BANGOR WEST ELEMENTARY 375 E Wilder Rd. Bay City, MI 4876 (989) 684-3373 School Annual Education Report (AER) Cover Letter 26-27 2-3-7 Dear Parents and Community Members: We are pleased to present you with the Annual Education Report (AER) which provides key information on the 25-26 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 Craig Pfenninger for assistance. The AER is available for you to review electronically by visiting the following web site: www.bangorschools.org, 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. Our school has not been given one of these labels. According to our local and state data, the key challenges for our school are in the areas of math, science, and social studies. We have invested time over the past 3 years implementing the Eureka math curriculum and we are pleased to have added the position of Math Interventionist to support our struggling students with math skills. We will also be adapting the structure of our math curriculum as well as analyzing the data from Eureka math to guide our future math instruction. and social studies needs are being addressed through professional development for our teachers on the Next Generation Standards and unit development to reflect these standards. standards are being addressed through the implementation of common units. Bangor West provides differentiated instruction to meet the needs of all learners in all content areas. These initiatives are all being undertaken to accelerate achievement and to close achievement gaps.
State law requires that we also report additional information.. Bangor Township Schools is a small school community with 3 elementary buildings located in close proximity to one another. When students are enrolled through the kindergarten registration process, they are screened and placed at one of the three elementary buildings based on requests, siblings in buildings, and student data. Parents enrolling their children in Bangor Township Schools during the school year visit Edison Administration Building to enroll. Parents can request a school, but school placements are determined by class numbers. We keep all class sizes as close as possible. 2. The school improvement 3 to 5 year plan is in various stages of implementation. We are monitoring our proficiency in reading while still implementing writing and math. and social studies are getting started. 3. Bangor West houses twelve general education classrooms, a special education/intervention classroom for reading and math, a specials 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 intervention staff, and areas for learning groups. There are sixteen certified teachers on staff, a principal, an office secretary, a Student Services Coordinator, a Responsible Thinking Classroom Coordinator, and specialized teachers in the areas of music, physical education and health, integrated technology, and library/media. We also have a part time library aide, part time classroom aides in kindergarten, a part time intervention aide, two part time special education aides, 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 4. Implementation of curriculum is facilitated at the district level in coordination with the Bay Arenac Intermediate School District. Bangor West utilized the Common Core State Standards to establish the curriculum for math and, the Michigan Standards for science, and the Michigan Grade Level Expectations for social studies. Our curriculum can be found on our district Curriculum website http://goaleym.wixsite.com/website. Bangor West Elementary School has implemented programs that follow all state standards. We use Eureka math, MAISA Writing and Grammar, a Reading Workshop approach, and we are in development of units to support the Michigan Standards. is taught through the MAISA units. 5. See attached results 6. In the fall of the 25-26 school year, we had (69.8%) of our parents represented at our parent teacher conference. At our spring 26 conferences, 57% of parents were in attendance 7. FOR HIGH SCHOOLS, ONLY ALSO REPORT ON THE FOLLOWING:
a. THE NUMBER AND PERCENT OF POSTSECONDARY ENROLLMENTS (DUAL ENROLLMENT) b. THE NUMBER OF COLLEGE EQUIVALENT COURSES OFFERED (AP/IB) c. THE NUMBER AND PERCENTAGE OF STUDENTS ENROLLED IN COLLEGE EQUIVALENT COURSES (AP/IB) d. THE NUMBER AND PERCENTAGE OF STUDENTS RECEIVING A SCORE LEADING TO COLLEGE CREDIT> I am very pleased with the accomplishments of our students, staff, and parents. Bangor West is a family atmosphere with dedicated staff. We work diligently to review data, revise instruction, support struggling learners, and challenge high achievers. We keep in mind the importance of teaching students life principles while maintaining our focus on student achievement. Sincerely, Craig Pfenninger
3/2/27 M-STEP Grades 3- Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Advanced Proficient Partially Proficient Not Proficient All 24-5 5.% 42.7% 36.% 6.4% 9.7% 42.6% 2.3% All 25-6 46.% 52.6% 47.3% 2.% 27.3% 2.% 32.7% Asian 25-6 65.9% < < < < < < Hispanic of Any Race 24-5 37.2% 5.% < < < < < Hispanic of Any Race 25-6 33.5% < < < < < < 24-5 47.7% < < < < < < 25-6 42.9% < < < < < < White 24-5 58.2% 43.2% 35.6% 6.9% 8.6% 42.4% 22.% White 25-6 53.9% 56.6% 54.2% 22.9% 3.3% 2.8% 25.% Female 24-5 54.7% 5.6% 5.% 7.9% 32.% 42.9% 7.% Female 25-6 49.5% 56.3% 44.4% 4.8% 29.6% 22.2% 33.3% Male 24-5 45.5% 35.2% 24.2% 5.2% 9.% 42.4% 33.3% Male 25-6 42.6% 48.7% 5.% 25.% 25.% 7.9% 32.% A service of the Center for Educational Performance and Information (CEPI) Page of 29
3/2/27 M-STEP Grades 3-24-5 35.3% 32.3% 3.3% 2.% 8.2% 36.4% 33.3% 25-6 3.% 4.8% 3.%.3% 2.7% 2.7% 48.3% English Language Learners 25-6 3.9% < < < < < < 24-5 23.3% 8.7% < < < < < 25-6 2.7% 2.% < < < < < All 24-5 46.6% 34.2% 52.% 8.% 34.% 24.% 24.% All 25-6 46.3% 45.2% 49.2% 6.4% 32.8% 9.7% 3.% Hispanic of Any Race 24-5 33.2% < < < < < < Hispanic of Any Race 25-6 34.4% 66.7% < < < < < 24-5 45.5% < < < < < < 25-6 43.6% < < < < < < White 24-5 53.9% 35.3% 53.2% 9.% 34.% 23.4% 23.4% White 25-6 53.9% 44.6% 5.% 7.2% 32.8% 9.% 3.% Female 24-5 5.5% 35.8% 52.% 2.% 32.% 32.% 6.% A service of the Center for Educational Performance and Information (CEPI) Page 2 of 29
3/2/27 M-STEP Grades 3- Female 25-6 5.9% 5.7% 57.% 2.4% 35.7% 28.6% 4.3% Male 24-5 4.8% 32.9% 52.% 6.% 36.% 6.% 32.% Male 25-6 4.8% 39.2% 42.4% 2.% 3.3% 2.% 45.5% 24-5 3.9% 22.5% 4.% 2.% 28.% 24.% 36.% 25-6 3.8% 35.6% 4.6% 6.3% 34.4% 5.6% 43.8% 24-5 7.2% 7.7% < < < < < 25-6 7.5% 5.% < < < < < All 24-5 48.7% 46.7% 45.% 5.% 3.% 3.% 25.% All 25-6 5.6% 49.7% 48.%.5% 36.5% 26.9% 25.% Asian 24-5 7.9% < < < < < < Black or African 24-5 22.5% < < < < < < Hispanic of Any Race 24-5 35.4% < < < < < < Hispanic of Any Race 25-6 38.4% < < < < < < 24-5 47.6% < < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 3 of 29
3/2/27 M-STEP Grades 3-25-6 49.% < < < < < < White 24-5 55.7% 47.3% 45.5% 4.5% 3.9% 29.% 25.5% White 25-6 58.% 49.3% 5.%.6% 4.4% 23.4% 25.5% Female 24-5 54.3% 47.% 46.9% 2.5% 34.4% 3.3% 2.9% Female 25-6 55.8% 49.3% 53.8%.5% 42.3% 3.8% 5.4% Male 24-5 43.3% 46.4% 42.9% 7.9% 25.% 28.6% 28.6% Male 25-6 45.5% 5.% 42.3%.5% 3.8% 23.% 34.6% 24-5 32.6% 39.8% 34.5% 3.4% 3.% 37.9% 27.6% 25-6 34.4% 4.% 25.9% 3.7% 22.2% 4.7% 33.3% 24-5 4.6% 4.2% < < < < < 25-6 6.% 2.4% < < < < < All 24-5 48.8% 43.% 5.8% 6.4% 34.4% 34.4% 4.8% All 25-6 45.2% 46.2% 47.3% 2.% 27.3% 23.6% 29.% Asian 25-6 73.% < < < < < < Hispanic of Any Race 24-5 35.7% 6.% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 4 of 29
3/2/27 M-STEP Grades 3- Hispanic of Any Race 25-6 3.6% < < < < < < 24-5 43.6% < < < < < < 25-6 4.8% < < < < < < White 24-5 57.3% 42.9% 5.8% 6.9% 33.9% 33.9% 5.3% White 25-6 53.2% 48.5% 47.9% 22.9% 25.% 2.8% 3.3% Female 24-5 48.% 44.8% 6.7% 2.4% 39.3% 32.% 7.% Female 25-6 43.7% 42.5% 37.%.% 25.9% 22.2% 4.7% Male 24-5 49.5% 4.3% 42.4% 2.% 3.3% 36.4% 2.2% Male 25-6 46.6% 5.% 57.% 28.6% 28.6% 25.% 7.9% 24-5 33.5% 35.% 39.4% 6.% 33.3% 33.3% 27.3% 25-6 3.% 3.9% 34.5% 6.9% 27.6% 3.% 34.5% English Language Learners 25-6 37.8% < < < < < < 24-5 24.5% 3.% < < < < < 25-6 2.4% 3.6% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 5 of 29
3/2/27 M-STEP Grades 3- All 24-5 4.4% 33.3% 42.%.% 32.% 42.% 6.% All 25-6 44.% 3.2% 32.8% 6.6% 26.2% 4.% 26.2% Hispanic of Any Race 24-5 27.% < < < < < < Hispanic of Any Race 25-6 3.6% 66.7% < < < < < 24-5 38.2% < < < < < < 25-6 39.% < < < < < < White 24-5 49.3% 35.8% 42.6%.6% 3.9% 4.4% 7.% White 25-6 52.3% 29.8% 34.5% 6.9% 27.6% 4.4% 24.% Female 24-5 4.3% 29.4% 4.% 8.% 32.% 52.% 8.% Female 25-6 42.% 27.% 32.% 7.% 25.% 53.6% 4.3% Male 24-5 42.4% 36.6% 44.% 2.% 32.% 32.% 24.% Male 25-6 45.8% 35.% 33.3% 6.% 27.3% 3.3% 36.4% 24-5 25.4% 23.3% 28.% 4.% 24.% 56.% 6.% 25-6 27.9% 2.8% 5.6% 3.% 2.5% 5.% 34.4% 24-5 7.2% 7.7% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 6 of 29
3/2/27 M-STEP Grades 3-25-6 9.2% 5.% < < < < < All 24-5 33.4% 34.2% 36.7% 3.3% 23.3% 3.% 33.3% All 25-6 33.8% 37.2% 4.4% 3.5% 26.9% 23.% 36.5% Asian 24-5 64.2% < < < < < < Black or African 24-5 9.% < < < < < < Hispanic of Any Race 24-5 9.5% < < < < < < Hispanic of Any Race 25-6 9.2% < < < < < < 24-5 3.5% < < < < < < 25-6 3.% < < < < < < White 24-5 39.7% 33.7% 36.4% 4.5% 2.8% 3.9% 32.7% White 25-6 4.% 39.4% 42.6% 4.9% 27.7% 2.3% 36.2% Female 24-5 32.6% 3.% 37.5% 5.6% 2.9% 28.% 34.4% Female 25-6 3.7% 4.8% 5.%.5% 38.5% 9.2% 3.8% Male 24-5 34.% 38.% 35.7%.7% 25.% 32.% 32.% A service of the Center for Educational Performance and Information (CEPI) Page 7 of 29
3/2/27 M-STEP Grades 3- Male 25-6 35.8% 34.% 3.8% 5.4% 5.4% 26.9% 42.3% 24-5 8.2% 25.% 24.%.% 24.% 34.5% 4.4% 25-6 7.7% 25.3% 4.8% 3.7%.% 33.3% 5.9% 24-5 9.4%.% < < < < < 25-6.2% 7.7% < < < < < All 24-5 2.4% 7.3% 8.% 4.% 4.% 34.% 58.% All 25-6 4.7% 7.% 4.9%.6% 3.3% 24.6% 7.5% Hispanic of Any Race 24-5 5.5% < < < < < < Hispanic of Any Race 25-6 6.6% 6.7% < < < < < 24-5.8% < < < < < < 25-6 2.5% < < < < < < White 24-5 5.4% 8.2% 8.5% 4.3% 4.3% 34.% 57.4% White 25-6 8.4% 6.5% 5.2%.7% 3.4% 25.9% 69.% Female 24-5.4% 2.9% 4.%.% 4.% 4.% 56.% Female 25-6 3.% 6.7% 3.6%.% 3.6% 25.% 7.4% A service of the Center for Educational Performance and Information (CEPI) Page 8 of 29
3/2/27 M-STEP Grades 3- Male 24-5 4.3%.% 2.% 8.% 4.% 28.% 6.% Male 25-6 6.4% 7.2% 6.% 3.% 3.% 24.2% 69.7% 24-5 5.5% 3.3%.%.%.% 32.% 68.% 25-6 6.6% 5.% 6.3% 3.% 3.% 5.6% 78.% 24-5 4.6% 7.7% < < < < < 25-6 5.3%.% < < < < < All 24-5 22.2% 9.2% 5.%.% 5.% 78.3% 6.7% All 25-6 8.9%.3% 5.8% 3.8%.9% 82.7%.5% Asian 24-5 38.% < < < < < < Black or African 24-5 5.4% < < < < < < Hispanic of Any Race 24-5 2.3% < < < < < < Hispanic of Any Race 25-6.3% < < < < < < 24-5 2.5% < < < < < < 25-6 7.6% < < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 9 of 29
3/2/27 M-STEP Grades 3- White 24-5 26.9%.% 5.5%.% 5.5% 78.2% 6.4% White 25-6 23.%.7% 6.4% 4.3% 2.% 8.9% 2.8% Female 24-5 2.6% 5.%.%.%.% 84.4% 5.6% Female 25-6 6.7% 4.2% 3.8%.% 3.8% 84.6%.5% Male 24-5 23.8% 4.3%.7%.%.7% 7.4% 7.9% Male 25-6 2.% 5.3% 7.7% 7.7%.% 8.8%.5% 24-5.9%.2% 3.4%.% 3.4% 75.9% 2.7% 25-6 8.5% 6.% 3.7%.% 3.7% 85.2%.% 24-5 6.9%.% < < < < < 25-6 5.6% 7.7% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page of 29
3/2/27 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 of 29
3/2/27 MI-Access Functional Independence Subject Grade Testing Group School Year State Proficient District Proficient School Proficient Surpassed Attained Emerging All 24-5 66.4% < < < < < All 24-5 65.5% < < < < < All 24-5 39.7% < < < < < White 24-5 7.5% < < < < < White 24-5 68.6% < < < < < White 24-5 45.4% < < < < < Male 24-5 65.3% < < < < < Male 24-5 67.8% < < < < < Male 24-5 4.4% < < < < < 24-5 66.% < < < < < 24-5 66.3% < < < < < 24-5 4.8% < < < < < A service of the Center for Educational Performance and Information (CEPI) Page 2 of 29
3/2/27 MI-Access Supported Independence 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 3 of 29
3/2/27 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 4 of 29
3/2/27 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% 99.4% 7.6% 99.4% 64.4% All 98.6% 62.% 99.2% 59.% 99.4% 6.7% All 98.% 5.% 99.2% 5.%.% 22.% All 98.% 59.3% 99.% 65.9% 98.% 36.% Bottom 3% N/A 25.% N/A 5.5% N/A 4.% Bottom 3% N/A 9.% N/A 9.% N/A 8.2% Bottom 3% N/A 9.8% N/A 5.8% N/A <3 Bottom 3% N/A 3.3% N/A 5.8% N/A <3 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 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 99.3% 65.5% <3 <3 N/A N/A Asian 99.3% 76.% <3 <3 N/A N/A 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 N/A N/A 97.4% 37.3% <3 <3 N/A N/A 96.5% 23.9% <3 <3 N/A N/A 96.6% 33.6% <3 <3 N/A N/A 98.8% 6.8%.% 76.3% <3 <3 98.8% 5.%.% 57.5% <3 <3 98.% 36.7% 97.4% 47.2% <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 5 of 29
3/2/27 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 98.% 47.7% 97.% 53.% <3 <3 99.5% 72.4% N/A N/A N/A N/A 99.7% 65.9% N/A N/A N/A N/A 99.7% 59.6% N/A N/A N/A N/A 99.6% 65.7% N/A N/A N/A N/A 98.9% 67.8%.% 64.5% <3 <3 98.7% 59.2% 97.% 5.% <3 <3 98.5% 45.2% <3 <3 <3 <3 98.5% 57.3% <3 <3 <3 <3 White 99.% 75.6% 99.3% 7.9% 99.4% 67.% White 98.9% 68.4% 99.2% 59.6% 99.4% 6.4% White 98.6% 57.% 99.3% 52.4%.% 22.8% White 98.5% 65.8% 99.2% 68.% 97.9% 4.% English Language Learners English Language Learners 98.3% 56.8% 99.2% 64.7% 98.9% 5.6% 98.2% 48.5% 98.7% 5.8% 98.9% 5.8% 97.5% 35.% 98.4% 42.%.% 6.7% 97.5% 43.9% 99.% 56.9% <3 <3 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 6 of 29
3/2/27 Accountability Details Subject Data English Language Learners English Language Learners 98.5% 22.% N/A N/A N/A N/A 98.2% 3.9% N/A N/A N/A N/A 97.2% 4.% 98.% 35.8% <3 <3 97.% 36.5% 96.2% 32.2% <3 <3 97.% 26.5% 92.7% 2.2% <3 <3 96.6% 3.8% 96.9% 33.3% <3 <3 A service of the Center for Educational Performance and Information (CEPI) Page 7 of 29
3/2/27 Accountability Details Graduation Data Student Group Statewide District School All 79.79% 94.9% 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 74.74% N/A N/A White 83.48% 94.58% N/A Female 83.76% N/A N/A Male 76.% N/A N/A 67.48% 9.77% N/A English Language Learners 72.4% N/A N/A 57.2% N/A 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 8 of 29
3/2/27 Accountability Details Attendance Data Student Group Statewide District School All 94.32% 94.76% 95.9% * All data based on students enrolled for a full academic year. A service of the Center for Educational Performance and Information (CEPI) Page 9 of 29
3/2/27 Accountability Status District Data District Name Status 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 2 of 29
3/2/27 Accountability Status School Data School Name Status Score Math Status Math Score Status Score Social Studies Status Social Studies Score Overall Status Overall Score Bangor West Central School Green 2 Green 2 Green 2 Green 2 Lime 28 A service of the Center for Educational Performance and Information (CEPI) Page 2 of 29
3/2/27 Teacher Quality - Qualification Professional Qualifications of All Public Elementary and Secondary School Teachers in the School Other B.A. M.A. P.H.D. 4 7 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 22 of 29
3/2/27 NAEP Grade 4 Math of below Basic Basic Proficient 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 or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander 72 5 6 4 # 3 5 53 38 85 47 62 89 39 2 58 5 # 3 9 ‡ 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 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. 58 78 6 35 5 A service of the Center for Educational Performance and Information (CEPI) Page 23 of 29
3/2/27 NAEP Grade 8 Math of below Basic Basic Proficient 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 or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander 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 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. 33 39 22 2 7 A service of the Center for Educational Performance and Information (CEPI) Page 24 of 29
3/2/27 NAEP Grade 2 Math of below Basic Basic Proficient 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 or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander 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 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. 4 24 2 A service of the Center for Educational Performance and Information (CEPI) Page 25 of 29
3/2/27 NAEP Grade 4 Reading of below Basic Basic Proficient 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 or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander 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 # 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 Reading Assessment. 48 64 6 29 2 5 A service of the Center for Educational Performance and Information (CEPI) Page 26 of 29
3/2/27 NAEP Grade 8 Reading of below Basic Basic Proficient 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 or Afican Hispanic Asian/Native Hawaiian or Pacific Islander Indian or Alaska Native 69 2 4 3 2 8 47 27 3 44 44 4 35 34 9 29 4 3 # 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 # 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 Reading Assessment. 37 44 6 3 # 3 A service of the Center for Educational Performance and Information (CEPI) Page 27 of 29
3/2/27 NAEP Grade 2 Reading of below Basic Basic Proficient 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 or African Hispanic Asian Indian or Alaska Native Native Hawaiian or Other Pacific Islander 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 # 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 Reading Assessment. 37 33 5 A service of the Center for Educational Performance and Information (CEPI) Page 28 of 29
3/2/27 NAEP Participation Data Grade Subject Participation Rate for with Standard Error Participation Rate for Limited English Proficient Standard Error 4 Math Reading 87 73.9 3.7 95 9 2. 2.5 8 Math Reading 84 76 3.6 3.3 84 83 5.2 4. A service of the Center for Educational Performance and Information (CEPI) Page 29 of 29