Bangor West Elementary School

Transcription

1 Bangor West Elementary School 75 East Wilder Road Bay City, MI Phone: (989) FAX: (989) Michelle J. Goaley Debbie L. Craves Principal Secretary Dear Parents and Community Members: August 15 th, 2013 We are pleased to present you with the (AER) which provides key information on the educational progress for Bangor West 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 Michelle Goaley, principal, for assistance. The AER is available for you to review electronically by visiting the following web site or you may review a copy from the principal s office at your child s school. 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 that other schools with a similar student population. A Focus school is one that has a large achievement gap in 30% 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. Our school has not been given one of these labels. The key challenges for our district overall are in the areas of math, science and writing. We have invested time in the past year modifying our math curriculum, implementing our reading intervention services, and adding new strategies and activities into our school improvement plan. Initiatives in the areas of math and writing instruction are being undertaken to close achievement gaps. We have also implemented standards-based report cards which reflect the Common Core State Standards. State law requires that we also report additional information: 1. Bangor West was built in 1955 and houses twelve general education classrooms, a special education resource classroom, an intervention classroom, and a multi-purpose room (lunchroom and gymnasium). The dome area of the building houses the upper elementary classrooms, a library area, a computer lab, an area for itinerant staff, and area for the Responsible Thinking Program, and areas for learning groups. 2. There are fourteen certified teachers on staff, a principal, an office secretary, a family services coordinator, and specialized teachers in the areas of health, music, physical education, and technology. We also have a library aide, part-time classroom aides in kindergarten and first grade, a part-time intervention aide staff of three aides that service second through fifth grades, maintenance staff, kitchen staff, playground and cafeteria aides, and a number of parent and community volunteers who can be seen daily assisting throughout the building in academic and non-academic functions. 3. Bangor West Elementary utilized the Michigan Curriculum Framework, Grade Level Content Expectations, and Common Core to establish the curriculum for each grade level. Implementation of curriculum is facilitated at the district level in coordination with the Bay-Arenac Intermediate School District. Information about the curriculum can be found on the Michigan Department of Education website, or by contacting the principal. 4. The MEAP test is given to all third, fourth and fifth grade students, unless an individualized educational plan indicates that the MI-Access or MEAP-Access is to be given as an alternative. At the third, fourth and fifth grade

2 level, all students are tested in English language arts and mathematics. At the fourth grade level, students are also tested in writing, while at the fifth grade the students are also tested in science. 5. At our fall parent-teacher conferences in 2012, 79% of parents were in attendance. At our spring 2013 conferences, 65% of parent were in attendance. At our fall parent-teacher conference in 2013, 71% of our parents were present. In addition to parent-teacher conferences, Bangor West Elementary School utilizes Skyward, a web-based communication tool, to provide parents with access to grades, calendars, progress and assignments on a daily basis. This has had an impact on the number of parents that choose to attend parentteacher conferences. 6. After school tutoring, summer enrichment, literacy support and math support were among the programs offered to struggling students. Most of those students experienced academic gains at a rate faster than the general population. 7. The Bangor West parent organization, Parents for Children, is a very active group and an integral part of our school community. Each year the group coordinates fund raisers, a book fair, bake sales, an annual Literacy Night, a Holiday Giving activity, and Elves Workshop Activity Day as well as meeting monthly to find ways to support and compliment the programs here at Bangor West. I am very pleased with the accomplishments of our students, staff, and parents. Sincerely, Michelle Goaley, Principal

3 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 3rd Grade All % 36.3% 40.5% 60% < 10 60% 21.8% 18.2% Mathematics 3rd Grade All % 40.9% 41.4% 46.3% < % 22.2%.5% Mathematics 3rd Grade African American Mathematics 3rd Grade African American < % < 10 < 10 < 10 < 10 < 10 < < 10 18% < 10 < 10 < 10 < 10 < 10 < 10 Mathematics 3rd Grade Asian < % < 10 < 10 < 10 < 10 < 10 < 10 Mathematics 3rd Grade Asian < % < 10 < 10 < 10 < 10 < 10 < 10 Mathematics 3rd Grade Hispanic of Any Race Mathematics 3rd Grade Hispanic of Any Race < 10 23% < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Mathematics 3rd Grade White % 42.3% 41.3% 62.7% < % 21.6% < 10 Mathematics 3rd Grade White % 47.4% 42.7% 49% < % 20.4% 30.6% Mathematics 3rd Grade Female % 34.9% 43.7% 67.9% < % < 10 < 10 Mathematics 3rd Grade Female % 39.8% 40.7% 45.2% < % < % Mathematics 3rd Grade Male % 37.6% 37% 51.9% < % < 10 < 10 Mathematics 3rd Grade Male % 42% 42.3% 47.8% < % < 10 < 10 Mathematics 3rd Grade Economically Mathematics 3rd Grade Economically Mathematics 3rd Grade With Disabilities Page 1 of % 23% 33.3% 60.9% < % < 10 < % 26.8% 35% 41.9% < % < % < % < 10 < 10 < 10 < 10 < 10 < 10

4 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 3rd Grade With Disabilities < % < 10 < 10 < 10 < 10 < 10 < 10 Mathematics 4th Grade All % 39.9%.5% 24% < 10 22% 34% 42% Mathematics 4th Grade All % 46.1% 50% 65.4% < % < % Mathematics 4th Grade African American Mathematics 4th Grade African American Mathematics 4th Grade Hispanic of Any Race < % < 10 < 10 < 10 < 10 < 10 < < 10 20% < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Mathematics 4th Grade White % 46.4% 34.6% 26.1% < % 34.8% 39.1% Mathematics 4th Grade White % 53% 50.3% 66% < 10 60% < 10 < 10 Mathematics 4th Grade Female % 38.5% 23.8% < 10 < 10 < 10 < 10 44% Mathematics 4th Grade Female % 45.7% 47.1% 57.1% < % < 10 < 10 Mathematics 4th Grade Male % 41.2% 37.2% < 10 < 10 < 10 < 10 40% Mathematics 4th Grade Male % 46.4% 53.3% 75% < % < 10 < 10 Mathematics 4th Grade Economically Mathematics 4th Grade Economically Mathematics 4th Grade With Disabilities Mathematics 4th Grade With Disabilities % 25.3% 27.3% < 10 < 10 < 10 < 10 < %.1% 43.5% 63.2% < % < 10 < < % < 10 < 10 < 10 < 10 < 10 < < 10 23% < 10 < 10 < 10 < 10 < 10 < 10 Page 2 of

5 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 5th Grade All % 39.6% 33.3% 45.3% < % 35.8% 18.9% Mathematics 5th Grade All % 45.7% 43.7% 40.4% < % 21.2% 38.5% Mathematics 5th Grade African American Mathematics 5th Grade African American < 10 17% < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Mathematics 5th Grade Asian < % < 10 < 10 < 10 < 10 < 10 < 10 Mathematics 5th Grade Hispanic of Any Race Mathematics 5th Grade Hispanic of Any Race < % < 10 < 10 < 10 < 10 < 10 < < 10.7% < 10 < 10 < 10 < 10 < 10 < 10 Mathematics 5th Grade White % 45.7%.1% 42.9% < % 38.8% < 10 Mathematics 5th Grade White % 52.4% 44.4% 41.7% < % 22.9% 35.4% Mathematics 5th Grade Female % 37.5% 36.7% 47.8% < % < 10 < 10 Mathematics 5th Grade Female % 43.9% 38% < 10 < 10 < 10 < 10 37% Mathematics 5th Grade Male % 41.6% 30.1% 43.3% < % 36.7% < 10 Mathematics 5th Grade Male % 47.5% 48.8% 48% < 10 40% < 10 40% Mathematics 5th Grade Economically Mathematics 5th Grade Economically Mathematics 5th Grade With Disabilities % 24.9% 30.1% < 10 < 10 < 10 < 10 < % 30.3% 41.3% 41.7% < 10 < 10 < % < 10 16% < 10 < 10 < 10 < 10 < 10 < 10 Page 3 of

6 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Mathematics 5th Grade With Disabilities < % < 10 < 10 < 10 < 10 < 10 < 10 Reading 3rd Grade All % 62.4% 58.1% 67.3% < % 27.3% < 10 Reading 3rd Grade All % 66.5% 73.5% 66.1% < % 25% < 10 Reading 3rd Grade African American Reading 3rd Grade African American < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Reading 3rd Grade Asian < % < 10 < 10 < 10 < 10 < 10 < 10 Reading 3rd Grade Asian < 10 79% < 10 < 10 < 10 < 10 < 10 < 10 Reading 3rd Grade Hispanic of Any Race Reading 3rd Grade Hispanic of Any Race < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Reading 3rd Grade White % 69.8% 59.7% 70.6% < % 25.5% < 10 Reading 3rd Grade White % 73% 74.7% 68.6% < % 23.5% < 10 Reading 3rd Grade Female % 65.9% 59.8% 64.3% < % < 10 < 10 Reading 3rd Grade Female % 70.2% 73.9% 74.2% < % < 10 < 10 Reading 3rd Grade Male % 59% 56.3% 70.4% < % < 10 < 10 Reading 3rd Grade Male % 63% 73.1% 56% < 10 52% < 10 < 10 Reading 3rd Grade Economically Reading 3rd Grade Economically Page 4 of % 49.5% 56.1% 69.6% < % < 10 < % 53.8% 73.1% 69.7% < % < 10 < 10

7 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 3rd Grade With Disabilities Reading 3rd Grade With Disabilities < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Reading 4th Grade All % 67.7% 72.6% 74.5% < % 21.6% < 10 Reading 4th Grade All % 68.1% 73% 82.4% < % < 10 < 10 Reading 4th Grade African American Reading 4th Grade African American Reading 4th Grade Hispanic of Any Race < % < 10 < 10 < 10 < 10 < 10 < < 10 43% < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Reading 4th Grade White % 74.4% 73.1% 76.6% < 10 66% < 10 < 10 Reading 4th Grade White % 75.1% 72.5% 82% < 10 82% < 10 < 10 Reading 4th Grade Female % 71.7% 79.7% 81.5% < % < 10 < 10 Reading 4th Grade Female % 71.1% 77.4% 81.5% < % < 10 < 10 Reading 4th Grade Male % 63.7% 67.1% 66.7% < % < 10 < 10 Reading 4th Grade Male % 65.1% 68% 83.3% < % < 10 < 10 Reading 4th Grade Economically Reading 4th Grade Economically Reading 4th Grade With Disabilities % 55% 77.3% 87% < % < 10 < % 55.1% 72.5% 88.9% < % < 10 < % 35% 55% < 10 < 10 < 10 < 10 < 10 Page 5 of

8 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 4th Grade With Disabilities < % < 10 < 10 < 10 < 10 < 10 < 10 Reading 5th Grade All % 68.8% 71.2% 83.6% < % < 10 < 10 Reading 5th Grade All % 70.4% 77.6% 81.1% < % < 10 < 10 Reading 5th Grade African American Reading 5th Grade African American < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Reading 5th Grade Asian < % < 10 < 10 < 10 < 10 < 10 < 10 Reading 5th Grade Hispanic of Any Race Reading 5th Grade Hispanic of Any Race < 10 57% < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Reading 5th Grade White % 74.8% 70.5% 84.3% < % < 10 < 10 Reading 5th Grade White % 76.9% 78.1% 81.6% < % < 10 < 10 Reading 5th Grade Female % 71.7% 72% 83.3% < % < 10 < 10 Reading 5th Grade Female % 74.1% 79.7% 86.2% < 10 69% < 10 < 10 Reading 5th Grade Male % 65.9% 70.4% 83.9% < % < 10 < 10 Reading 5th Grade Male % 66.8% 75.6% 75% < % < 10 < 10 Reading 5th Grade Economically Reading 5th Grade Economically % 56.1% 67.7% 81.8% < % < 10 < % 57.9% 79% 88% < 10 72% < 10 < 10 Page 6 of

9 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Reading 5th Grade With Disabilities Reading 5th Grade With Disabilities < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Science 5th Grade All % 15.3% 12.3% 30.5% < 10 < % 33.9% Science 5th Grade All % 13.1% < 10 < 10 < 10 < % 61.1% Science 5th Grade African American Science 5th Grade African American < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Science 5th Grade Asian < % < 10 < 10 < 10 < 10 < 10 < 10 Science 5th Grade Hispanic of Any Race Science 5th Grade Hispanic of Any Race < % < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Science 5th Grade White % 18.9% 13.5% 33.3% < 10 < 10 37% 29.6% Science 5th Grade White % 16% < 10 < 10 < 10 < 10 34% 60% Science 5th Grade Female % 13.6% < 10 < 10 < 10 < 10 40% < 10 Science 5th Grade Female % 11.6% < 10 < 10 < 10 < % 55.2% Science 5th Grade Male % 17% 15.9% 32.4% < 10 < % 35.3% Science 5th Grade Male % 14.5% < 10 < 10 < 10 < 10 < 10 68% Science 5th Grade Economically % 7% < 10 < 10 < 10 < 10 44% 44% Page 7 of

10 Michigan Educational Assessment Program (MEAP) Subject Grade Testing Group School Year % Tested State % District % School % % Advanced (Level 1) % (Level 2) % Partially (Level 3) % Not (Level 4) Science 5th Grade Economically Science 5th Grade With Disabilities Science 5th Grade With Disabilities % 5.8% < 10 < 10 < 10 < 10 44% 48% % 5.5% < 10 < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 < 10 Page 8 of

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

12 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year % Tested State % District % School % % Exceeded % Met % Progressing Mathematics 3rd Grade All % 63.7% 60% 100% < 10 < 10 < 10 Mathematics 3rd Grade African American < % < 10 < 10 < 10 < 10 < 10 Mathematics 3rd Grade White < % < 10 < 10 < 10 < 10 < 10 Mathematics 3rd Grade Male % 66.4% 60% 100% < 10 < 10 < 10 Mathematics 3rd Grade Economically % 62.4% 75% 100% < 10 < 10 < 10 Mathematics 4th Grade All % 55.1% 83.3% 66.7% < % < 10 Mathematics 4th Grade All < % 80% < 10 < 10 < 10 < 10 Mathematics 4th Grade White % 61% 83.3% < 10 < 10 < 10 < 10 Mathematics 4th Grade White < % 100% < 10 < 10 < 10 < 10 Mathematics 4th Grade Female < % 100% < 10 < 10 < 10 < 10 Mathematics 4th Grade Male < % < 10 < 10 < 10 < 10 < 10 Mathematics 4th Grade Male < % 80% < 10 < 10 < 10 < 10 Mathematics 4th Grade Economically Mathematics 4th Grade Economically < % 80% < 10 < 10 < 10 < < % 75% < 10 < 10 < 10 < 10 Mathematics 5th Grade All % 59.9% 75% 60% < 10 60% 40% Mathematics 5th Grade All < % 87.5% < 10 < 10 < 10 < 10 Mathematics 5th Grade African American < % < 10 < 10 < 10 < 10 < 10 Mathematics 5th Grade White % 67.5% 66.7% < 10 < 10 < 10 < 10 Mathematics 5th Grade White < 10 64% 87.5% < 10 < 10 < 10 < 10 Page 10 of

13 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year % Tested State % District % School % % Exceeded % Met % Progressing Mathematics 5th Grade Female < % 75% < 10 < 10 < 10 < 10 Mathematics 5th Grade Female < % 80% < 10 < 10 < 10 < 10 Mathematics 5th Grade Male < 10 64% < 10 < 10 < 10 < 10 < 10 Mathematics 5th Grade Economically Mathematics 5th Grade Economically % 59.3% 83.3% < 10 < 10 < 10 < < % 85.7% < 10 < 10 < 10 < 10 Reading 3rd Grade All < % < 10 < 10 < 10 < 10 < 10 Reading 3rd Grade African American < % < 10 < 10 < 10 < 10 < 10 Reading 3rd Grade White < % < 10 < 10 < 10 < 10 < 10 Reading 3rd Grade Male < % < 10 < 10 < 10 < 10 < 10 Reading 3rd Grade Economically < % < 10 < 10 < 10 < 10 < 10 Reading 4th Grade All % 45.8% 37.5% < 10 < 10 < % Reading 4th Grade All < % 42.9% < 10 < 10 < 10 < 10 Reading 4th Grade African American < % < 10 < 10 < 10 < 10 < 10 Reading 4th Grade White < % 37.5% < 10 < 10 < 10 < 10 Reading 4th Grade White < % 60% < 10 < 10 < 10 < 10 Reading 4th Grade Female < % < 10 < 10 < 10 < 10 < 10 Reading 4th Grade Male < % < 10 < 10 < 10 < 10 < 10 Reading 4th Grade Male < 10 44% 50% < 10 < 10 < 10 < 10 Reading 4th Grade Economically Page 11 of < % 42.9% < 10 < 10 < 10 < 10

14 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year % Tested State % District % School % % Exceeded % Met % Progressing Reading 4th Grade Economically < % < 10 < 10 < 10 < 10 < 10 Reading 5th Grade All % 55% 50% 25% 25% < 10 75% Reading 5th Grade All < % 66.7% < 10 < 10 < 10 < 10 Reading 5th Grade African American < % < 10 < 10 < 10 < 10 < 10 Reading 5th Grade White < % 66.7% < 10 < 10 < 10 < 10 Reading 5th Grade White < % 62.5% < 10 < 10 < 10 < 10 Reading 5th Grade Female < % < 10 < 10 < 10 < 10 < 10 Reading 5th Grade Male < % 75% < 10 < 10 < 10 < 10 Reading 5th Grade Male < % 66.7% < 10 < 10 < 10 < 10 Reading 5th Grade Economically % 52.8% 57.1% < 10 < 10 < 10 < 10 Page 12 of

15 MI-Access Functional Independence Subject Grade Testing Group School Year % Tested State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) Mathematics 3rd Grade All < % < 10 < 10 < 10 < 10 < 10 Reading 3rd Grade All < % < 10 < 10 < 10 < 10 < 10 Mathematics 3rd Grade White < % < 10 < 10 < 10 < 10 < 10 Reading 3rd Grade White < % < 10 < 10 < 10 < 10 < 10 Mathematics 3rd Grade Female < % < 10 < 10 < 10 < 10 < 10 Reading 3rd Grade Female < % < 10 < 10 < 10 < 10 < 10 Mathematics 5th Grade All < % < 10 < 10 < 10 < 10 < 10 Reading 5th Grade All < 10 81% < 10 < 10 < 10 < 10 < 10 Science 5th Grade All < % < 10 < 10 < 10 < 10 < 10 Mathematics 5th Grade White < % < 10 < 10 < 10 < 10 < 10 Reading 5th Grade White < % < 10 < 10 < 10 < 10 < 10 Science 5th Grade White < % < 10 < 10 < 10 < 10 < 10 Mathematics 5th Grade Female < % < 10 < 10 < 10 < 10 < 10 Science 5th Grade Female < % < 10 < 10 < 10 < 10 < 10 Mathematics 5th Grade Male < % < 10 < 10 < 10 < 10 < 10 Reading 5th Grade Male < % < 10 < 10 < 10 < 10 < 10 Mathematics 5th Grade Economically Reading 5th Grade Economically Science 5th Grade Economically < % < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < < % < 10 < 10 < 10 < 10 < 10 Page 13 of

16 MI-Access Supported Independence Subject Grade Testing Group School Year % Tested State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 14 of

17 MI-Access Participation Subject Grade Testing Group School Year % Tested State % District % School % % Surpassed (Level 1) % Attained (Level 2) % Emerging (Level 3) No Data to Display Page 15 of

18 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* All Statewide Mathematics 98.7% 58.2% Bottom 30% Statewide Mathematics 11.2% American Indian Statewide Mathematics 98.5% 48.4% African American Statewide Mathematics 96.9% 32.7% Asian Statewide Mathematics 99.4% 81.5% Hispanic of Any Race Statewide Mathematics 98.6% 45.9% Native Hawaiian or Other Pacific Islander Statewide Mathematics 97.4% 64.9% Two or More Races Statewide Mathematics 99.2% 55.9% White Statewide Mathematics 99.2% 64.4% Economically Statewide Mathematics 98.2% 43.7% English Language Learners Statewide Mathematics 98.9% 36.9% With Disabilities Statewide Mathematics 97.8% 32.5% All District Mathematics 96.8% 61.3% Bottom 30% District Mathematics 11.4% American Indian District Mathematics African American District Mathematics 93.9% < 30 Asian District Mathematics < 30 < 30 Hispanic of Any Race District Mathematics 96.9% 59% Native Hawaiian or Other Pacific Islander District Mathematics Two or More Races District Mathematics < 30 < 30 White District Mathematics 96.8% 61.7% Economically District Mathematics 95.7% 58.6% English Language Learners District Mathematics < 30 < 30 With Disabilities District Mathematics 91.7% 43.5% All School Mathematics 98.8% 79.4% Bottom 30% School Mathematics 33.3% African American School Mathematics < 30 < 30 Asian School Mathematics < 30 < 30 Hispanic of Any Race School Mathematics < 30 < 30 Two or More Races School Mathematics < 30 Page 16 of

19 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* White School Mathematics 98.7% 80.3% Economically School Mathematics 97.6% 77.7% English Language Learners School Mathematics < 30 With Disabilities School Mathematics < 30 < 30 All Statewide Reading 99% 83.1% Bottom 30% Statewide Reading 51.3% American Indian Statewide Reading 98.8% 79.7% African American Statewide Reading 97.3% 67.9% Asian Statewide Reading 100.3% 90.1% Hispanic of Any Race Statewide Reading 99.2% 77% Native Hawaiian or Other Pacific Islander Statewide Reading 97.4% 85.7% Two or More Races Statewide Reading 99.4% 83.6% White Statewide Reading 99.4% 86.9% Economically Statewide Reading 98.6% 74.8% English Language Learners Statewide Reading 100.5% 62.4% With Disabilities Statewide Reading 98.1% 51.8% All District Reading 97% 85.9% Bottom 30% District Reading 59.5% American Indian District Reading African American District Reading 93.9% < 30 Asian District Reading < 30 < 30 Hispanic of Any Race District Reading 96.9% 82% Native Hawaiian or Other Pacific Islander District Reading Two or More Races District Reading < 30 < 30 White District Reading 97% 86.6% Economically District Reading 96% 83.3% English Language Learners District Reading < 30 < 30 With Disabilities District Reading 92.2% 58.8% All School Reading 98.8% 88.1% Bottom 30% School Reading 66.7% Page 17 of

20 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* African American School Reading < 30 < 30 Asian School Reading < 30 < 30 Hispanic of Any Race School Reading < 30 < 30 Two or More Races School Reading < 30 White School Reading 98.7% 89.2% Economically School Reading 97.6% 86.3% English Language Learners School Reading < 30 With Disabilities School Reading < % All Statewide Science 97.9% 38.6% Bottom 30% Statewide Science 1% American Indian Statewide Science 97.5% 29.4% African American Statewide Science 94.8% 12.8% Asian Statewide Science 99.1% 57.4% Hispanic of Any Race Statewide Science 97.9% 22.9% Native Hawaiian or Other Pacific Islander Statewide Science 93.7% 49.2% Two or More Races Statewide Science 98.7% 35.7% White Statewide Science 98.7% 45% Economically Statewide Science 97% 22.9% English Language Learners Statewide Science 98% 7.6% With Disabilities Statewide Science 96.5% 15.1% All District Science 93.7% 32.4% Bottom 30% District Science 0% American Indian District Science African American District Science < 30 < 30 Asian District Science < 30 < 30 Hispanic of Any Race District Science < 30 < 30 Native Hawaiian or Other Pacific Islander District Science Two or More Races District Science < 30 < 30 White District Science 93.8% 33.9% Economically District Science 91% 26.4% Page 18 of

21 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* English Language Learners District Science With Disabilities District Science 82.4% 13.6% All School Science 98.2% 16.7% Bottom 30% School Science < 30 African American School Science < 30 < 30 Hispanic of Any Race School Science < 30 < 30 White School Science 98% 18.2% Economically School Science < 30 < 30 With Disabilities School Science < 30 < 30 All Statewide Social Studies 96.7% 57.5% Bottom 30% Statewide Social Studies 8.8% American Indian Statewide Social Studies 95.9% 52.3% African American Statewide Social Studies 92.4% 27.9% Asian Statewide Social Studies 99% 73.6% Hispanic of Any Race Statewide Social Studies 96.1% 43% Native Hawaiian or Other Pacific Islander Statewide Social Studies 93.2% 59.7% Two or More Races Statewide Social Studies 97.6% 53.5% White Statewide Social Studies 98% 64.7% Economically Statewide Social Studies 95.1% 40.3% English Language Learners Statewide Social Studies 96.4% 19.6% With Disabilities Statewide Social Studies 91.9% 22.3% All District Social Studies 94.2% 61.1% Bottom 30% District Social Studies 3.9% American Indian District Social Studies African American District Social Studies < 30 < 30 Asian District Social Studies < 30 < 30 Hispanic of Any Race District Social Studies < 30 < 30 Native Hawaiian or Other Pacific Islander District Social Studies Two or More Races District Social Studies < 30 < 30 White District Social Studies 94.1% 61.9% Page 19 of

22 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Economically District Social Studies 91.1% 49.1% English Language Learners District Social Studies With Disabilities District Social Studies 83.1% 27.5% All Statewide Writing 98.2% 69.4% Bottom 30% Statewide Writing 21.9% American Indian Statewide Writing 97.7% 61.6% African American Statewide Writing 95.6% 48.8% Asian Statewide Writing 98.9% 82.9% Hispanic of Any Race Statewide Writing 98% 59.7% Native Hawaiian or Other Pacific Islander Statewide Writing 94.5% 74.4% Two or More Races Statewide Writing 98.9% 68.5% White Statewide Writing 98.9% 74.3% Economically Statewide Writing 97.3% 55.7% English Language Learners Statewide Writing 97.3% 42.1% With Disabilities Statewide Writing 96.6% 27.9% All District Writing 93.7% 63.6% Bottom 30% District Writing 0% American Indian District Writing African American District Writing < 30 < 30 Asian District Writing < 30 < 30 Hispanic of Any Race District Writing < 30 < 30 Native Hawaiian or Other Pacific Islander District Writing Two or More Races District Writing < 30 < 30 White District Writing 93.7% 63.9% Economically District Writing 91.2% 56.4% English Language Learners District Writing < 30 With Disabilities District Writing 84.7% 27.9% All School Writing 98.2% 69.8% Bottom 30% School Writing < 30 African American School Writing < 30 < 30 Page 20 of

23 Accountability Details Subject Data Testing Group Location Subject % Tested Total(Goal 95%) % for Accountability* Asian School Writing < 30 White School Writing 98.1% 74% Economically School Writing < 30 < 30 English Language Learners School Writing < 30 With Disabilities School Writing < 30 < 30 Page 21 of

24 Accountability Details Graduation Data Testing Group Location Accountability Scorecard Completion Rate (High Schools only) (Goal 80%) All Statewide 76.2% 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 73.2% Two or More Races Statewide 73.5% White Statewide 81.5% Female Statewide 80.8% Male Statewide 72% Economically Statewide 64% English Language Learners Statewide 63.1% With Disabilities Statewide 53.5% Homeless Statewide 53.8% All District 82.6% White District 82.3% Economically District 76.1% * All data based on students enrolled for a full academic year. Page 22 of

25 Accountability Details Attendance Data Testing Group Location Attendance Rate (Goal 90%) All Statewide 94% All District 95% All School 95% * All data based on students enrolled for a full academic year. Page 23 of

26 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 24 of

27 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 Bangor Township Schools Bangor West Central School Green 2 Green 2 Green 2 Green 2 Green 2 Yellow 32 Page 25 of

28 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 0.0% 0.0% 0.0% Teacher Quality - Provisional Certification Percent Percentage of Public Elementary and Secondary School Teachers in the School with Emergency Certification 0% Page 26 of

29 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) 2011 Mathematics Achievement. Page 27 of

30 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: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 2011 Mathematics Achievement. Page 28 of

31 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: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2011 Reading Assessment. Page 29 of

32 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: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 2011 Reading Assessment. Page 30 of

33 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