of Stevenson families participated. We changed the format of fall conferences from arena style to in the classroom conferences. The spring parent teacher conference session (first time for one session instead of 2 for spring conferences) saw 2,489 conferences or about 29% of Stevenson families participated. During the school year 5,89 conferences (52% of Stevenson families) were conducted during fall parent/teacher conferences and 3,593 conferences (38% of Stevenson families) were held in the spring. 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. Stevenson 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 Stevenson include the Stevenson PTSA, Stevenson Booster Club, Stevenson 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 The district s Parent Involvement Plan is available on the district s website, which is linked to each school s website. 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 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. 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 may better provide parent(s)/guardian(s) with information concerning current laws, regulations, and instructional programs; and 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 s Parental Involvement plan to all parents. Reference: 2 USCA 636, 2 USCA 638 (No Child Left Behind Act) 7

8 DATA FROM MICHIGAN DEPARTMENT OF EDUCATION The explanation below is provided by Livonia Public Schools to assist you in understanding the data on the following pages provided by the Michigan Department of Education (MDE). Student Assessment Data State assessment results at the elementary, middle and high school levels for all four tested subjects (mathematics, ELA, science and social studies) for all students as well as subgroups of students on the: M-STEP and MI-Access for 24-5 and MEAP, MME, MEAP-Access and MI-Access for Accountability Details Subject Data provides the percent of students tested and the percent proficient for each subject area tested (mathematics, ELA, science and social studies) at the state and district levels for all students and applicable student subgroups. Graduation Data provides high school graduation rates at the state and district levels for all students and applicable subgroups. Attendance Data provides average daily attendance rate at the state and district levels. Accountability Status and School Data The MDE did not provide any data for these categories. Teacher Quality identifies teacher qualifications, reports percentage of core academic classes taught by teachers not considered highly qualified to teach such classes, and lists the percentage of teachers with emerging certifications in the district. NAEP Data (National Assessment of Education Progress) Provides state results of the national assessment in mathematics and reading in grades 4, 8 and 2. The following pages are provided by the Michigan Department of Education and cannot be amended, modified or adjusted. They must be included as provided by the state. 8

9 3/23/26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not 8th Grade All % 28.9% 3.8% 3.2% 27.6% 48.5% 2.7% 8th Grade Indian % < < < < < < 8th Grade African % 7% 5% % 5% 75% 2% 8th Grade Asian % 37.5% 43.8% 6.3% 37.5% 43.8% 2.5% 8th Grade Hispanic of Any Race % 6.7% 6.7% % 6.7% 33.3% 5% 8th Grade Two or More Races % 7% 23.5% % 23.5% 58.8% 7.6% 8th Grade 8th Grade 8th Grade 8th Grade White % 32.4% 32.6% 3.5% 29% 47.2% 2.2% Female % 25.3% 27.3% 2.6% 24.7% 53.7% 9% Male % 32.4% 34.3% 3.9% 3.5% 43.3% 22.3% Economically Disadvantaged % 6.5% 7.6% % 7.6% 47.% 35.3% 8th Grade English Language Learners % % < < < < < 8th Grade With Disabilities % 8.8% 5.8% % 5.8% 44.2% 5% A service of the Center for Educational Performance and Information (CEPI) Page of 28

10 3/23/26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not All % 36.9% 37.8% 5.7% 22.% 33.5% 28.8% All % 39.5% 43.6%.7% 3.9% 37.6% 8.8% Indian % < < < < < < Indian % < < < < < < African % 5.% 44.4%.% 33.3% 6.7% 38.9% African %.7% 25% 8.3% 6.7% 4.7% 33.3% Asian % 66.7% 7.4% 42.9% 28.6% 28.6% % Asian % 69% 56.3% 25% 3.3% 37.5% 6.3% Hispanic of Any Race % 28.6% 26.7% 6.7% 2% 3.3% 6% Hispanic of Any Race % 3.6% 2% % 2% 4% 4% Two or More Races % 33.3% 42.% 2.% 2.% 42.% 5.8% Two or More Races % 34.7% 36.8% 5.3% 3.6% 52.6%.5% White % 38.6% 36.6% 5% 2.6% 34.8% 28.6% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 28

11 3/23/26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not White % 4.% 44.8% 2.% 32.7% 36.7% 8.5% Female % 35.9% 38.4% 5.6% 22.8% 34.6% 27% Female % 35.7% 4.6% 8.4% 32.2% 4.6% 7.8% Male % 37.9% 37.% 5.7% 2.4% 32.3% 3.6% Male % 43% 46.2% 4.5% 3.6% 34.2% 9.7% Economically Disadvantaged Economically Disadvantaged % 24.5% 9% 7.9%.% 4.3% 39.7% % 26.8% 3% 3.4% 27.6% 37.9% 3% English Language Learners % 25% 4.7% 25% 6.7% 25% 33.3% English Language Learners % 5.4% < < < < < With Disabilities % 6.2% 3.4% % 3.4% 27.6% 69% With Disabilities % 9.5% 7.9% % 7.9% 4.3% 67.9% Reading All % 64.6% 68.2% 6.7% 5.5% 22.4% 9.4% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 28

12 3/23/26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not Reading Indian % < < < < < < Reading African % 36.5% 5% % 5% 6.7% 33.3% Reading Asian % 76.2% 68.8% 8.8% 5% 3.3% % Reading Hispanic of Any Race % 4.7% 33.3% 6.7% 26.7% 26.7% 4% Reading Two or More Races % 75.5% 84.2% 26.3% 57.9%.5% 5.3% Reading Reading Reading Reading White % 66.7% 69.3% 7.% 52.% 22.7% 8% Female % 67.3% 72.3% 7.8% 54.5% 2.3% 6.4% Male % 62% 64.7% 5.7% 48.9% 23.4%.9% Economically Disadvantaged % 52.9% 58.6% 8.6% 5% 22.4% 9% Reading English Language Learners % 5.4% < < < < < Reading With Disabilities % 37.% 42.9% 7.% 35.7%.7% 46.4% ELA All % 48.4% 5.5% 5.9% 35.6% 26.8% 2.7% A service of the Center for Educational Performance and Information (CEPI) Page 4 of 28

13 3/23/26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not ELA Indian % < < < < < < ELA African % 32.3% 6.% 6.7% 44.4% 6.7% 22.2% ELA Asian % 6.6% 64.3% 35.7% 28.6% 2.4% 4.3% 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.% All % 32.% 32.2% 4.5% 7.7% 24% 43.8% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 28

14 3/23/26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not All % 36.5% 39.8% 7.4% 22.4% 33.2% 27% Indian % < < < < < < Indian % < < < < < < African % 6.5% 3.3% 8.8% 2.5% 8.8% 5% African % 8.3% 6.7% 8.3% 8.3% 4.7% 4.7% Asian % 46.9% 53.8% 7.7% 46.2% 5.4% 3.8% Asian % 57.% 56.3% 8.8% 37.5% 3.3% 2.5% Hispanic of Any Race % 24.5% 26.7% 3.3% 3.3% 6.7% 66.7% Hispanic of Any Race % 9.4% 3.3% % 3.3% 33.3% 53.3% Two or More Races % 35.3% 52.6% 3.6% 2.% 3.6% 5.8% Two or More Races % 42.9% 42.% 5.8% 26.3% 42.% 5.8% White % 33.2% 3.8% 3.8% 7% 24.6% 44.6% White % 38.2% 4.9% 8.4% 22.5% 32.4% 26.7% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 28

15 3/23/26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not Female % 28% 3.2% 9.8% 2.4% 28.9% 4.9% Female % 3.6% 35.6%.9% 24.8% 36.% 28.2% Male % 36.3% 34.2% 9.3% 4.9% 8.9% 46.9% Male % 4.% 43.4% 23% 2.4% 3.6% 26% Economically Disadvantaged Economically Disadvantaged % 24.% 22.2% 9.5% 2.7% 27% 5.8% % 23.4% 2.7% 8.6% 2.% 39.7% 39.7% English Language Learners % 6.7% 33.3% 8.3% 25% 6.7% 5% English Language Learners % 7.7% < < < < < With Disabilities % 2.3% 3.8% 3.4%.3%.3% 75.9% With Disabilities %.4% 4.3%.7% 3.6% 7.9% 67.9% All % 57.5% 5.5% 3.3% 37.2% 35.5% 4% All % 58.8% 62.6% 7% 45.6% 3.4% 6% A service of the Center for Educational Performance and Information (CEPI) Page 7 of 28

16 3/23/26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not Indian % < < < < < < Indian % < < < < < < African % 38% 47.%.8% 35.3% 35.3% 7.6% African % 23.8% 4.7% % 4.7% 25% 33.3% Asian % 8.8% 78.6% 4.3% 64.3% 4.3% 7.% Asian % 85.7% 75% 8.8% 56.3% 8.8% 6.3% Hispanic of Any Race % 46.9% 33.3% 2% 3.3% 4% 26.7% Hispanic of Any Race % 44.4% 46.7% % 46.7% 33.3% 2% Two or More Races % 6.8% 73.7% 2.% 52.6% 5.8%.5% Two or More Races % 63.3% 63.2% 26.3% 36.8% 36.8% % White % 58.7% 49.% 2.8% 36.3% 37.% 3.8% White % 6.8% 63.3% 7.7% 45.6% 3.9% 4.8% Female % 53% 47.3% 8.9% 38.4% 38.8% 3.9% A service of the Center for Educational Performance and Information (CEPI) Page 8 of 28

17 3/23/26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not Female % 52.7% 56.9% 2.9% 44.% 39.% 4% Male % 62.2% 53.9% 8% 36% 32% 4% Male % 64.6% 67.5% 2.5% 47% 24.8% 7.7% Economically Disadvantaged Economically Disadvantaged % 49.6% 49.2%.% 38.% 36.5% 4.3% % 45.8% 5.7% 6.9% 44.8% 37.9%.3% English Language Learners % 33.3% 5% % 5% 6.7% 33.3% English Language Learners % 38.5% < < < < < With Disabilities % 3.9% 24.%.3% 3.8% 58.6% 7.2% With Disabilities % 22.9% 35.7% 3.6% 32.% 32.% 32.% A service of the Center for Educational Performance and Information (CEPI) Page 9 of 28

18 3/23/26 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page of 28

19 3/23/26 MI-Access Functional Independence 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 of 28

20 3/23/26 MI-Access Supported Independence 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 2 of 28

21 3/23/26 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 3 of 28

22 3/23/26 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** All 98.% 36.5% 99.% N/A 99.6% N/A All ELA 98.% 48.5% 99.2% N/A 99.6% N/A All 97.5% 22.2% 98.9% N/A 99.2% N/A All 97.4% 3.8% 99.% N/A 99.6% N/A Indian Indian Indian Indian African African African African 98.2% 27.8% <3 N/A <3 N/A ELA 98% 4.5% <3 N/A <3 N/A 97.8% 7.7% <3 N/A <3 N/A 97.2% 25.2% <3 N/A <3 N/A 96.5% 3.5% 99.4% N/A <3 N/A ELA 96.5% 24.5% 99.4% N/A <3 N/A 95.4% 6.% 98.6% N/A <3 N/A 95.2% % 98.9% N/A <3 N/A Asian 99.% 66.3% 99% N/A <3 N/A Asian ELA 98.7% 7.2% 98.7% N/A <3 N/A Asian 99% 38% 98.2% N/A <3 N/A Asian 98.8% 49.6% 99.2% N/A <3 N/A Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Native Hawaiian or Other Pacific Islander 98.3% 23.7% 98.3% N/A <3 N/A ELA 98.3% 36.% 99.7% N/A <3 N/A 97.9%.7% 98.7% N/A <3 N/A 97.5% 2.2% 98.% N/A <3 N/A 99.8% 4.8% N/A N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 4 of 28

23 3/23/26 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** 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 ELA 99.3% 53.3% N/A N/A N/A N/A 99.6% 2.9% N/A N/A N/A N/A 99.3% 33% N/A N/A N/A N/A 98.5% 33.6% % N/A <3 N/A ELA 98.5% 46.9% % N/A <3 N/A 98.5% 2.% % N/A <3 N/A 98.% 28.3% % N/A <3 N/A White 98.5% 42.5% 99.% N/A 99.5% N/A White ELA 98.5% 55% 99.2% N/A 99.5% N/A White 98.% 26.6% 98.9% N/A 99.5% N/A White 98% 37.3% 99.% N/A 99.5% N/A Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged English Language Learners English Language Learners English Language Learners 97.6% 22.5% 99.2% N/A 98.5% N/A ELA 97.6% 33.7% 99.4% N/A 98.5% N/A 96.8%.7% 98.9% N/A 98.5% N/A 96.5% 7.8% 98.8% N/A 98.5% N/A 98.6% 2.3% 97.2% N/A <3 N/A ELA 98.2% 24% 99.2% N/A <3 N/A 98.2% 3.9% 97.9% N/A <3 N/A A service of the Center for Educational Performance and Information (CEPI) Page 5 of 28

24 3/23/26 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** English Language Learners With Disabilities With Disabilities With Disabilities With Disabilities 97.9% 8.% 97.4% N/A <3 N/A 97.2% 2.8% 98.6% N/A <3 N/A ELA 96.6% 24.7% 98.4% N/A <3 N/A 96.5% 5.4% 98.3% N/A <3 N/A 95% 3.9% 98.9% N/A <3 N/A A service of the Center for Educational Performance and Information (CEPI) Page 6 of 28

25 3/23/26 Accountability Details Graduation Data Testing Group Statewide School All 78.6% 92.7% 96.6% Indian 64.8% N/A N/A African 64.5% 82.7% N/A Asian 89.% 9.7% N/A Hispanic of Any Race 68.8% 89.7% N/A Migrant 63.2% N/A N/A Native Hawaiian or Other Pacific Islander 78.9% N/A N/A Two or More Races 74.2% 93.3% N/A White 82.9% 93.8% 97.% Female 82.9% N/A N/A Male 74.4% N/A N/A Economically Disadvantaged 65.6% 82.9% 95.5% English Language Learners 68.2% N/A N/A With Disabilities 55.% 59.% 8.% Homeless 54.% 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 7 of 28

26 3/23/26 Accountability Details Attendance Data Testing Group Statewide School All 94.7% 96.6% 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 28

27 3/23/26 Accountability Status Data Name Reading Status Reading Score Writing Status Writing 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 9 of 28

28 3/23/26 Accountability Status School Data Name School Name Title Status Reading Status Reading Score Writing Status Writing 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 28

29 3/23/26 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.%.%.% 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 2 of 28

30 3/23/26 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 Hispanic Asian Indian/Alaska Native Native Hawaiian/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) 25 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 22 of 28

31 3/23/26 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 Hispanic Asian Indian/Alaska Native Native Hawaiian/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 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 23 of 28

32 3/23/26 NAEP Grade 2 Math of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian Indian Native Hawaiian/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 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 24 of 28

33 3/23/26 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 Hispanic Asian Indian/Alaska Native Native Hawaiian/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 25 of 28

34 3/23/26 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 Hispanic Asian/Pacific Islander Indian/Alaska Native Two or More Races &#35 3 Student classified as having a disability SD Not SD # 3 Student is an English Language Learner ELL Not ELL # 3 # 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 28

35 3/23/26 NAEP Grade 2 Reading of below Basic Basic Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian Indian Native Hawaiian/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 27 of 28

36 3/23/26 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 28 of 28