Warren Consolidated Schools Creating Dynamic Futures through Student Achievement, High Expectations, and Strong Relationships

Warren Consolidated Schools Creating Dynamic Futures through Student Achievement, High Expectations, and Strong Relationships.888.4WCS.KIDS www.wcskids.net Text WCSKIDS to 5778 ADMINISTRATION BUILDING 33 Anita Warren, MI 4893 586.825.24 (AER) Cover Letter Board of Education Susan G. Trombley, President Megan E. Papasian-Broadwell, Vice President I. Susan Kattula, Secretary Brian White, Treasurer Benjamin I. Lazarus, Trustee Elaine G. Martin, Trustee Kaitlynn Schwab, Trustee Robert D. Livernois, Ph.D. Superintendent April 22, 26 Dear Parents and Community Members: We are pleased to present you with the (AER) which provides key information on the 24-5 educational progress for the. 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 John Dignan for assistance. The AER is available for you to review electronically by visiting the following web site http://www.wcskids.net/curriculum/annual_report/aer, or you may review a copy in the main office at your child s school. The administration, school improvement teams, and faculty are instituting several initiatives designed to improve overall student achievement. First, we are continuing to implement a close and critical reading focus in all core and elective courses throughout the school year. This four-year initiative has already demonstrated growth in overall achievement. Second, we are adding supplemental after school tutorial support that targets the four core academic areas of English, mathematics, science, and social studies. This is available to all students. Third, we are adding an on-going online credit recovery program to allow students who experience academic failure opportunities to re-take and experience needed core college readiness coursework required for graduation. When students see a navigable path toward a long-term goal they are more motivated to succeed. We use our school improvement plan as our vehicle to implement our school improvement strategies which focus on strengthening teacher knowledge of research-based intervention strategies in reading, writing, and mathematics as well as knowledge of the Michigan State Standards and state assessments, and service to special sub-group populations. Additionally, WMHS administrative, instructional, and support staff focus on building authentic relationships with our existing and incoming families with academic excellence in mind. Finally, we are working to supplement our comprehensive high school experience with mentoring and positive support groups for all students. These mentoring programs facilitate proactive engagement in the learning process. We have a nationally acclaimed mentoring program, Winning Futures, and after school academic enrichment program through Wayne International Accreditation Warren Consolidated Schools is an equal opportunity employer. Auxiliary aids and services are available upon request to individuals with disabilities. National Exemplary Schools

State University called C2 Pipeline. With these aforementioned initiatives, the faculty of Warren Mott shall endeavor to put student achievement as a primary focus in all things we do. State law requires that we also report the following additional information for the two most recent years:. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL: are assigned to schools according to their address of residence within the district s boundaries. Parents may request another school within the under the Open Enrollment process, however, transportation is not provided. The Board of Education has determined that it will allow nonresident students, residing within the Macomb ISD, but whose parent(s) reside in the, and who qualify to enroll in the through a Schools of Choice program. 2. Presently, is entering the fourth year of our five year school improvement plan. The process is dynamic and self-reflective. 3. Warren Consolidated Schools offers several specialized programs to meet the needs of a variety of learners. The Macomb Math and Center (MMSTC) is an honors program for 9 th 2 th grade students in Macomb County districts who are interested in advanced/accelerated mathematics, science, and computer technology. must apply and be selected for the program based upon placement testing and teachers recommendation. The Center s program is a half day and students attend their home school for the remainder of the day. It is located at Butcher Educational Center. The Middle School Technology Center (MS)2TC offers an advanced mathematics, science technology option for middle school students. who are accepted into the program will split their day between their home middle school, where they will take their social studies and two elective classes, and Butcher Educational Center, where they will take their mathematics, science and English language arts classes. The Middle School- School of Performing Arts (MS-WCSPA) is an exciting, creative program that has been designed to build on the district s nationallyacclaimed, award-winning high school performing arts program (WCSPA) which is located in Sterling Heights High School. MS-WCSPA is intended for academicallyfocused and creative students who seek to blend their academic experience with interest in the performing arts. who are accepted into the program will split their school day between their home middle school, where they will take their language arts, science, and math classes, and Butcher Educational Center, where they will take their social studies and two performing arts electives. The performing arts electives will include visual arts, music, dance, and theatre exploratory experiences. The Career Preparation Center (CPC) programs are open to Clintondale, Fraser, and Warren Consolidated th and 2 th grade students. CPC programs are designed to provide students with skills to enter the workforce or continue with additional college or workplace training. Career Technical Education (CTE) classes at the CPC

Warren Mott provide technical skills and knowledge. enrolled in these programs are often able to earn technical certifications as well as college credit. Community High School is an alternative education program for high school students. The primary objective of the school is to assist enrolled students in meeting their high school graduation requirements in a timely manner. It is located at the Flynn Educational Center along with the adult ESL program. The Hatherly Educational Center supports the mission and vision of Warren Consolidated Schools in a variety of ways. The building is home to the WCS Early Childhood Special Education (ECSE) Program, the World of Fours (grant-supported pre-school for 4 year-olds) Program, Transitional kindergarten, and several Macomb- Intermediate School Head-Start classrooms. Year-round education offers many benefits for students and families such as increased student achievement and retention rates, more effective learning environment by reduced time spent reviewing, expanded enrichment and intervention opportunities for students, and expanded educational choice options for parents. Year-round education is offered at Siersma and Holden Elementary Schools. 4. Warren Consolidated Schools follows all State of Michigan curriculum guidelines. The Board of Education has adopted a core curriculum based on Michigan Curriculum Framework, Grade-Level Expectations/Michigan State Standards, and Michigan Merit Curriculum approved by the State Board of Education. A copy of the core curriculum may be accessed at www.wcskids.net. 5. Fall 24 Iowa (M-Step Four Level Companion) Area Grade Total Level Pct Level 2 Pct Level 3 Pct Level 4 Pct Level 3 & 4 CORE 9 32 84 26.9% 85 27.2% 32.4% 42 3.5% 45.8% ELA 9 32 98 3.5% 6 8.7% 96 29.9% 67 2.9% 5.8% MATH 9 386 7 27.7% 9 23.3% 43 37.% 46.9% 49.% CORE 326 53 46.9% 8 24.5% 7 2.5% 23 7.% 28.5% ELA 352 7 48.3% 66 8.8% 69 9.6% 47 3.4% 33.% MATH 38 88 49.3% 26.2% 74 9.4% 9 5.% 24.4% CORE 39 85 58.% 75 23.5% 48 5.% 3.4% 8.5% ELA 33 238 72.% 37.2% 45 3.6% 3.% 6.7% MATH 336 23 36.6% 47 43.8% 4.9% 26 7.7% 9.6% CORE 2 26 93 74.2% 38 4.6% 22 8.5% 7 2.7%.2% ELA 2 33 239 78.9% 24 7.9% 9 6.3% 2 6.9% 3.2% MATH 2 269 58 58.7% 76 28.3% 23 8.6% 2 4.5% 3.% Level -23 NPR Level 2 24-45 NPR Level 3 46-79 NPR Level 4 8-99 NPR 6. Parent Participation at Fall and Spring Conferences YEAR FALL SPRING 23-24 35% 27% 24-25 42% 3% CHANGE -7% -4%

7. Additional high school information: a. Dual Enrollment : 67 (3.77%) b. Advanced Placement Courses offered: 9 Advanced Placement/International Baccalaureate Advanced placement (AP) classes provide high school students with college-level classes. enrolled in AP courses earn college credit by taking the AP test in early May. enrolled in advanced placement classes who earn an overall grade of at least a C- earn an Honor point that is averaged into their GPA. Warren Consolidated Schools offers ten AP classes; these include: AP History AP Art AP Language and Composition AP Literature and Composition AP Psychology AP U.S. Government and Politics AP Biology AP Chemistry AP Calculus c. The number and percentage of students enrolled in college equivalent courses (Advanced Placement): 266 students /5% d. Dual Enrollment, 23 students/.%. staff and administration are committed to a continuous improvement process that will improve student scores and increase the number of students testing proficient on student achievement standardized tests. Working together parents, teachers, and administrators can provide a quality educational experience ensuring a bright future for the students of the Warren Mott community. Many parents now access student progress through the PowerSchool Parent Portal. This online system informs parents, in real time, of a student s current grade. We promise to continue to work diligently with parents and faculty in an atmosphere that promotes a learning community characterized by student centered instruction and decisions, academic excellence, trust, respect, community involvement, excellent communications, and recognition of both student and staff achievement. We re committed to working in collaboration with all stakeholders to continue to develop and implement this shared vision. Warren Mott is a highly diverse community; we consider this our strength. We are committed to building solid, meaningful relationships with every child, his/her parents, and the broader community in our services to children. Thus our motto: A Community Here for Each Other. Our belief is that our diversity prepares our students to thrive in a global setting exposing them to people from all over the world. At Warren Mott we expect, insist upon, and support academic excellence; we believe in investing in the power of our students as their success is our legacy. Help us to continue to make America s premier address in education. Sincerely, John Dignan Principal,

3//26 M-STEP Grades 3-8 Subject Grade Testing Group School Year State School Advanced Partially Not No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page of 27

3//26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not All 24-5 28.5% 8.9% 7.7% 64.6% 7.7% % 7.7% All 23-4 28.8% 2.8% 8.4% 3.4% 5% 35.% 46.5% Indian 24-5 8.3% < < < < < < Indian 23-4 9.9% < < < < < < African 24-5 8.6% 9.9% 3.2% 75.5%.3% 3.2% % African 23-4 5.9% 6.9%.9% 3.% 7.8% 2.3% 68.8% Asian 24-5 6.7% 3.% 29% 46.8% 24.2% 8.% 2% Asian 23-4 6.7% 26.9% 8% % 8% 42% 4% Hispanic of Any Race 24-5 6% % < < < < < Hispanic of Any Race 23-4 4.6% % < < < < < Two or More Races 24-5 24.4% 4% < < < < < Two or More Races 23-4 24.5% 25% < < < < < White 24-5 32.4% 9.3% 6% 66% 8%.2% 5.8% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 27

3//26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not White 23-4 33.5% 22.9% 2.2% 4.2% 6% 36.9% 42.9% Female 24-5 29.% 7.9% 6.5% 62.4% 2.%.3% 6.2% Female 23-4 26.5% 9.3% 7.2%.5% 5.7% 35.9% 47% Male 24-5 27.8% 2% 8.8% 66.5% 4.7% 9.8% 8.9% Male 23-4 3.% 22.2% 9.3% 4.9% 4.4% 34.6% 46.% Economically Disadvantaged Economically Disadvantaged 24-5 4.% 2.2% 4.3% 7.6% 5.% 8.% 6.3% 23-4 3%.%.3%.9% 8.4% 34.5% 55.2% English Language Learners 24-5.9%.5%.3% 93.4% 5.3%.3% % English Language Learners 23-4 6.7% 2.5%.2% %.2% 4.8% 84% With Disabilities 24-5 3.6%.3% 2.6% 92.% 5.3% 2.6% % With Disabilities 23-4 4.2% 4.9% 2.2% 2.2% % 3% 84.8% All 23-4 58.7% 52% 5.2% 6.5% 44.7% 26.4% 22.3% A service of the Center for Educational Performance and Information (CEPI) Page 3 of 27

3//26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not Indian 23-4 55% < < < < < < African 23-4 3.3% 39.7% 42.2% 4.7% 37.5% 32.8% 25% Asian 23-4 7.8% 57.% 58.8% % 58.8% 7.6% 23.5% Hispanic of Any Race 23-4 45.5% 5% < < < < < Two or More Races 23-4 58.6% 52% < < < < < White 23-4 65% 53.6% 5.9% 8% 43.9% 26.3% 2.8% Female 23-4 62.4% 57.4% 58.3% 8% 5.3% 24.6% 7.% Male 23-4 55% 46.9% 45.5% 5.3% 4.2% 27.9% 26.6% Economically Disadvantaged 23-4 43% 4% 4.3%.5% 39.8% 29.2% 29.5% English Language Learners 23-4 9.4% 3.9% 2% % 2% 24.% 63.9% With Disabilities 23-4 24.% 27.2% 2.7% 2.2% 9.6% 3.4% 47.8% ELA All 24-5 49.3% 35.7% 33.9% 4.3% 25.8% 25.% 8.8% A service of the Center for Educational Performance and Information (CEPI) Page 4 of 27

3//26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not ELA Indian 24-5 48.7% < < < < < < ELA African 24-5 25.8% 28.2% 38.9% 4.7% 2.4% 33.3% 5.6% ELA Asian 24-5 64.8% 47.9% 4.9% 22.6% 35.5% 24.2% 7.7% ELA Hispanic of Any Race 24-5 39.6% 2% < < < < < ELA Two or More Races 24-5 49.% 32% < < < < < ELA ELA ELA ELA White 24-5 54.3% 35.7% 3.6% 43.9% 24.5% 23.8% 7.8% Female 24-5 55.4% 39.3% 4% 33.8% 26.2% 29.7%.3% Male 24-5 43.3% 32.3% 28.6% 46% 25.4% 2% 7.6% Economically Disadvantaged 24-5 34.6% 25.6% 29.7% 45.8% 24.5% 22% 7.7% ELA English Language Learners 24-5 5.2% 3.% 2.6% 78.9% 8.4% 2.6% % ELA With Disabilities 24-5 2.6% 8.8% 5.3% 78.9% 5.8% 5.3% % All 24-5 29.4% 6% 6.% 6.5% 23.4%.8% 5.3% A service of the Center for Educational Performance and Information (CEPI) Page 5 of 27

3//26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not All 23-4 28.4% 6.7% 5.% 3.6%.5% 26.8% 58.% Indian 24-5 23.7% < < < < < < Indian 23-4 2.8% < < < < < < African 24-5 7.3% 6.8% 9.4% 64.2% 26.4% 9.4% % African 23-4 5.5% 4% 6.3% % 6.3% 2.5% 8.3% Asian 24-5 47.8% 24.4% 29% 48.4% 22.6% 7.7%.3% Asian 23-4 48.5% 3.5% 2% 2% % 32% 56% Hispanic of Any Race 24-5 7% % < < < < < Hispanic of Any Race 23-4 5.5% % < < < < < Two or More Races 24-5 27.7% 2% < < < < < Two or More Races 23-4 27.2% 2.8% < < < < < White 24-5 34.2% 6.6% 4.4% 6.9% 23.7% 9.6% 4.8% White 23-4 33.4% 9.5% 7.5% 4.8% 2.7% 28.6% 54% A service of the Center for Educational Performance and Information (CEPI) Page 6 of 27

3//26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not Female 24-5 26.7% 3%.5% 6.9% 27.6% 8.3% 3.% Female 23-4 24.6% 3.2% % % % 3% 58% Male 24-5 32.% 8.9% 2.2% 6.% 9.7% 3% 7.2% Male 23-4 32.2% 2% 8.4% 5.7% 2.7% 23.4% 58.2% Economically Disadvantaged Economically Disadvantaged 24-5 5.4% 9.8% 2.6% 67.4% 2% 7% 5.6% 23-4 4.2% 8.7% 7.6%.5% 6.% 22.4% 7% English Language Learners 24-5 4.3% % % 93.4% 6.6% % % English Language Learners 23-4 3.3%.5% % % % 4.9% 95.% With Disabilities 24-5 6.7% 5.% 2.7% 83.8% 3.5% % 2.7% With Disabilities 23-4 5.5% 4.9% 2.2% 2.2% % 8.7% 89.% Social Studies All 24-5 43.9% 32.5% 34.7% 29.2% 36.% 27% 7.7% Social Studies Indian 24-5 4% < < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 7 of 27

3//26 M-STEP Grade Subject Grade Testing Group School Year State School Advanced Partially Not Social Studies African 24-5 8% 22.2% 3.2% 26.4% 43.4% 26.4% 3.8% Social Studies Asian 24-5 6.7% 42% 48.4% 9.4% 32.3% 33.9% 4.5% Social Studies Hispanic of Any Race 24-5 33% % < < < < < Social Studies Two or More Races 24-5 4.4% 28% < < < < < Social Studies Social Studies Social Studies Social Studies White 24-5 49.4% 33.2% 33% 3.9% 36.% 25.8% 7.2% Female 24-5 4.5% 28.6% 33% 26.7% 4.3% 28.3% 4.7% Male 24-5 47.2% 36.2% 36.2% 3.3% 32.6% 25.9%.3% Economically Disadvantaged 24-5 27.9% 24.4% 29.9% 33.9% 36.2% 22.9% 7% Social Studies English Language Learners 24-5 2.6% 3.6% 5.3% 59.2% 35.5% 5.3% % Social Studies With Disabilities 24-5 5% 2.5%.5% 44.7% 44.7%.5% % A service of the Center for Educational Performance and Information (CEPI) Page 8 of 27

3//26 Michigan Educational Assessment Program Access (MEAP - Access) Subject Grade Testing Group School Year State School Exceeded Met Progressing No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 9 of 27

3//26 MI-Access Functional Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page of 27

3//26 MI-Access Supported Independence Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page of 27

3//26 MI-Access Participation Subject Grade Testing Group School Year State School Surpassed Attained Emerging No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 2 of 27

3//26 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** All 98.% 36.5% 99.4% N/A 99.5% N/A All ELA 98.% 48.5% 99.6% N/A 99.8% N/A All 97.5% 22.2% 99.4% N/A 98.4% N/A All Social Studies 97.4% 3.8% 99.5% N/A 98.6% N/A Indian Indian Indian Indian African African African African 98.2% 27.8% <3 N/A <3 N/A ELA 98% 4.5% <3 N/A <3 N/A 97.8% 7.7% <3 N/A <3 N/A Social Studies 97.2% 25.2% <3 N/A <3 N/A 96.5% 3.5% 99.6% N/A 98.2% N/A ELA 96.5% 24.5% 99.6% N/A % N/A 95.4% 6.% 99.8% N/A 98.2% N/A Social Studies 95.2% % 99.8% N/A 98.2% N/A Asian 99.% 66.3% 99.6% N/A % N/A Asian ELA 98.7% 7.2% % N/A % N/A Asian 99% 38% % N/A % N/A Asian Social Studies 98.8% 49.6% % N/A % N/A Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Hispanic of Any Race Native Hawaiian or Other Pacific Islander 98.3% 23.7% % N/A <3 N/A ELA 98.3% 36.% % N/A <3 N/A 97.9%.7% % N/A <3 N/A Social Studies 97.5% 2.2% 97.8% N/A <3 N/A 99.8% 4.8% <3 N/A N/A N/A A service of the Center for Educational Performance and Information (CEPI) Page 3 of 27

3//26 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Native Hawaiian or Other Pacific Islander Two or More Races Two or More Races Two or More Races Two or More Races ELA 99.3% 53.3% <3 N/A N/A N/A 99.6% 2.9% <3 N/A N/A N/A Social Studies 99.3% 33% <3 N/A N/A N/A 98.5% 33.6% 99.4% N/A <3 N/A ELA 98.5% 46.9% 99.4% N/A <3 N/A 98.5% 2.% % N/A <3 N/A Social Studies 98.% 28.3% 98.6% N/A <3 N/A White 98.5% 42.5% 99.4% N/A 99.7% N/A White ELA 98.5% 55% 99.5% N/A 99.7% N/A White 98.% 26.6% 99.2% N/A 98.% N/A White Social Studies 98% 37.3% 99.5% N/A 98.4% N/A Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged Economically Disadvantaged English Language Learners English Language Learners English Language Learners 97.6% 22.5% 99.4% N/A 99.3% N/A ELA 97.6% 33.7% 99.5% N/A 99.7% N/A 96.8%.7% 99.2% N/A 97.9% N/A Social Studies 96.5% 7.8% 99.5% N/A 98.6% N/A 98.6% 2.3% 99.5% N/A % N/A ELA 98.2% 24% 99.7% N/A % N/A 98.2% 3.9% 99.6% N/A 97.8% N/A A service of the Center for Educational Performance and Information (CEPI) Page 4 of 27

3//26 Accountability Details Subject Data Testing Group Subject State Tested Total State Tested Total * School Tested Total School ** English Language Learners With Disabilities With Disabilities With Disabilities With Disabilities Social Studies 97.9% 8.% 99.7% N/A 98.9% N/A 97.2% 2.8% 97.9% N/A % N/A ELA 96.6% 24.7% 97.9% N/A % N/A 96.5% 5.4% 97.5% N/A 97.4% N/A Social Studies 95% 3.9% 98.5% N/A % N/A A service of the Center for Educational Performance and Information (CEPI) Page 5 of 27

3//26 Accountability Details Graduation Data Testing Group Statewide School All 78.6% 86.8% 87.% Indian 64.8% N/A N/A African 64.5% 88.6% 92.6% Asian 89.% 9.4% 84.4% Hispanic of Any Race 68.8% N/A N/A Migrant 63.2% N/A N/A Native Hawaiian or Other Pacific Islander 78.9% N/A N/A Two or More Races 74.2% N/A N/A White 82.9% 86.5% 86.8% Female 82.9% N/A N/A Male 74.4% N/A N/A Economically Disadvantaged 65.6% 83.6% 86.% English Language Learners 68.2% 72.4% 75.% With Disabilities 55.% 78.8% 82.5% Homeless 54.% N/A N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 6 of 27

3//26 Accountability Details Attendance Data Testing Group Statewide School All 94.7% 96.% N/A * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 7 of 27

3//26 Accountability Status Data Name Status Score Writing Status Writing Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 8 of 27

3//26 Accountability Status School Data Name School Name Title Status Status Score Writing Status Writing Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score No Data to Display A service of the Center for Educational Performance and Information (CEPI) Page 9 of 27

3//26 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D. 9 79 Professional Qualifications are defined by the State and may include information such as the degrees of public school teachers (e.g., percentage of teachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers Teacher Quality - Class School Aggregate High-Poverty Schools Low-Poverty Schools age of Core Academic Subject Elementary and Secondary School Classes not Taught by Highly Qualified Teachers.%.%.% Teacher Quality - Provisional Certification age of Public Elementary and Secondary School Teachers in the School with Emergency Certification % A service of the Center for Educational Performance and Information (CEPI) Page 2 of 27

3//26 NAEP Grade 4 Math of below Basic Basic Advanced All 23 77 34 5 Male Female 5 49 22 23 78 77 36 32 6 4 National Lunch Program Eligibility Eligible Not Eligible Info not available 47 53 # 36 64 9 7 49 9 Race/Ethnicity White Black Hispanic Asian Indian/Alaska Native Native Hawaiian/Pacific Islander Two or More Races 72 5 6 4 # 3 5 53 38 85 47 62 89 39 2 58 5 &#35 3 9 &#8225 Student classified as having a disability SD Not SD 2 88 47 9 53 8 4 37 5 Student is an English Language Learner ELL Not ELL 5 95 42 22 58 78 6 35 5 Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 25 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 2 of 27

3//26 NAEP Grade 8 Math of below Basic Basic Advanced All 32 39 22 7 Male Female 5 49 3 34 39 39 23 2 7 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 45 55 # 48 9 39 4 2 3 2 Race/Ethnicity White Black Hispanic Asian Indian/Alaska Native Native Hawaiian/Pacific Islander Two or More Races 69 2 4 3 # 2 23 66 38 43 29 44 8 26 5 5 39 7 # 4 32 Student classified as having a disability SD Not SD 89 77 27 9 4 3 24 # 7 Student is an English Language Learner ELL Not ELL 3 97 54 32 33 39 22 2 7 Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 25 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 22 of 27

3//26 NAEP Grade 2 Math of below Basic Basic Advanced All 34 4 23 2 Male Female 5 49 32 35 4 42 26 22 National Lunch Program Eligibility Eligible Not Eligible Info not available 35 64 54 22 37 44 9 32 2 Race/Ethnicity White Black Hispanic Asian Indian Native Hawaiian/Pacific Islander Two or More Races 76 4 5 3 26 68 58 26 42 27 33 32 3 5 9 35 2 7 Student classified as having a disability SD Not SD 9 9 78 3 9 43 3 25 2 Student is an English Language Learner ELL Not ELL 2 98 33 4 24 2 Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education s. National Center for Education Statistics. National Assessment of Educational Progress (NAEP) 25 Achievement. A service of the Center for Educational Performance and Information (CEPI) Page 23 of 27

3//26 NAEP Grade 4 of below Basic Basic Advanced All 37 63 29 5 Male Female 5 5 39 34 6 66 26 3 5 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 48 52 # 5 24 5 76 6 4 8 Race/Ethnicity White Black Hispanic Asian Indian/Alaska Native Native Hawaiian/Pacific Islander Two or More Races 72 4 6 4 # 3 32 66 49 6 3 68 34 5 84 7 32 9 7 49 37 6 5 8 Student classified as having a disability SD Not SD 2 88 76 32 24 68 7 3 # 6 Student is an English Language Learner ELL Not ELL 4 96 52 36 48 64 6 29 2 5 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 25 Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 24 of 27

3//26 NAEP Grade 8 of below Basic Basic Advanced All 24 44 29 3 Male Female 5 49 29 2 45 42 25 34 2 4 National Lunch Program Eligibility Eligible Not Eligible Info not available 45 55 # 37 4 45 43 7 39 4 Race/Ethnicity White Black Hispanic Asian/Pacific Islander Indian/Alaska Native Two or More Races 69 2 4 3 2 8 47 27 3 44 44 4 35 34 9 29 4 3 &#35 3 Student classified as having a disability SD Not SD 9 64 2 3 45 5 32 # 3 Student is an English Language Learner ELL Not ELL 3 97 57 23 37 44 6 3 # 3 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 25 Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 25 of 27

3//26 NAEP Grade 2 of below Basic Basic Advanced All 26 5 27 5 Male Female 5 5 3 2 37 37 28 37 4 6 National Lunch Program Eligibility Eligible Not Eligible Info not available 35 64 37 9 39 36 22 38 2 7 Race/Ethnicity White Black Hispanic Asian Indian Native Hawaiian/Pacific Islander Two or More Races 76 4 5 3 2 52 34 2 38 36 44 26 36 2 2 4 6 2 Student classified as having a disability SD Not SD 7 93 66 23 25 38 8 34 5 Student is an English Language Learner ELL Not ELL 2 98 25 37 33 5 # Rounds to zero Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education, Institute of Education s, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), 25 Assessment. A service of the Center for Educational Performance and Information (CEPI) Page 26 of 27

3//26 NAEP Participation Data Grade Subject Participation Rate for with Disabilities Standard Error Participation Rate for Limited English Standard Error 4 Math 87 73.9 3.7 95 9 2. 2.5 8 Math 84 76 3.6 3.3 84 83 5.2 4. A service of the Center for Educational Performance and Information (CEPI) Page 27 of 27