School Annual Education Report (AER) Cover Letter

Transcription

1 School Annual Education Report (AER) Cover Letter February 23, 27 Dear Parents and Community Members: We are pleased to present you with the Annual Education Report (AER) which provides key information on the 26-7 educational progress for the Zemmer Campus 8/9 Building. 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 Mrs. Amy Maruca 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 at your child s school. For the 26-7 year, no new Priority or Focus schools were named; some Priority or Focus schools did exit their status because they met the exit criteria. New Reward schools were identified using school rankings and Beating the Odds information. A Focus school is one that has a large achievement gap between the highest and lowest achieving 3% of schools. A Priority school is one whose achievement and growth is in the lowest 5% of all schools in the state. A Reward school is one that has achieved one or more of the following distinctions: top 5% of schools on the Top-to-Bottom School Rankings, top 5% of schools making the greatest gains in achievement (improvement metric), or Beating the Odds by outperforming the school s predicted ranking and/or similar schools. Some schools are not identified with any of these labels. In these cases no label is given. Our school has not been given one of these labels.

2 In reviewing the data in the combined report, several celebrations and challenges have been identified based on the results of Building in relation to the state. The primary celebration would be the performance of 9 th graders on the PSAT 8/9 in both the fall and spring test; these students outperformed 9 th grade classes throughout the county in both Evidence-Based Reading and Writing and. On the M-STEP results, Zemmer 8 th graders improved on the previous year s performance in reading and math. The primary challenge is improving of student performance in 8 th grade math. To address these issues, our school improvement plan has been developed to provide training to staff through differentiating our instructional practices to meet student needs and supporting that training through learning coach goals with staff in the classroom. Additionally, we intend to improve our professional learning communities to focus on student learning, growth, and lesson design. Zemmer has undertaken several key initiatives to accelerate student achievement and close the achievement gap. Extended School Day Advancement Opportunities School Improvement Process Full day Professional Development and Data Days Professional Learning Communities Adolescent Accelerated Reading Initiative After School Intervention Support in Reading and Math Summer School Programs Online Advancement and Remediation I-Connect Reading Initiative I-Connect Academic Support Initiative Year-Round School Calendar State law requires that we also report additional information. 2

3 PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL All students in grades 8-9 in Lapeer Community Schools attend Zemmer Campus. The only exception to this assignment is those students who choose to attend the Alternative Program based on their academic needs. THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN Student Goal Statement: All students at Zemmer Campus will be proficient in reading. % of 8 th graders will increase 6 points on NWEA reading from fall to spring. % of 9 th graders will meet the college benchmark score on the PSAT in reading. Student Goal Statement: All students will demonstrate improved proficiency in mathematics. % of 8 th graders will increase 4 points on NWEA mathematics from fall to spring. % of 9 th graders will meet the college benchmark score on the PSAT in reading. Student Goal Statement: All students will demonstrate proficiency in writing. % of all students will demonstrate proficiency on a common writing assignment or final assessment in. SPECIALIZED SCHOOLS IN THE DISTRICT Specialized schools provide alternative educational opportunities for students on either a part-time or full-time basis. In addition to the regular K-2 program provided by Lapeer Community Schools, the district has students attending five specialized school programs: Special education for the most severely handicapped students, Community High School, Lapeer County Educational and Technical Center 3

4 and two options utilizing the Year-Round calendar at both the K-5 and 6-8 grade levels. The Lapeer Intermediate School District offers programs for the most severe mentally, physically and emotionally impaired students. Most of these programs are housed at the Lapeer County Educational and Technical Center. Lapeer Community High School serves at-risk youths ages 4-8 in an alternative environment. The school provides a curriculum designed to develop employability and social skills as well as academic skills. A range of services address problems such as poor attendance, poor academic performance and behavioral issues. The Center for Innovation at the West Campus is a program that will offer series of project based learning classes, a Project Lead the Way science program for students in grades 6-2, college on campus courses, and other programs. Many students in grades 6-2 will opt to spend a portion of their day at the CFI campus in order to take advantage of these many educational options. The Lapeer County Educational and Technical Center provides vocational education and related services to high school students from all of the county high schools. in the 5 programs learn job specific skills to help them prepare for employment upon graduation. They also learn academic skills in an applied setting. Lapeer Community School s Year-Round Middle School is a program for students in grades 6-8 that operates on a balanced calendar. attend school the same number of days as traditional calendar students, but have a shorter summer break and more frequent week-long breaks during the school year. This program is housed at Rolland-Warner Campus 6/7 building during August. in grades 6-8 will begin their year on this campus and then students in grade 8 will relocate to the Zemmer 8/9 campus in September. Approximately 2 students participated in the Year-Round Middle School program this past school year. Turrill Year-Round Elementary School is a program for students in grades E5-5 that operates on a balanced calendar. attend school the same number of days as traditional calendar students, but have a shorter summer break and more frequent week -long breaks during the school year. During these week-long breaks, students can opt to attend intercession camps for a nominal fee. Turrill has over 45 students that take advantage of this option for their elementary school years. 4

5 Core Curriculum The core curriculum of Lapeer Community Schools is modeled after the Michigan Department of Education s (MDE) K-2 Curriculum and Standards. Our teachers have developed and continue to work on pacing guides, lesson plans and assessments to align with MDE grade or course level specific expectations. To access the core curriculum online, visit click on Curriculum & Instruction on the menu, and then select Grade Level or High School Expectations. STUDENT ACHIEVEMENT RESULTS In addition to the state testing data that can be found in our district AER report or in the MiSchoolData report, Zemmer also has information from local assessments. 8 th Grade students took the NWEA-MAPS suite of tests at the beginning and the end of the school year. Our school uses the standard growth model provided by NWEA-MAPS as our model for meeting our growth goal. 8 th Grade MAPS Avg. Score Avg. Growth Avg. Score Avg. Growth READING

6 MATH Our 8 th grade students also participated in the state-mandated MSTEP test suite. 9 th Grade- Our 9 th grades students took the PSAT 8/9. MSTEP 24-5 Proficiency 25-6 Proficiency MATH 4% 7% 4% 37% 32% 23% PSAT Evidence Based Reading and Writing Fall 26 Scores/ % meeting benchmark 456/73% 437/48% PARENT-TEACHER CONFERENCES During the 24-5 school year, Zemmer conducted two sets of parent- teacher conferences. One during the fall and one in the spring. The fall conferences took place over two evenings while the winter conferences took place on one night. 6

7 Year Fall Winter % Parents % Parents % 25% % 22% In closing, Building, is continuing to work and grow in meeting the needs of all of our students. We are continually looking for ways to not only meet the needs of our struggling students, but to help all students grow. Our overall goal is to continue striving to close our achievement gaps and to move all of our students towards proficiency and beyond. Our dedicated staff combined with quality curriculum and instruction is working to meet the needs of all of our students. With a continued focus on improving instruction and curriculum I look forward to see the long-term growth and success at Zemmer Campus. Sincerely, Amy Maruca Principal 7

8 /3/27 M-STEP Grades 3- Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Advanced Proficient Partially Proficient Not Proficient All % 4.8% 4.8% 4.5% 36.3% 29.3% 3.% All % 37.% 37.% 6.7% 3.4% 35.2% 27.7% Indian or Alaska Native % < < < < < < Asian % < < < < < < Asian % < < < < < < Black or African % < < < < < < Black or African % < < < < < < Hispanic of Any Race % < < < < < < Hispanic of Any Race % 3.8% 3.8%.% 3.8% 46.2% 23.% Native Hawaiian or Other Pacific Islander % < < < < < < Two or More Races % < < < < < < A service of the Center for Educational Performance and Information (CEPI) Page of 27

9 /3/27 M-STEP Grades 3- Two or More Races % 4.7% 4.7% 8.3% 33.3% 25.% 33.3% White % 4.3% 4.3% 4.5% 36.8% 29.4% 29.4% White % 37.5% 37.5% 7.% 3.5% 34.9% 27.6% Female % 5.7% 5.7% 5.5% 45.2% 28.6% 2.7% Female % 45.% 45.% 9.8% 35.2% 34.7% 2.2% Male % 29.% 29.% 3.3% 25.7% 3.% 4.% Male % 28.6% 28.6% 3.3% 25.3% 35.7% 35.7% % 29.% 29.%.6% 27.5% 3.% 4.9% % 3.9% 3.9% 2.8% 28.2% 35.9% 33.% English Language Learners % < < < < < < English Language Learners % < < < < < < With Disabilities % 2.3% 2.3%.% 2.3% 7.% 9.7% With Disabilities % 5.9% 5.9%.% 5.9% 23.5% 7.6% All % 4.% 4.% 3.8%.3% 36.8% 49.% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 27

10 /3/27 M-STEP Grades 3- All % 7.2% 7.2% 5.3%.9% 27.8% 55.% Indian or Alaska Native % < < < < < < Asian % < < < < < < Asian % < < < < < < Black or African % < < < < < < Black or African % < < < < < < Hispanic of Any Race % < < < < < < Hispanic of Any Race % 7.7% 7.7%.% 7.7% 3.8% 6.5% Native Hawaiian or Other Pacific Islander % < < < < < < Two or More Races % < < < < < < Two or More Races % 25.% 25.%.% 25.% 33.3% 4.7% White % 4.% 4.% 4.%.% 37.9% 48.% White % 7.3% 7.3% 5.5%.8% 27.7% 55.% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 27

11 /3/27 M-STEP Grades 3- Female % 5.7% 5.7% 4.6%.% 4.3% 44.% Female % 5.4% 5.4% 4.%.3% 32.3% 52.3% Male % 2.% 2.% 2.7% 9.3% 32.8% 55.2% Male % 9.% 9.% 6.6% 2.6% 23.% 57.9% % 8.8% 8.8%.% 7.8% 3.6% 59.6% % 3.7% 3.7% 2.7%.% 26.4% 59.9% English Language Learners % < < < < < < English Language Learners % < < < < < < With Disabilities %.%.%.%.% 4.8% 95.2% With Disabilities % 2.9% 2.9%.% 2.9% 2.9% 94.3% All % 3.6% 3.6%.3% 3.3% 45.4% 23.% All % 23.4% 23.4% 3.4% 9.9% 47.2% 29.4% Indian or Alaska Native % < < < < < < Asian % < < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 4 of 27

12 /3/27 M-STEP Grades 3- Asian % < < < < < < Black or African % < < < < < < Black or African % < < < < < < Hispanic of Any Race % < < < < < < Hispanic of Any Race % 23.% 23.%.% 23.% 38.5% 38.5% Native Hawaiian or Other Pacific Islander % < < < < < < Two or More Races % < < < < < < Two or More Races % 33.3% 33.3% 8.3% 25.% 33.3% 33.3% White % 32.6% 32.6%.3% 3.3% 44.6% 22.8% White % 23.% 23.% 3.4% 9.7% 48.% 28.9% Female % 25.5% 25.5%.5% 25.% 5.5% 24.% Female % 9.5% 9.5% 2.6% 6.9% 49.2% 3.3% Male % 38.8% 38.8% 2.2% 36.6% 39.3% 2.9% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 27

13 /3/27 M-STEP Grades 3- Male % 27.4% 27.4% 4.3% 23.% 45.2% 27.4% % 24.% 24.%.% 24.% 42.7% 33.3% % 8.4% 8.4% 2.7% 5.7% 43.8% 37.8% English Language Learners % < < < < < < English Language Learners % < < < < < < With Disabilities % 2.3% 2.3%.% 2.3% 25.6% 72.% With Disabilities % 5.6% 5.6% 2.8% 2.8% 27.8% 66.7% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 27

14 /3/27 SAT Location Name School Year Subject Student Group Mean SAT Score Benchmark Met or Exceeded % Met or Exceeded Did Not Meet % Did Not Meet Number Assessed No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 7 of 27

15 /3/27 MI-Access Functional Independence Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Surpassed Attained Emerging Science Science Science 7th Grade 7th Grade 7th Grade 7th Grade 7th Grade 7th Grade All % < < < < < All % < < < < < White % < < < < < White % < < < < < Male % < < < < < Male % < < < < < 7th Grade % < < < < < Science 7th Grade % < < < < < All % < < < < < All % < < < < < All % < < < < < All % < < < < < All % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 8 of 27

16 /3/27 MI-Access Functional Independence All % < < < < < White % < < < < < White % < < < < < White % < < < < < White % < < < < < White % < < < < < White % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Female % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < Male % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 9 of 27

17 /3/27 MI-Access Functional Independence Male % < < < < < Male % < < < < < % < < < < < % < < < < < % < < < < < % < < < < < % < < < < < % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page of 27

18 /3/27 MI-Access Supported Independence Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Surpassed Attained Emerging All % < < < < < All % < < < < < White % < < < < < White % < < < < < Female % < < < < < Female % < < < < < % < < < < < % < < < < < A service of the Center for Educational Performance and Information (CEPI) Page of 27

19 /3/27 MI-Access Participation Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 2 of 27

20 /3/27 Accountability Details Subject Data Testing Group Subject State Tested Total State Proficient District Tested Total District Proficient* School Tested Total School Proficient** All 98.7% 69.6% 98.8% 67.6% 98.2% 6.8% All 98.6% 62.% 98.6% 57.5% 99.% 4.4% All Science 98.% 5.% 98.5% 53.% N/A N/A All 98.% 59.3% 98.2% 63.6% 99.2% 6.2% Bottom 3% N/A 25.% N/A.% N/A 8.3% Bottom 3% N/A 9.% N/A 2.% N/A 8.2% Bottom 3% Science N/A 9.8% N/A 8.3% N/A N/A Bottom 3% N/A 3.3% N/A.5% N/A 7.2% Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native Indian or Alaska Native 98.4% 63.4% <3 <3 N/A N/A 98.4% 55.9% <3 <3 N/A N/A Science 98.% 46.3% <3 <3 N/A N/A 97.3% 54.5% <3 <3 N/A N/A Asian 99.3% 84.3% <3 <3 <3 <3 Asian 99.4% 83.7% <3 <3 <3 <3 Asian Science 99.3% 65.5% <3 <3 N/A N/A Asian 99.3% 76.% <3 <3 <3 <3 Black or African Black or African Black or African Black or African Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race 97.7% 46.9% <3 <3 <3 <3 97.4% 37.3% <3 <3 <3 <3 Science 96.5% 23.9% <3 <3 N/A N/A 96.6% 33.6% <3 <3 <3 <3 98.8% 6.8% 98.8% 69.7% <3 <3 98.8% 5.% 98.8% 5.% <3 <3 Science 98.% 36.7% 97.6% 47.5% N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 3 of 27

21 /3/27 Accountability Details Subject Data Hispanic of Any Race Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Two or More Races Two or More Races Two or More Races Two or More Races 98.% 47.7%.% 56.3% <3 <3 99.5% 72.4% <3 <3 <3 <3 99.7% 65.9% <3 <3 <3 <3 Science 99.7% 59.6% N/A N/A N/A N/A 99.6% 65.7% <3 <3 <3 <3 98.9% 67.8% 96.% 52.2% <3 <3 98.7% 59.2% 96.% 53.6% <3 <3 Science 98.5% 45.2% 96.7% <3 N/A N/A 98.5% 57.3% <3 <3 <3 <3 White 99.% 75.6% 98.9% 67.9% 98.% 6.4% White 98.9% 68.4% 98.7% 57.9% 98.9% 42.% White Science 98.6% 57.% 98.7% 53.6% N/A N/A White 98.5% 65.8% 98.2% 63.9% 99.2% 6.5% English Language Learners English Language Learners 98.3% 56.8% 98.3% 59.2% 97.9% 55.8% 98.2% 48.5% 98.% 5.% 98.4% 4.6% Science 97.5% 35.% 98.% 43.6% N/A N/A 97.5% 43.9% 98.% 5.6% 98.9% 54.8% 98.8% 49.5% <3 <3 <3 <3 99.% 48.4% <3 <3 <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 4 of 27

22 /3/27 Accountability Details Subject Data English Language Learners English Language Learners With Disabilities With Disabilities With Disabilities With Disabilities Science 98.5% 22.% <3 <3 N/A N/A 98.2% 3.9% <3 <3 <3 <3 97.2% 4.% 98.2% 4.4% 94.7% 22.2% 97.% 36.5% 96.7% 35.7% 97.4% 29.7% Science 97.% 26.5% 98.7% 2.4% N/A N/A 96.6% 3.8% 94.2% 27.4% 97.4% 24.3% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 27

23 /3/27 Accountability Details Graduation Data Student Group Statewide District School All 79.79% 82.63% N/A Indian or Alaska Native 7.88% N/A N/A Asian 9.77% N/A N/A Black or African 67.3% N/A N/A Hispanic of Any Race 72.7% N/A N/A Native Hawaiian or Other Pacific Islander 76.67% N/A N/A Two or More Races 74.74% N/A N/A White 83.48% 82.63% N/A Female 83.76% N/A N/A Male 76.% N/A N/A 67.48% 69.74% N/A English Language Learners 72.4% N/A N/A With Disabilities 57.2% 6.6% N/A Bottom 3% N/A N/A N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 6 of 27

24 /3/27 Accountability Details Attendance Data Student Group Statewide District School All 94.32% 95.34% 95.46% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 7 of 27

25 /3/27 Accountability Status District Data District Name Status Score Math Status Math Score Science Status Science Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 8 of 27

26 /3/27 Accountability Status School Data School Name Status Score Math Status Math Score Science Status Science Score Social Studies Status Social Studies Score Overall Status Overall Score Zemmer Campus 8/9 Green 2 Green 2 Green 2 Yellow 28 A service of the Center for Educational Performance and Information (CEPI) Page 9 of 27

27 /3/27 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D Professional Qualifications are defined by the State and may include information such as the degrees of public school teachers (e.g., percentage of teachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers Teacher Quality - Class School Aggregate High-Poverty Schools Low-Poverty Schools age of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers.% N/A N/A Teacher Quality - Provisional Certification age of Public Elementary and Secondary School Teachers in the School with Emergency Certification.% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 27

28 /3/27 NAEP Grade 4 Math of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races # &# &#8225 Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 25 Achievement A service of the Center for Educational Performance and Information (CEPI) Page 2 of 27

29 /3/27 NAEP Grade 8 Math of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races # # 4 32 Student classified as having a disability SD Not SD # 7 Student is an English Language Learner ELL Not ELL Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 25 Achievement A service of the Center for Educational Performance and Information (CEPI) Page 22 of 27

30 /3/27 NAEP Grade 2 Math of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 25 Achievement A service of the Center for Educational Performance and Information (CEPI) Page 23 of 27

31 /3/27 NAEP Grade 4 Reading of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races # Student classified as having a disability SD Not SD # 6 Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 25 Reading Assessment A service of the Center for Educational Performance and Information (CEPI) Page 24 of 27

32 /3/27 NAEP Grade 8 Reading of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available # Race/Ethnicity White Black or Afican Hispanic Asian/Native Hawaiian or Pacific Islander Indian or Alaska Native Two or More Races &#35 3 Student classified as having a disability SD Not SD # 3 Student is an English Language Learner ELL Not ELL # 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), 25 Reading Assessment # 3 A service of the Center for Educational Performance and Information (CEPI) Page 25 of 27

33 /3/27 NAEP Grade 2 Reading of below Basic Basic Proficient Advanced All Male Female National Lunch Program Eligibility Eligible Not Eligible Info not available Race/Ethnicity White Black or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander Two or More Races Student classified as having a disability SD Not SD Student is an English Language Learner ELL Not ELL # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 25 Reading Assessment A service of the Center for Educational Performance and Information (CEPI) Page 26 of 27

34 /3/27 NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Proficient Standard Error 4 Math Reading Math Reading A service of the Center for Educational Performance and Information (CEPI) Page 27 of 27