Cooper Upper Elementary School

Transcription

1 LIVONIA PUBLIC SCHOOLS BOARD OF EDUCATION Mark Johnson, President Colleen Burton, Vice President Dianne Laura, Secretary Tammy Bonifield, Trustee Dan Centers, Trustee Eileen McDonnell, Trustee Randy Roulier, Trustee Dr. Randy Liepa, Superintendent Terry E. Taylor, Principal Marjorie Moore, Principal 2855 Ann Arbor Trail Westland, MI

2 15125 Farmington Road Livonia MI Phone (734) August 19, 214 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, Terry Taylor, Principal of, 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 of our school. 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. The state has identified some schools with the status of Reward, Focus or Priority. A Reward school is one that is outperforming other schools in achievement, growth, or is performing better than other schools with a similar student population. A Focus school is one that has a large achievement gap in 3% of its student achievement scores. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. has not been given one of these labels. Our school has identified underperforming subgroups of students, including economically disadvantaged students and students with disabilities, for whom additional intervention and support is needed in order to increase their proficiency and to close the achievement gap in the targeted areas. In order to accelerate student achievement, Cooper Upper Elementary has put in place is a multi-tiered system of support that provides supplemental instruction to our most at risk students through our Title I literacy and math support groups. In addition, we will be addressing the achievement gap for our economically disadvantaged students by providing ongoing professional development on teaching students of poverty. Finally, continuous analysis of formative assessments to determine the needs of all students, followed by the provision of targeted learning intervention to students in need is being undertaken to close persistent gaps in achievement. 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, Terry Taylor, Principal 2

3 The Livonia Public Schools School District 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 regarding the nondiscrimination policies: Director of Human Resources, Farmington Road, Livonia, MI (734) MISSION STATEMENT We are a leadership school. The mission at is to develop leaders. We work collaboratively to create multiple opportunities for students to become caring, trustworthy, respectful, responsible lifelong learners. We envision our school to be a place where students, staff, and Cooper families embrace leadership and learning. VISION We envision our school to be a place where students, staff, and Cooper families embrace and adhere to the leadership attitudes we call the Cooper Core Four: Be Responsible Be Caring Be Respectful Be Trustworthy Our school motto is Learning and Leading SCHOOL PROFILE serves 73 students in grades 5 and 6. The principal at Cooper Upper Elementary School is Mr. Terry Taylor, the assistant principal is Ms. Sarah Aherne, and there are 36 professional teaching staff members and one media specialist. In addition, there are the following professional support staff members: a school psychologist, a school social worker, one learning specialist, one Elementary Student Assistance Provider (E.S.A.P.), a speech and language therapist, as well as homebound or hospitalized services. State law requires that we report the following additional information. ASSIGNING PUPILS TO THE SCHOOL All students are assigned to based upon residence within the geographic boundaries of the school, as well as students who transfer to Cooper based on space availability. 3

4 SCHOOL IMPROVEMENT School improvement is a process in which stakeholders in a school work cooperatively to improve student achievement. The process relies on parents, staff, and students participating in collaborative decision making. The goals are determined through analysis of student achievement data and survey information. Action plans using proven interventions are developed for each improvement goal and progress toward achievement of the goals is documented annually. Our staff established the following three goals for and we retained these goals for : 1. All Cooper students will be proficient in basic math computation with precision and fluency. 2. All Cooper students will be proficient in informational reading. 3. All Cooper students will be proficient in writing. The Livonia Public Schools School District has had its District Level accreditation through AdvanceEd. 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 At the elementary level, students may be enrolled in Alternative Classrooms for the Academically Talented (ACAT) at Webster Elementary School and special education centers at Buchanan, Cass, Coolidge, Riley, Cooper and Johnson. Preschool special education programs are located at Perrinville Early Childhood Center. Other special education programs are available in western Wayne County for our students with disabilities, based upon their individual needs. A preschool is operated at the Jackson Center. Specific information about these programs is available on the district Web site at CORE CURRICULUM The core curriculum at Cooper Upper Elementary provides learning experiences in reading, writing, speaking, listening, spelling, handwriting, mathematics, social studies, science, technology, health, physical education, art, instrumental music, vocal music, library/research skills and enrichment activities. The core curriculum is based on the grade level content expectations (GLCEs) from the Michigan Department of Education and the Common Core State Standards for Mathematics and English Language Arts. The goal of education is to provide all learners with a solid foundation of skills, knowledge, and understandings that are necessary for their continual growth and success as students within the school setting and as adults in society. As a result of sound K-12 education based on well defined educational outcomes, a Livonia Public School graduate will: 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. Acquire a core of understanding and competencies within the content areas. 4

5 A copy of the core curriculum may be obtained from the district s Academic Services Department. STUDENT ACHIEVEMENT ON DISTRICT DEVELOPED AND NATIONAL ASSESSMENTS DISTRICT LITERACY ASSESSMENTS in grades 5-6 are assessed using the Fountas and Pinnell Benchmark Assessment System. Teachers administer running records with comprehension to students one-on-one a minimum of two times each year. The following table shows the percent of students at each grade level that performed at or above grade level on this assessment. FOUNTAS AND PINNELL BENCHMARK ASSESSMENTS GRADES 5-6 Percent of that Performed At or Above Grade Level Spring 214 Grade 5 Grade 6 Cooper 91% 84% District 91% 85% Spring 213 Grade 5 Grade 6 Cooper 81.8% 79.2% District 85.3% 78.8% DISTRICT MATHEMATICS ASSESSMENTS were assessed in mathematics knowledge twice during the school year. In September, students in grades K-5 were tested on Common Core State Standards for Mathematics (CCSS) and reported using Grade Level Content Expectations (GLCEs) strands taught within the Everyday Mathematics program. Kindergarten students were assessed with a new Pre/Post assessment created by the district and students in grades 1-5 were assessed using a new Pre/Post Everyday Mathematics online assessment. In April, students in grades K-5 were assessed again on the same Grade Level Content Expectations (GLCEs) and Common Core State Standards for Mathematics using the same assessments that were administered in September. The following data show the percentage of students who were proficient at each grade level on the Pre/Post mathematics assessment. Numbers & Numeration MATHEMATICS ELEMENTARY ASSESSMENTS GRADE 5 Percent of Operations & Computations Measurement Reference Frames Patterns, Functions, Algebra Data & Chance Geometry Totals* Pre-Test Cooper 11% 15% 16% 13% 13% 39% 9% District 17% 21% 22% 16% 18% 42% 14% Post-Test Cooper % 44% 59% 34% 33% 58% 38% District 5% 58% 69% 38% 42% 64% 52% *Total score indicates proficiency in all 6 strands. 5

6 NORM REFERENCED ASSESSMENT The Iowa Test of Basic Skills (ITBS) and the Cognitive Ability Test (CogAT) from Riverside Publishing are administered to sixth grade students. ITBS GRADE 6 Median Grade Equivalent Score Reading Mathematics All Male Female All Male Female Cooper District Cooper District CogAT GRADE 6 Age Percentiles Verbal Quantitative Nonverbal Composite Cooper District Cooper District PARENT TEACHER CONFERENCES One of the most important factors in success in school for a child is the involvement of the parent or guardian in the educational process. Parent-teacher conferences were attended by 89% (627 conferences held) of our parents during and 87% during Cooper Upper Elementary parental involvement also includes attendance at our Curriculum Nights, Art Fair, Vocal and Instrumental Music Concerts, Title I, and The Leader In Me events. Open House attendance was 81% during and 83% during PTA membership was 57% of Cooper families in this, our eighth year as an upper elementary school. 6

7 PARENT INVOLVEMENT No Child Left Behind (NCLB) requires the annual dissemination of the district s policy on Parent Involvement. BOARD POLICY IDD(1) PARENT INVOLVEMENT JUNE 2, 211 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 6316, 2 USCA 6318 (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. The following pages are provided by the Michigan Department of Education and fulfill federal NCLB reporting requirements. These pages cannot be amended, modified or adjusted. They must be included as provided by the state. The state assessment data does not include a description of the assessments. Livonia Public Schools has provided the following definitions to assist you in your understanding of the assessments. MEAP assesses mathematics and reading to all third-eighth grade students, writing to all fourth and seventh graders, science to all fifth and eighth graders, and social studies to all sixth and ninth graders. Only mathematics, ELA/reading and science scores are reported in the following pages. MI-Access is Michigan s alternate assessment system, designed for students with cognitive impairments whose IEP (Individualized Educational Program) Team has determined that MEAP assessments, even with accommodations, are not appropriate. Participation is for students with severe cognitive impairment, or those who function as if they have such impairment. Supported Independence is for students with moderate cognitive impairment, or those who function as if they have such impairment. Functional Independence is for students with mild cognitive impairment, or those who function as if they have such impairment. 7

8 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 5th Grade All % 65.6% 58.2% 6.5% 51.7% 11.8% 3% Mathematics 5th Grade All % 61.8% 51.5% 5.5% 46% 16.2% 32.3% Mathematics 5th Grade American Indian % <1 <1 <1 <1 <1 <1 Mathematics 5th Grade African American % 33.3% 46.7% 6.7% 4% % 53.3% Mathematics 5th Grade African American % 22.2% 15% % 15% 2% 65% Mathematics 5th Grade Asian % 9.9% <1 <1 <1 <1 <1 Mathematics 5th Grade Asian % 79.1% 5% 1% 4% 2% 3% Mathematics 5th Grade Hispanic of Any Race Mathematics 5th Grade Hispanic of Any Race Mathematics 5th Grade Two or More Races Mathematics 5th Grade Two or More Races % 56.5% 64.7% % 64.7% 29.4% 5.9% % 44.4% 52.2% 4.3% 47.8% 21.7% 26.1% % 6% 66.7% % 66.7% 8.3% 25% % 51.4% 46.7% 6.7% 4% 26.7% 26.7% Mathematics 5th Grade White % 68.5% 57.6% 7.4% 5.2% 11.2% 31.2% Mathematics 5th Grade White % 65.9% 54.6% 5.8% 48.8% 14.6% 3.8% Mathematics 5th Grade Female % 67.7% 58.9% 5.7% 53.2% 1.8% 3.4% Mathematics 5th Grade Female % 57.7% 45.9% 4.7% 41.2% 19.4% 34.7% Mathematics 5th Grade Male % 63.4% 57.6% 7.3% 5.3% 12.7% 29.7% Mathematics 5th Grade Male % 65.5% 57.6% 6.3% 51.3% 12.7% 29.7% Mathematics 5th Grade Economically % 46.2% 41% 1.7% 39.3% 12.8% 46.2% Page 1 of

9 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 5th Grade Economically Mathematics 5th Grade English Language Learners Mathematics 5th Grade English Language Learners Mathematics 5th Grade With Disabilities Mathematics 5th Grade With Disabilities % 42.8%.7% 3.8% 33.8% 22.3% 4% % 58.3% <1 <1 <1 <1 < % 38.5% <1 <1 <1 <1 < % 26.7% 2% 2.2% 17.8% 11.1% 68.9% % 24.4% 17.2% % 17.2% 17.2% 65.5% Mathematics 6th Grade All % 62.3% 5.3% 7% 43.3% 17.7% 32% Mathematics 6th Grade All % 59.7% 51.8% 9.5% 42.3% 19.2% 29% Mathematics 6th Grade American Indian % <1 <1 <1 <1 <1 <1 Mathematics 6th Grade African American % 27.4% 2.8% % 2.8% 25% 54.2% Mathematics 6th Grade African American % 2.7% 3% 5% 25% 2% 5% Mathematics 6th Grade Asian % 98% <1 <1 <1 <1 <1 Mathematics 6th Grade Asian % 68.3% 4% 2% 2% % 6% Mathematics 6th Grade Hispanic of Any Race Mathematics 6th Grade Hispanic of Any Race Mathematics 6th Grade Two or More Races % 6% 61.1% % 61.1% 16.7% 22.2% % 52% 58.8% 5.9% 52.9% 11.8% 29.4% % 6% 47.8% 21.7% 26.1% 17.4% 34.8% Page 2 of

10 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 6th Grade Two or More Races % 65.1% 61.5% 23.1% 38.5% 15.4% 23.1% Mathematics 6th Grade White % 63.9% 51.6% 6.2% 45.5% 17.5% 3.9% Mathematics 6th Grade White % 63.7% 52.7% 9% 43.7% 2.6% 26.7% Mathematics 6th Grade Female % 65% 54% 8.1% 46% 18% 28% Mathematics 6th Grade Female % 62.5% 51.5% 1.3% 41.2% 18.8% 29.7% Mathematics 6th Grade Male % 59.9% 47% 6% 41% 17.5% 35.5% Mathematics 6th Grade Male % 56.7% 52% 8.7% 43.4% 19.7% 28.3% Mathematics 6th Grade Economically Mathematics 6th Grade Economically Mathematics 6th Grade English Language Learners Mathematics 6th Grade English Language Learners Mathematics 6th Grade With Disabilities Mathematics 6th Grade With Disabilities % 39.4% 31.8% 3.1% 28.7% 23.3% 45% %.9%.9% 3.8% 34.1% 2.5% 41.7% % 5% <1 <1 <1 <1 < % 15.8% <1 <1 <1 <1 < % 2.7% 13.5% % 13.5% 13.5% 73% % 22% 21.4% 4.8% 16.7% 19% 59.5% Reading 5th Grade All % 78.1% 75.2% 11.7% 63.5% 15.6% 9.2% Reading 5th Grade All % 8.3% 78.5% 19.7% 58.8% 12.3% 9.2% Reading 5th Grade American Indian % <1 <1 <1 <1 <1 <1 Page 3 of

11 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 5th Grade African American % 48.8% 6% % 6% 13.3% 26.7% Reading 5th Grade African American % 55.7% 55% 5% 5% 25% 2% Reading 5th Grade Asian % 84.1% <1 <1 <1 <1 <1 Reading 5th Grade Asian % 83.7% 9% 1% 8% % 1% Reading 5th Grade Hispanic of Any Race Reading 5th Grade Hispanic of Any Race Reading 5th Grade Two or More Races Reading 5th Grade Two or More Races % 79.5% 81.3% 18.8% 62.5% 18.8% % % 71.1% 78.3% 26.1% 52.2% 17.4% 4.3% % 84.2% 9.9% 9.1% 81.8% 9.1% % % 75.7% 8% 26.7% 53.3% 2% % Reading 5th Grade White % 8.5% 75.7% 11.8% 63.9% 16% 8.4% Reading 5th Grade White % 82.9% 79.8% 2.2% 59.5% 1.9% 9.3% Reading 5th Grade Female % 83.2% 8.5% 14.3% 66.2% 14.9% 4.5% Reading 5th Grade Female % 81.7% 77.9% 22.1% 55.8% 14% 8.1% Reading 5th Grade Male % 72.8% 7.2% 9.3% 6.9% 16.1% 13.7% Reading 5th Grade Male % 79% 79.1% 17% 62.1% 1.5% 1.5% Reading 5th Grade Economically Reading 5th Grade Economically % 62.3% 63.4% 5.4% 58% 19.6% 17% % 72.8% 74.2% 14.8% 59.4% 14.1% 11.7% Page 4 of

12 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 5th Grade English Language Learners Reading 5th Grade English Language Learners Reading 5th Grade With Disabilities Reading 5th Grade With Disabilities % 43.5% <1 <1 <1 <1 < % 47.8% <1 <1 <1 <1 < % 41.3% 51.4% 2.7% 48.6% 18.9% 29.7% % 45.7% 46.2% 3.8% 42.3% 19.2% 34.6% Reading 6th Grade All % 77.4% 72.7% 22.9% 49.9% 14.4% 12.9% Reading 6th Grade All % 79.6% 71.9% 2.2% 51.7% 19% 9.1% Reading 6th Grade American Indian % <1 <1 <1 <1 <1 <1 Reading 6th Grade African American % 56.5% 53.8% 11.5% 42.3% 11.5% 34.6% Reading 6th Grade African American % 54.1% 5% 1% 4% 35% 15% Reading 6th Grade Asian % 96% <1 <1 <1 <1 <1 Reading 6th Grade Asian % 84.2% <1 <1 <1 <1 <1 Reading 6th Grade Hispanic of Any Race Reading 6th Grade Hispanic of Any Race Reading 6th Grade Two or More Races Reading 6th Grade Two or More Races % 68% 55.6% 16.7% 38.9% 33.3% 11.1% % 79.6% 75% 12.5% 62.5% 25% % % 72.7% 65.2% 3.4% 34.8% 21.7% 13% % 79.1% 75% 25% 5% 8.3% 16.7% Page 5 of

13 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 6th Grade White % 79.4% 76.3% 23.3% 53% 12.6% 11.1% Reading 6th Grade White % 82.1% 73.6% 22% 51.6% 17.9% 8.4% Reading 6th Grade Female % 84% 81.5% 31.5% 5% 13% 5.6% Reading 6th Grade Female % 83.3% 74.4% 22.5% 51.9% 17.5% 8.1% Reading 6th Grade Male % 71.5% 64.8% 15.1% 49.7% 15.6% 19.6% Reading 6th Grade Male % 75.6% 69.6% 18.1% 51.5% 2.5% 9.9% Reading 6th Grade Economically Reading 6th Grade Economically Reading 6th Grade English Language Learners Reading 6th Grade English Language Learners Reading 6th Grade With Disabilities Reading 6th Grade With Disabilities % 63.4% 61.4% 15% 46.5% 16.5% 22% % 64.8% 61.2% 1.9% 5.4% 26.4% 12.4% % 53.3% <1 <1 <1 <1 < % 25% <1 <1 <1 <1 < % 32.1% 21.2% 3% 18.2% 24.2% 54.5% % 33% 4% 14.3% 25.7% 25.7% 34.3% Science 5th Grade All % 16.4% 9.9% 1.2% 8.7% 33.3% 56.8% Science 5th Grade All % 23.8% 17.9% 4.1% 13.8% 36.7% 45.5% Science 5th Grade American Indian % <1 <1 <1 <1 <1 <1 Science 5th Grade African American % 4.9% 5.9% % 5.9% 23.5% 7.6% Page 6 of

14 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Science 5th Grade African American % 5.3% % % % 18.2% 81.8% Science 5th Grade Asian % 35.6% 1% % 1% 2% 7% Science 5th Grade Asian %.2% 2% % 2% 3% 5% Science 5th Grade Hispanic of Any Race Science 5th Grade Hispanic of Any Race Science 5th Grade Two or More Races Science 5th Grade Two or More Races % 15.2% 11.8% % 11.8% 35.3% 52.9% % 12.8% 21.7% % 21.7% 39.1% 39.1% % 15% 18.2% % 18.2% 27.3% 54.5% % 3.8%.5% 6.3% 31.3% 25%.5% Science 5th Grade White % 16.7% 9.7% 1.4% 8.3% 34.7% 55.6% Science 5th Grade White % 25% 17.8% 4.8% 13% 38.9% 43.3% Science 5th Grade Female % 15.2% 6.1% % 6.1% 35.6% 58.3% Science 5th Grade Female % 21% 16.7% 4.4% 12.2% 35% 48.3% Science 5th Grade Male % 17.6% 13.5% 2.4% 11.2% 31.2% 55.3% Science 5th Grade Male % 26.3% 19.3% 3.7% 15.5% 38.5% 42.2% Science 5th Grade Economically Science 5th Grade Economically Science 5th Grade English Language Learners % 5.7% 1.6% % 1.6% 24.4% 74% % 1.1% 7.2% 1.4% 5.8% 38.1% 54.7% % % % % % % 1% Page 7 of

15 8/7/214 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Science 5th Grade English Language Learners Science 5th Grade With Disabilities Science 5th Grade With Disabilities % 3.8% <1 <1 <1 <1 < % 4.1% 5.4% % 5.4% 17.9% 76.8% % 9.6% 4.8% % 4.8% 16.7% 78.6% Page 8 of

16 8/7/214 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) No Data to Display Page 9 of

17 8/7/214 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing Mathematics 5th Grade All % 75% 7% 2% 5% 3% Mathematics 5th Grade All % 58.8% 76.9% 23.1% 53.8% 23.1% Mathematics 5th Grade African American % 75% <1 <1 <1 <1 Mathematics 5th Grade African American % 75% <1 <1 <1 <1 Mathematics 5th Grade Asian % <1 <1 <1 <1 <1 Mathematics 5th Grade Two or More Races % <1 <1 <1 <1 <1 Mathematics 5th Grade White % 78.6% 71.4% 28.6% 42.9% 28.6% Mathematics 5th Grade White % 61.5% 8% 2% 6% 2% Mathematics 5th Grade Female % 5% 6% 2% 4% 4% Mathematics 5th Grade Female % 65% 8% 2% 6% 2% Mathematics 5th Grade Male % 85.7% 8% 2% 6% 2% Mathematics 5th Grade Male % 5% 66.7% 33.3% 33.3% 33.3% Mathematics 5th Grade Economically Mathematics 5th Grade Economically Mathematics 5th Grade English Language Learners % 75% 8% 4% 4% 2% % 55.6% 77.8% 22.2% 55.6% 22.2% % <1 <1 <1 <1 <1 Mathematics 6th Grade All % 6% 55.6% % 55.6% 44.4% Mathematics 6th Grade All % 68.8% 66.7% 33.3% 33.3% 33.3% Mathematics 6th Grade African American % 66.7% <1 <1 <1 <1 Mathematics 6th Grade African American % <1 <1 <1 <1 <1 Page 1 of

18 8/7/214 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing Mathematics 6th Grade White % 62.5% 57.1% % 57.1% 42.9% Mathematics 6th Grade White % 78.6% 75%.5%.5% 25% Mathematics 6th Grade Female % 33.3% 33.3% % 33.3% 66.7% Mathematics 6th Grade Female % 1% <1 <1 <1 <1 Mathematics 6th Grade Male % 77.8% 66.7% % 66.7% 33.3% Mathematics 6th Grade Male % 61.5% 57.1% 28.6% 28.6% 42.9% Mathematics 6th Grade Economically Mathematics 6th Grade Economically % 7% 57.1% % 57.1% 42.9% % 5% 4% 2% 2% 6% Reading 5th Grade All % 81.5% 81.3%.5% 43.8% 18.8% Reading 5th Grade All % 69.7% 87.5% 5%.5% 12.5% Reading 5th Grade African American % 33.3% <1 <1 <1 <1 Reading 5th Grade African American % 66.7% <1 <1 <1 <1 Reading 5th Grade Asian % <1 <1 <1 <1 <1 Reading 5th Grade Hispanic of Any Race Reading 5th Grade Two or More Races Reading 5th Grade Two or More Races % <1 <1 <1 <1 < % 1% <1 <1 <1 < % <1 <1 <1 <1 <1 Reading 5th Grade White % 89.5% 9.9% 45.5% 45.5% 9.1% Reading 5th Grade White % 7.4% 92.3% 53.8% 38.5% 7.7% Page 11 of

19 8/7/214 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing Reading 5th Grade Female % 1% 1% 5% 5% % Reading 5th Grade Female % 88.2% 1% 5% 5% % Reading 5th Grade Male % 73.7% 62.5% 25%.5%.5% Reading 5th Grade Male % 5% 75% 5% 25% 25% Reading 5th Grade Economically Reading 5th Grade Economically Reading 5th Grade English Language Learners % 66.7% 62.5% 25%.5%.5% % 72.2% 9.9% 36.4% 54.5% 9.1% % <1 <1 <1 <1 <1 Reading 6th Grade All % 6% 9% 1% 8% 1% Reading 6th Grade All % 59.1% 64.3% 14.3% 5% 35.7% Reading 6th Grade African American % 6% <1 <1 <1 <1 Reading 6th Grade African American % <1 <1 <1 <1 <1 Reading 6th Grade Asian % <1 <1 <1 <1 <1 Reading 6th Grade Hispanic of Any Race % <1 <1 <1 <1 <1 Reading 6th Grade White % 69.2% 88.9% 11.1% 77.8% 11.1% Reading 6th Grade White % 64.7% 72.7% 18.2% 54.5% 27.3% Reading 6th Grade Female % 33.3% <1 <1 <1 <1 Reading 6th Grade Female % 87.5% 83.3% 16.7% 66.7% 16.7% Reading 6th Grade Male % 71.4% 1% 12.5% 87.5% % Reading 6th Grade Male % 42.9% 5% 12.5%.5% 5% Page 12 of

20 8/7/214 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing Reading 6th Grade Economically Reading 6th Grade Economically Reading 6th Grade English Language Learners % 81.8% 1% 14.3% 85.7% % % 5% 57.1% 28.6% 28.6% 42.9% % <1 <1 <1 <1 <1 Page 13 of

21 8/7/214 MI-Access Functional Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) Mathematics 5th Grade All % 58.8% <1 <1 <1 <1 Mathematics 5th Grade All % 73.3% <1 <1 <1 <1 Reading 5th Grade All % 47.1% <1 <1 <1 <1 Reading 5th Grade All % 76.5% <1 <1 <1 <1 Science 5th Grade All % 29.4% <1 <1 <1 <1 Science 5th Grade All % 41.2% <1 <1 <1 <1 Mathematics 5th Grade African American % <1 <1 <1 <1 <1 Reading 5th Grade African American % <1 <1 <1 <1 <1 Science 5th Grade African American % <1 <1 <1 <1 <1 Mathematics 5th Grade White % 6% <1 <1 <1 <1 Mathematics 5th Grade White % 76.9% <1 <1 <1 <1 Reading 5th Grade White % 5% <1 <1 <1 <1 Reading 5th Grade White % 78.6% <1 <1 <1 <1 Science 5th Grade White % 2% <1 <1 <1 <1 Science 5th Grade White % 5% <1 <1 <1 <1 Mathematics 5th Grade Female % <1 <1 <1 <1 <1 Mathematics 5th Grade Female % <1 <1 <1 <1 <1 Reading 5th Grade Female % <1 <1 <1 <1 <1 Reading 5th Grade Female % <1 <1 <1 <1 <1 Science 5th Grade Female % <1 <1 <1 <1 <1 Science 5th Grade Female % <1 <1 <1 <1 <1 Page 14 of

22 8/7/214 MI-Access Functional Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) Mathematics 5th Grade Male % 61.5% <1 <1 <1 <1 Mathematics 5th Grade Male % 63.6% <1 <1 <1 <1 Reading 5th Grade Male % 38.5% <1 <1 <1 <1 Reading 5th Grade Male % 76.9% <1 <1 <1 <1 Science 5th Grade Male % 23.1% <1 <1 <1 <1 Science 5th Grade Male % 46.2% <1 <1 <1 <1 Mathematics 5th Grade Economically Mathematics 5th Grade Economically Reading 5th Grade Economically Reading 5th Grade Economically Science 5th Grade Economically Science 5th Grade Economically Mathematics 5th Grade English Language Learners Reading 5th Grade English Language Learners Science 5th Grade English Language Learners % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % 63.6% <1 <1 <1 < % <1 <1 <1 <1 < % 27.3% <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Mathematics 6th Grade All % 83.3% <1 <1 <1 <1 Page 15 of

23 8/7/214 MI-Access Functional Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) Mathematics 6th Grade All % 77.8% <1 <1 <1 <1 Reading 6th Grade All % 94.4% <1 <1 <1 <1 Reading 6th Grade All % 83.3% <1 <1 <1 <1 Mathematics 6th Grade African American % <1 <1 <1 <1 <1 Mathematics 6th Grade African American % <1 <1 <1 <1 <1 Reading 6th Grade African American % <1 <1 <1 <1 <1 Reading 6th Grade African American % <1 <1 <1 <1 <1 Mathematics 6th Grade White % <1 <1 <1 <1 <1 Mathematics 6th Grade White % <1 <1 <1 <1 <1 Reading 6th Grade White % 9.9% <1 <1 <1 <1 Reading 6th Grade White % <1 <1 <1 <1 <1 Mathematics 6th Grade Female % <1 <1 <1 <1 <1 Mathematics 6th Grade Female % <1 <1 <1 <1 <1 Reading 6th Grade Female % <1 <1 <1 <1 <1 Reading 6th Grade Female % <1 <1 <1 <1 <1 Mathematics 6th Grade Male % <1 <1 <1 <1 <1 Mathematics 6th Grade Male % 78.6% <1 <1 <1 <1 Reading 6th Grade Male % 9.9% <1 <1 <1 <1 Reading 6th Grade Male % 85.7% <1 <1 <1 <1 Mathematics 6th Grade Economically % <1 <1 <1 <1 <1 Page 16 of

24 8/7/214 MI-Access Functional Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) Mathematics 6th Grade Economically Reading 6th Grade Economically Reading 6th Grade Economically % <1 <1 <1 <1 < % 91.7% <1 <1 <1 < % <1 <1 <1 <1 <1 Page 17 of

25 8/7/214 MI-Access Supported Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) Mathematics 5th Grade All % 9.9% <1 <1 <1 <1 ELA 5th Grade All % 1% <1 <1 <1 <1 Science 5th Grade All % 81.8% <1 <1 <1 <1 Mathematics 5th Grade White % <1 <1 <1 <1 <1 ELA 5th Grade White % <1 <1 <1 <1 <1 Science 5th Grade White % <1 <1 <1 <1 <1 Mathematics 5th Grade Male % <1 <1 <1 <1 <1 ELA 5th Grade Male % <1 <1 <1 <1 <1 Science 5th Grade Male % <1 <1 <1 <1 <1 Mathematics 5th Grade Economically ELA 5th Grade Economically Science 5th Grade Economically % <1 <1 <1 <1 < % <1 <1 <1 <1 < % <1 <1 <1 <1 <1 Page 18 of

26 8/7/214 MI-Access Participation Subject Grade Testing Group School Year State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 19 of

27 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All Statewide Mathematics 99% 62.2% Bottom 3% Statewide Mathematics % 18.9% American Indian Statewide Mathematics 98.9% 54.1% African American Statewide Mathematics 97.5% 39.5% Asian Statewide Mathematics 99.6% 82.8% Hispanic of Any Race Statewide Mathematics 99.1% 51.5% Native Hawaiian or Other Pacific Islander Statewide Mathematics 99% 67.9% Two or More Races Statewide Mathematics 99.3% 6.4% White Statewide Mathematics 99.3% 67.9% Economically Statewide Mathematics 98.6% 49.7% English Language Learners Statewide Mathematics 99.2% 46% With Disabilities Statewide Mathematics 98.1% 39.7% All District Mathematics 99.6% 73.4% Bottom 3% District Mathematics % 19.6% American Indian District Mathematics <3 <3 African American District Mathematics 99.5% 46.1% Asian District Mathematics 1% 91% Hispanic of Any Race District Mathematics 99.7% 66.8% Native Hawaiian or Other Pacific Islander District Mathematics <3 <3 Two or More Races District Mathematics 99.3% 72.9% White District Mathematics 99.6% 75.5% Economically District Mathematics 99.4% 6.6% English Language Learners District Mathematics 99.4% 63.4% With Disabilities District Mathematics 98.9% 45.9% All School Mathematics 1% 67.4% Bottom 3% School Mathematics % 11.4% American Indian School Mathematics <3 <3 African American School Mathematics 1% 45.7% Asian School Mathematics <3 <3 Hispanic of Any Race School Mathematics <3 <3 Page 2 of

28 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Two or More Races School Mathematics 1% 7% White School Mathematics 1% 69.2% Economically School Mathematics 1% 57.7% English Language Learners School Mathematics <3 <3 With Disabilities School Mathematics 1% 38% All Statewide Reading 99.1% 85.8% Bottom 3% Statewide Reading % 6.1% American Indian Statewide Reading 99% 83.4% African American Statewide Reading 97.9% 72.2% Asian Statewide Reading 99.5% 91.9% Hispanic of Any Race Statewide Reading 99.2% 8.5% Native Hawaiian or Other Pacific Islander Statewide Reading 98.8% 87.3% Two or More Races Statewide Reading 99.4% 86.3% White Statewide Reading 99.4% 89.3% Economically Statewide Reading 98.8% 78.5% English Language Learners Statewide Reading 99% 69.8% With Disabilities Statewide Reading 98.4% 56.2% All District Reading 99.6% 89.3% Bottom 3% District Reading % 67.4% American Indian District Reading <3 <3 African American District Reading 99.7% 71.1% Asian District Reading 1% 95.2% Hispanic of Any Race District Reading 99.7% 87.7% Native Hawaiian or Other Pacific Islander District Reading <3 <3 Two or More Races District Reading 99.3% 87.5% White District Reading 99.6% 9.8% Economically District Reading 99.5% 81% English Language Learners District Reading 99.4% 7.4% With Disabilities District Reading 99% 59.7% All School Reading 1% 83.6% Page 21 of

29 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Bottom 3% School Reading % 49.3% American Indian School Reading <3 <3 African American School Reading 1% 6.9% Asian School Reading <3 <3 Hispanic of Any Race School Reading <3 <3 Two or More Races School Reading 1% 8% White School Reading 1% 85.2% Economically School Reading 1% 74.2% English Language Learners School Reading <3 <3 With Disabilities School Reading 1% 48.9% All Statewide Science 98.3% 42.9% Bottom 3% Statewide Science % 1.5% American Indian Statewide Science 98.4% 35.6% African American Statewide Science 95.8% 14.9% Asian Statewide Science 99.4% 61.1% Hispanic of Any Race Statewide Science 98.5% 26.7% Native Hawaiian or Other Pacific Islander Statewide Science 99.1% 48.4% Two or More Races Statewide Science 98.9% 4.6% White Statewide Science 98.9% 5.1% Economically Statewide Science 97.4% 26.4% English Language Learners Statewide Science 98.4% 11.2% With Disabilities Statewide Science 97.2% 16.1% All District Science 99.3% 55.7% Bottom 3% District Science %.9% American Indian District Science <3 <3 African American District Science 99.2% 24.8% Asian District Science 1% 73.5% Hispanic of Any Race District Science 99.3% 43.7% Two or More Races District Science 99.3% 6.8% White District Science 99.3% 57.8% Economically District Science 98.8% 39% Page 22 of

30 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* English Language Learners District Science 98.4% 26.7% With Disabilities District Science 98.5% 25.1% All School Science <3 <3 Bottom 3% School Science <3 <3 African American School Science <3 <3 Asian School Science Hispanic of Any Race School Science Two or More Races School Science White School Science <3 <3 Economically School Science <3 <3 English Language Learners School Science With Disabilities School Science <3 <3 All Statewide Social Studies 97.3% 57.3% Bottom 3% Statewide Social Studies % 9.1% American Indian Statewide Social Studies 97.7% 49.7% African American Statewide Social Studies 93.6% 28.4% Asian Statewide Social Studies 99.1% 74.4% Hispanic of Any Race Statewide Social Studies 97.5% 42.7% Native Hawaiian or Other Pacific Islander Statewide Social Studies 98.9% 65.5% Two or More Races Statewide Social Studies 98.2% 53.8% White Statewide Social Studies 98.2% 64.5% Economically Statewide Social Studies 95.8% 4.4% English Language Learners Statewide Social Studies 97.5% 22.7% With Disabilities Statewide Social Studies 92.3% 21.7% All District Social Studies 99.1% 66.1% Bottom 3% District Social Studies % 8.5% American Indian District Social Studies <3 <3 African American District Social Studies 99% 36.9% Asian District Social Studies 1% 79.8% Hispanic of Any Race District Social Studies 98.5% 55% Page 23 of

31 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Native Hawaiian or Other Pacific Islander District Social Studies <3 <3 Two or More Races District Social Studies 99.3% 71.1% White District Social Studies 99.1% 68.3% Economically District Social Studies 98.1% 5.6% English Language Learners District Social Studies 98% 15.7% With Disabilities District Social Studies 98.1% 29.7% All School Social Studies 1% 49.8% Bottom 3% School Social Studies % % American Indian School Social Studies <3 <3 African American School Social Studies <3 <3 Asian School Social Studies <3 <3 Hispanic of Any Race School Social Studies <3 <3 Two or More Races School Social Studies <3 <3 White School Social Studies 1% 49.4% Economically School Social Studies 1% 39.3% English Language Learners School Social Studies <3 <3 With Disabilities School Social Studies 1% 26.1% All Statewide Writing 98.5% 73.2% Bottom 3% Statewide Writing % 26.5% American Indian Statewide Writing 98.5% 63.2% African American Statewide Writing 96.4% 54.4% Asian Statewide Writing 99% 86% Hispanic of Any Race Statewide Writing 98.8% 64.3% Native Hawaiian or Other Pacific Islander Statewide Writing 99% 76.6% Two or More Races Statewide Writing 99.1% 72.8% White Statewide Writing 99% 77.8% Economically Statewide Writing 97.8% 61.3% English Language Learners Statewide Writing 98% 51.1% With Disabilities Statewide Writing 97.7% 35.2% All District Writing 99.3% 79.7% Page 24 of

32 8/7/214 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Bottom 3% District Writing % 33.2% American Indian District Writing <3 <3 African American District Writing 99.2% 54.3% Asian District Writing 1% 96.8% Hispanic of Any Race District Writing 99.3% 74.2% Native Hawaiian or Other Pacific Islander District Writing <3 <3 Two or More Races District Writing 98.5% 79.7% White District Writing 99.3% 81.4% Economically District Writing 99.1% 67.6% English Language Learners District Writing 98.1% 6.4% With Disabilities District Writing 98% 38.7% All School Writing % 72% Bottom 3% School Writing % 8.9% American Indian School Writing <3 <3 African American School Writing <3 <3 Asian School Writing <3 <3 Hispanic of Any Race School Writing <3 <3 Two or More Races School Writing <3 <3 White School Writing % 74.8% Economically School Writing % 64.8% English Language Learners School Writing <3 <3 With Disabilities School Writing % 14.3% Page 25 of

33 8/7/214 Accountability Details Graduation Data Testing Group Location Accountability Scorecard Completion Rate (High Schools only) (Goal 8%) All Statewide 77% American Indian Statewide 64.1% African American Statewide 6.5% Asian Statewide 87.9% Hispanic of Any Race Statewide 67.3% Migrant Statewide 7.5% Native Hawaiian or Other Pacific Islander Statewide 69.2% Two or More Races Statewide 73.9% White Statewide 82.1% Female Statewide 81.5% Male Statewide 72.7% Economically Statewide 63.9% English Language Learners Statewide 65.4% With Disabilities Statewide 53.6% Homeless Statewide 54.2% All District 9.1% African American District 78.3% Asian District 91.7% Hispanic of Any Race District 82.9% Two or More Races District 91.8% White District 91.4% Economically District 8.6% With Disabilities District 52.8% Bottom 3% District 92.8% * All data based on students enrolled for a full academic year. Page 26 of

34 8/7/214 Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 9%) All Statewide 94.3% All District 96.3% All School 96% * All data based on students enrolled for a full academic year. Page 27 of

35 8/7/214 Accountability Status District Data District Name Reading Status Reading Score Writing Status Writing Score Math Status Math Score Science Status Science Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display Page 28 of

36 8/7/214 Accountability Status School Data District Name School Name Title 1 Status Reading Status Reading Score Writing Status Writing Score Math Status Math Score Science Status Science Score Social Studies Status Social Studies Score Overall Status Overall Score Livonia Public Schools School District Cooper Upper Elementary School Green 2 Green 2 Green 2 Green 2 Green 2 Yellow 38 Page 29 of

37 8/7/214 Teacher Quality - Qualification Other B.A. M.A. P.H.D. Professional Qualifications of All Public Elementary and Secondary School Teachers in the School 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 Percentage of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers.%.%.% Teacher Quality - Provisional Certification Percent Percentage of Public Elementary and Secondary School Teachers in the School with Emergency Certification % Page 3 of

38 8/7/214 NAEP Grade 4 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American 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 Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 213 Mathematics Achievement. Page 31 of

39 8/7/214 NAEP Grade 8 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American 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 Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 213 Mathematics Achievement. Page 32 of

40 8/7/214 NAEP Grade 12 Math Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American 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 Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 213 Mathematics Achievement. Page 33 of

41 8/7/214 NAEP Grade 4 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American 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 Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 213 Reading Assessment. Page 34 of

42 8/7/214 NAEP Grade 8 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American 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 Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 213 Reading Assessment. Page 35 of

43 8/7/214 NAEP Grade 12 Reading Percent of Percent below Basic Percent Basic Percent Percent Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black Hispanic Asian American 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 Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 213 Reading Assessment. Page 36 of