South Lyon Community Schools

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1 BRUMMER ELEMENTARY SCHOOL South Lyon Community Schools Stacy Cooper 999 N. Rushton Rd. South Lyon, MI 4878 Principal Office: Fax: August, 4 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 3-4 educational progress for Brummer Elementary School. 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 Principal Stacy Cooper for assistance. The AER is available for you to review electronically by visiting the South Lyon Community Schools website ( and following the link provided or you may review a copy available in the school s main office. 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. The key challenge for Brummer Elementary School remains closing the gaps between all students and economically disadvantaged students and between all students and students with disabilities. To address this challenge, our highly qualified teachers utilize a workshop model of instruction that allows for differentiation and guided instruction in language arts and mathematics. One-to-one tutoring and small group instruction is provided for identified students using district criteria and cut scores based on assessments aligned to content standards. Classroom teachers work closely with special education staff to accommodate students with special needs and to accelerate their learning. One key initiative that is being undertaken to accelerate student achievement and close gaps is our participation in the process of building a Culture of Thinking at our school. In 3-4, a leadership team of Brummer teachers and the principal worked with Dr. Ron Ritchhart and colleagues from the Oakland Intermediate School District to learn more about making thinking visible. This work will continue over the course of the next several years. State law requires that we also report the following additional information. Student Assignment All students within the South Lyon Community Schools are assigned to schools based upon residency within the geographic boundaries determined by the district. At the elementary school level, students whose academic programming needs qualify them for special education services provided by our district s Cognitively Impaired program attend Hardy Elementary School regardless of geographic residency; students whose academic needs qualify them for the academically talented program attend Brummer Elementary School regardless of geographic residency. Brummer Elementary is an inter-district School of Choice (under section 5 and 5C)

2 for students who live outside of South Lyon and want to receive an exceptional education in the South Lyon Community Schools. School Improvement Plan Status The AdvancEd/NCA accreditation process is firmly embedded in the Brummer Elementary School continuous School Improvement Process. This process provides a solid framework for increasing student achievement at Brummer Elementary School. An annual Self Assessment was completed and filed with the state. During 4-5, the Brummer Staff will continue to monitor progress on our school improvement goals by continuing to gather and analyze student achievement data. As appropriate, we will add or modify instructional strategies. In addition, we will be engaged in professional development activities to prepare for the expectations of the Common Core. At the end of the -3 school year, we submitted our Accreditation Progress Report (APR) to NCA CASI (Commission on Accreditation and School Improvement) for review. In April 3 the directors of the Michigan State Council for NCA CASI sent correspondence indicating that they had accepted the report and granted continuation of the accreditation term with no findings or additional required actions. Our next External Review for accreditation purposes will most likely be scheduled during the 5-6 school year. Core Curriculum South Lyon Community Schools is in the process of implementing the Common Core State Standards. This work is being facilitated by the district's curriculum coordinators in collaboration with teachers serving on the Subject Area Curriculum Committees. The elementary school science and social studies curriculum is aligned with Standards and Benchmarks of the Michigan Curriculum Framework as well as the state Grade Level Content Expectations (GLCEs). For a copy of our curriculum or for more information, you may contact the Brummer office or our district department of Curriculum, Instruction, Technology, and Assessment (CITA). Parent-Teacher Conference Attendance Since Brummer School opened in the fall of, we have been pleased to report % participation at Parent/Teacher Conferences each year. This is due to the dedication of both our parents and teachers to this process. At Brummer Elementary School, we are very proud of the hard work and achievement of our students, the dedication of our outstanding staff, and the continuing support of our parents and community. Sincerely, Stacy Cooper Principal Mission Statement The Brummer Elementary community provides a safe and respectful environment that enhances academic, social, and technological growth which promotes life-long, responsible learners.

3 8//4 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Mathematics 3rd Grade All % 65.% 38.9% 3.7% 35.% 7.8% 33.3% Mathematics 3rd Grade All % 68.6% 6.9%.% 6.7% 3.6% 3.5% Mathematics 3rd Grade Asian % 64.7% < < < < < Mathematics 3rd Grade Hispanic of Any Race Mathematics 3rd Grade Hispanic of Any Race Mathematics 3rd Grade Two or More Races - 3% 4.9% < < < < < % 6.5% < < < < < % 5.9% < < < < < Mathematics 3rd Grade White - 4.3% 67.% 4.% 3.9% 37.3% 5.5% 33.3% Mathematics 3rd Grade White % 69.9% 63.%.4% 6.7% 3.8% 3.% Mathematics 3rd Grade Female % 65.% 3.% 7.% 5% 35.7% 3.% Mathematics 3rd Grade Female % 69.4% 6.5%.3% 58.% 5.6% 4% Mathematics 3rd Grade Male % 65% 46.% % 46.% 9.% 34.6% Mathematics 3rd Grade Male -3 4% 67.8% 65.%.% 63%.7% 3% Mathematics 3rd Grade Economically Disadvantaged Mathematics 3rd Grade Economically Disadvantaged Mathematics 3rd Grade English Language Learners Mathematics 3rd Grade With Disabilities - 3% 39.7% 38.5% 7.7% 3.8% 7.7% 53.8% % 45% 56.3% % 56.3%.5% 3.3% -3 3% 3% < < < < < - 8.5% 3.% < < < < < Page of

4 8//4 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Mathematics 3rd Grade With Disabilities -3.5% 4.6% 36.4% % 36.4% 45.5% 8.% Mathematics 4th Grade All % 67.3% 68.%.8% 65.3% 8.% 3.9% Mathematics 4th Grade All % 67.% 59%.5% 47.5% 9.7%.3% Mathematics 4th Grade Hispanic of Any Race Mathematics 4th Grade Hispanic of Any Race Mathematics 4th Grade Two or More Races - 6.% 3% < < < < < % 4.7% < < < < < % 7.6% < < < < < Mathematics 4th Grade White % 69.9% 68.6%.9% 65.7% 7.% 4.3% Mathematics 4th Grade White -3 53% 69% 6.3%.% 48.3% 7.%.4% Mathematics 4th Grade Female % 64.9% 63.6% 3% 6.6%.% 5.% Mathematics 4th Grade Female % 68.6% 6.5% 5.6% 46.9% 8.8% 8.8% Mathematics 4th Grade Male - 4.% 69.7% 7.8%.6% 69.% 5.4%.8% Mathematics 4th Grade Male % 66% 55.% 6.9% 48.3%.7% 4.% Mathematics 4th Grade Economically Disadvantaged Mathematics 4th Grade Economically Disadvantaged Mathematics 4th Grade With Disabilities Mathematics 4th Grade With Disabilities - 5.3% 5.6% 73.3% % 73.3% 6.7% % -3 3.% 38.3% 46.7% 3.3% 33.3% % 33.3% - 8.3% 3.% < < < < < -3 3% 33.9% < < < < < Page of

5 8//4 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Mathematics 5th Grade All % 69% 73.7% 5.8% 57.9% 4.5%.8% Mathematics 5th Grade All % 7.% 8.% 8.% 73%.% 6.8% Mathematics 5th Grade African American - 7% < < < < < < Mathematics 5th Grade Asian - 7.4% < < < < < < Mathematics 5th Grade Hispanic of Any Race Mathematics 5th Grade Hispanic of Any Race - 6.% 58.3% < < < < < % 5.4% < < < < < Mathematics 5th Grade White % 69.5% 73.% 5.5% 57.7% 4.%.7% Mathematics 5th Grade White % 73.% 8.9% 6.9% 75%.% 6.9% Mathematics 5th Grade Female % 68.% 67.4% 6.3% 5.%.9%.6% Mathematics 5th Grade Female % 67.9% 73.3% % 63.3% 3.3% 3.3% Mathematics 5th Grade Male - 4.6% 7.% 8.8% 5.% 66.7% 6.%.% Mathematics 5th Grade Male % 74.4% 86.4% 6.8% 79.5%.4%.3% Mathematics 5th Grade Economically Disadvantaged Mathematics 5th Grade Economically Disadvantaged Mathematics 5th Grade English Language Learners Mathematics 5th Grade With Disabilities - 4.9% 5.5% 6% % 5% 3% % % 45.6% 76.5%.8% 64.7% 5.9% 7.6% -3.9% < < < < < < - 6%.7% % % % % 7% Page 3 of

6 8//4 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Mathematics 5th Grade With Disabilities % 39.% < < < < < Reading 3rd Grade All - 6.4% 76.8% 73.6% 8.9% 54.7% 8.9% 7.5% Reading 3rd Grade All % 8.6% 8.7%.5% 6.% 7%.3% Reading 3rd Grade Asian -3 79% 8% < < < < < Reading 3rd Grade Hispanic of Any Race Reading 3rd Grade Hispanic of Any Race Reading 3rd Grade Two or More Races % 8% < < < < < % 68.8% < < < < < - 63% 8.3% < < < < < Reading 3rd Grade White % 77% 7% 6% 56% % 8% Reading 3rd Grade White -3 73% 8.4% 8%.% 6.7% 6.7%.4% Reading 3rd Grade Female % 84.% 8.% 5% 57.% 4.3% 3.6% Reading 3rd Grade Female -3 7.% 85.8% 85.7% 3.8% 6.9%.9%.4% Reading 3rd Grade Male - 59% 69.7% 64% % 5% 4% % Reading 3rd Grade Male -3 63% 75.4% 76.% 7.4% 58.7%.7%.% Reading 3rd Grade Economically Disadvantaged Reading 3rd Grade Economically Disadvantaged Reading 3rd Grade With Disabilities % 56.6% 46.% 5.4% 3.8% 3.% 3.8% % 54.8% 68.8% 8.8% 5% 5% 6.3% %.4% < < < < < Page 4 of

7 8//4 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Reading 3rd Grade With Disabilities % 43.5% 7.3% % 7.3% 54.5% 8.% Reading 4th Grade All % 85.9% 8.9%.8% 6.%.% 6.9% Reading 4th Grade All % 83.7% 74.6% 6.8% 67.8% % 3.4% Reading 4th Grade African American - 45.% 57.% < < < < < Reading 4th Grade Hispanic of Any Race Reading 4th Grade Hispanic of Any Race Reading 4th Grade Two or More Races - 54.% 75% < < < < < % 85.7% < < < < < % 93.8% < < < < < Reading 4th Grade White % 87.% 8.6%.7% 6.9%.6% 5.8% Reading 4th Grade White % 83.6% 73.% 7.% 66.% 3.% 3.6% Reading 4th Grade Female - 7.7% 89.3% 88.% 6.5% 6.8% 5.9% 5.9% Reading 4th Grade Female -3 7.% 86.3% 83.9% 9.7% 74.%.9% 3.% Reading 4th Grade Male % 8.4% 76.3% 5.8% 6.5% 5.8% 7.9% Reading 4th Grade Male % 8.% 64.3% 3.6% 6.7% 3.% 3.6% Reading 4th Grade Economically Disadvantaged Reading 4th Grade Economically Disadvantaged Reading 4th Grade With Disabilities - 55% 7.% 75% 8.8% 56.3%.5%.5% % 67.9% 64.3% 7.% 57.%.4% 4.3% - 35% 39% < < < < < Page 5 of

8 8//4 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Reading 4th Grade With Disabilities % 45.8% < < < < < Reading 5th Grade All % 85.3% 89.5% 3.3% 59.% 9.%.3% Reading 5th Grade All % 85.7% 78.% 9.% 58.9% 5.% 6.8% Reading 5th Grade African American % < < < < < < Reading 5th Grade Asian - 8.% < < < < < < Reading 5th Grade Hispanic of Any Race Reading 5th Grade Hispanic of Any Race - 57% 75% < < < < < % 7.4% < < < < < Reading 5th Grade White % 85.8% 88.7% 5.4% 63.4% 9.9%.4% Reading 5th Grade White % 87.% 78.9% 8.3% 6.6% 4.% 7% Reading 5th Grade Female - 7.7% 88.% 95.3% 37.% 58.% 4.7% % Reading 5th Grade Female % 88.3% 76.7% 3% 46.7% % 3.3% Reading 5th Grade Male % 8.7% 8.8%.% 6.6% 5.% 3% Reading 5th Grade Male % 83.% 79.%.6% 67.4%.6% 9.3% Reading 5th Grade Economically Disadvantaged Reading 5th Grade Economically Disadvantaged Reading 5th Grade English Language Learners - 56.% 77.6% 9% % 8% % % % 73% 7.6% 3.5% 47.% 7.6%.8% % < < < < < < Page 6 of

9 8//4 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Reading 5th Grade With Disabilities Reading 5th Grade With Disabilities - 34.% 55.7% 5% % 4% 4% % % 3.8% < < < < < Science 5th Grade All - 5.3% 34.9% 36.8%.4% 4.5% 4.%.% Science 5th Grade All -3 3.% 3.5% 35.% 6.% 8.9% 43.%.6% Science 5th Grade African American - 3.% < < < < < < Science 5th Grade Asian - 8.9% < < < < < < Science 5th Grade Hispanic of Any Race Science 5th Grade Hispanic of Any Race - 6.% 5% < < < < < % 4.3% < < < < < Science 5th Grade White - 8.9% 36% 36.6%.% 5.5% 4.3%.% Science 5th Grade White -3 6% 3.5% 34.7% 6.7% 8.% 43.%.% Science 5th Grade Female - 3.6% 34% 34.9% 8.6% 6.3% 4.9% 3.3% Science 5th Grade Female -3.6% 6.9% 33.3% 3.3% % 36.7% 3% Science 5th Grade Male - 7% 36% 39.4% 7.3%.% 4.4% 8.% Science 5th Grade Male % 33.9% 36.4% 8.% 8.% 47.7% 5.9% Science 5th Grade Economically Disadvantaged Science 5th Grade Economically Disadvantaged - 7% 9% 3% % % 4% 3% %.9% 35.3% 7.6% 7.6%.4% 35.3% Page 7 of

10 8//4 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) Science 5th Grade English Language Learners Science 5th Grade With Disabilities Science 5th Grade With Disabilities -3.4% < < < < < < - 5.5% 9.7% % % % 3% 6% -3 4.% 7.% < < < < < Page 8 of

11 8//4 Michigan Merit Examination (MME) Subject Grade Testing Group School Year State % District % School % % Advanced (Level ) % (Level ) % Partially (Level 3) % Not (Level 4) No Data to Display Page 9 of

12 8//4 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State % District % School % % Exceeded % Met % Progressing Reading 3rd Grade All - 4.% 3.% < < < < Reading 3rd Grade White - 4.3%.% < < < < Reading 3rd Grade Male - 4.8% 5% < < < < Reading 4th Grade All % 5% % % % % Reading 4th Grade All % 38.9% < < < < Reading 4th Grade White - 5.6%.5% < < < < Reading 4th Grade White % 46.% < < < < Reading 4th Grade Female % 66.7% < < < < Reading 4th Grade Male % 5.4% < < < < Reading 4th Grade Male -3 44% 33.3% < < < < Reading 4th Grade Economically Disadvantaged % 38.5% < < < < Reading 5th Grade All % 64.3% < < < < Reading 5th Grade White % 7.7% < < < < Reading 5th Grade Male % 54.5% < < < < Page of

13 8//4 MI-Access Functional Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level ) % Attained (Level ) % Emerging (Level 3) No Data to Display Page of

14 8//4 MI-Access Supported Independence Subject Grade Testing Group School Year State % District % School % % Surpassed (Level ) % Attained (Level ) % Emerging (Level 3) No Data to Display Page of

15 8//4 MI-Access Participation Subject Grade Testing Group School Year State % District % School % % Surpassed (Level ) % Attained (Level ) % Emerging (Level 3) No Data to Display Page 3 of

16 8//4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All District Mathematics 99.6% 85.% Bottom 3% District Mathematics % 5.9% American Indian District Mathematics <3 <3 African American District Mathematics 98.% 65.4% Asian District Mathematics 97.% 9.5% Hispanic of Any Race District Mathematics 99.3% 8.5% Native Hawaiian or Other Pacific Islander District Mathematics Two or More Races District Mathematics 99% 84.6% White District Mathematics 99.7% 85.9% Economically Disadvantaged District Mathematics 99.3% 7.4% English Language Learners District Mathematics <3 <3 With Disabilities District Mathematics 98.6% 57.5% All School Mathematics % 9.% Bottom 3% School Mathematics % 7.7% African American School Mathematics <3 <3 Asian School Mathematics <3 <3 Hispanic of Any Race School Mathematics <3 <3 Two or More Races School Mathematics <3 <3 White School Mathematics % 9.7% Economically Disadvantaged School Mathematics % 77.8% English Language Learners School Mathematics With Disabilities School Mathematics % 65.6% All District Reading 99.6% 93.5% Bottom 3% District Reading % 78.6% American Indian District Reading <3 <3 African American District Reading 99.% 8.5% Asian District Reading 97.% 94.3% Hispanic of Any Race District Reading 99.3% 89.% Native Hawaiian or Other Pacific Islander District Reading Two or More Races District Reading 99% 9% Page 4 of

17 8//4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* White District Reading 99.7% 94% Economically Disadvantaged District Reading 99.4% 83.% English Language Learners District Reading <3 <3 With Disabilities District Reading 98.6% 67.9% All School Reading % 94.% Bottom 3% School Reading % 8.5% African American School Reading <3 <3 Asian School Reading <3 <3 Hispanic of Any Race School Reading <3 <3 Two or More Races School Reading <3 <3 White School Reading % 93.8% Economically Disadvantaged School Reading % 86.7% English Language Learners School Reading With Disabilities School Reading % 56.3% All District Science 99.3% 65.4% Bottom 3% District Science %.6% American Indian District Science <3 <3 African American District Science 98.3% 35.7% Asian District Science <3 <3 Hispanic of Any Race District Science 98.% 47.8% Native Hawaiian or Other Pacific Islander District Science Two or More Races District Science <3 <3 White District Science 99.4% 66.9% Economically Disadvantaged District Science 98.8% 47.5% English Language Learners District Science <3 <3 With Disabilities District Science 97.9% 33.% All School Science % 53.7% Bottom 3% School Science <3 <3 Hispanic of Any Race School Science <3 <3 White School Science % 5.3% Economically Disadvantaged School Science <3 <3 Page 5 of

18 8//4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* English Language Learners School Science With Disabilities School Science <3 <3 All District Social Studies 99.7% 8.9% Bottom 3% District Social Studies % 39.4% American Indian District Social Studies <3 <3 African American District Social Studies 97.9% 6.5% Asian District Social Studies <3 <3 Hispanic of Any Race District Social Studies % 7.9% Two or More Races District Social Studies <3 <3 White District Social Studies 99.7% 8.5% Economically Disadvantaged District Social Studies 99.7% 64.4% English Language Learners District Social Studies <3 <3 With Disabilities District Social Studies % 4.% All School Social Studies % 9.4% Bottom 3% 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 White School Social Studies % 89.7% Economically Disadvantaged School Social Studies <3 <3 With Disabilities School Social Studies <3 <3 All District Writing 99.6% 85.5% Bottom 3% District Writing % 5.4% American Indian District Writing <3 <3 African American District Writing 97.9% 67.7% Asian District Writing <3 <3 Hispanic of Any Race District Writing % 7.6% Two or More Races District Writing <3 <3 White District Writing 99.7% 86.4% Economically Disadvantaged District Writing 99.4% 68.6% English Language Learners District Writing <3 <3 Page 6 of

19 8//4 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* With Disabilities District Writing 98.9% 44.4% All School Writing % 8.4% Bottom 3% School Writing <3 <3 Hispanic of Any Race School Writing <3 <3 Two or More Races School Writing <3 <3 White School Writing % 79.% Economically Disadvantaged School Writing <3 <3 With Disabilities School Writing <3 <3 Page 7 of

20 8//4 Accountability Details Graduation Data Testing Group Location Accountability Scorecard Completion Rate (High Schools only) (Goal 8%) All Statewide 76.% American Indian Statewide 66.4% African American Statewide 59.9% Asian Statewide 87.4% Hispanic of Any Race Statewide 64.3% Migrant Statewide 68.3% Native Hawaiian or Other Pacific Islander Statewide 73.% Two or More Races Statewide 73.5% White Statewide 8.5% Female Statewide 8.8% Male Statewide 7% Economically Disadvantaged Statewide 64% English Language Learners Statewide 63.% With Disabilities Statewide 53.5% Homeless Statewide 53.8% All District 87.5% White District 88.7% Economically Disadvantaged District 6% With Disabilities District 6.% * All data based on students enrolled for a full academic year. Page 8 of

21 8//4 Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 9%) All District 96% All School 97% * All data based on students enrolled for a full academic year. Page 9 of

22 8//4 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 of

23 8//4 Accountability Status School Data District Name School Name Title 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 South Lyon Community Schools William A. Brummer Elementary School Reward School Green Green Green Green Green Yellow 34 Page of

24 8//4 Teacher Quality - Qualification Other B.A. M.A. P.H.D. Professional Qualifications of All Public Elementary and Secondary School Teachers in the School 5 6 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 of

25 8//4 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) 3 Mathematics Achievement. Page 3 of

26 8//4 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) 3 Mathematics Achievement. Page 4 of

27 8//4 NAEP Grade 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) 3 Mathematics Achievement. Page 5 of

28 8//4 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), 3 Reading Assessment. Page 6 of

29 8//4 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), 3 Reading Assessment. Page 7 of

30 8//4 NAEP Grade 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), 3 Reading Assessment. Page 8 of

31 8//4 NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Standard Error 4 Math Reading Math Reading Page of

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