OWL CREEK ELEMENTARY375 N. Rupple Rd.
Arkansas Comprehensive School Improvement Plan
2008-2009
Owl Creek School is a child-focused community with high expectations for learning, achievement, and technology aimed toward the growth of the total person.
Table of Contents
2008-Grade Three Mathematics Benchmark Exam: 61 Students:57.4% of Combined Students 18 Students: 50% of African American Students Less than 10 Students were tested of the Hispanic Students 31 Students: 64.5% of Caucasian Students 43 Students: 53.5% of Econ. Disadvantaged Students 10 Students:60% of LEP Students 11 Students: 36.4% of Students with Disabilities Combined Population: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in geometry and measurement. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in geometry and measurement. African American Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in algebra and geometry. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in geometry and measurement. Hispanic Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in geometry and measurement . The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in the DAP strand. Caucasian Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in geometry and the DAP strand. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in geometry and measurement. Economically Disadvantaged Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in geometry and measurement. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in geometry and measurement. Limited English Proficient Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in geometry and measurement and DAP. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in geometry and measurement. Students with Disabilities Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses algebra and DAP. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in Algebra and measurement. 2008-Grade Four Mathematics Benchmark Exam 59 Students: 50.8% of Combined Students 17 Students: 47.1% of African American Students Less than 10 Students: Hispanic Students 33 Students: 51.5% of Caucasian Students 43 Students: 39.5% of Econ. Disadvantaged Students Less than 10 Students: LEP Students 12 Students: 41.7% of Students with Disabilities Combined Population: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in geometry, measurement, and DAP. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in geometry and measurement. African American Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in geometry and DAP. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in algebra and geometry. Caucasian Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in geometry and DAP. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in geometry. Economically Disadvantaged Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in geometry, measurement, and DAP. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in geometry and measurement. Students with Disabilities Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in geometry and DAP. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in algebra and geometry. 2008-Grade Five Mathematics Benchmark Exam 65 Students: 55.4% of Combined Students 21 Students: 33.3% of African American Students 17 Students: 58.8% of Hispanic Students 26 Students: 69.2% of Caucasian Students 40 Students: 50% of Econ. Disadvantaged Students 14 Students: 50% of LEP Students 13 Students: 23.1% of Students with Disabilities Combined Population: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in alegebra, measurement and DAP. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in DAP. African American Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in algebra and DAP. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in numbers and operations and measurement. Hispanic Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in algebra and DAP. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in numbers and operation and measurement. Caucasian Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in algebra and measurement. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in measurement. Economically Disadvantaged Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in algebra and DAP. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in geometry and measurement. Limited English Proficient Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in algebra and measurement. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in numbers and operations and measurement. Students with Disabilities Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in geometry and measurement. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in algebra and measurement. 2008-Grade Six Mathematics Benchmark Exam 93 Students: 73.1% of Combined Students 26 Students: 61.5% of African American Students Less than 10 Students: Hispanic Students 56 Students: 80.4% of Caucasian Students 55 Students: 63.6% of Econ. Disadvantaged Students Less than 10 Students: LEP Students 17 Students: 29.4% of Students with Disabilities Combined Population: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in numbers and operations and geometry. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in numbers and operations. African American Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in numbers and operations and geometry. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in numbers and operations. Caucasian Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in numbers and operations and geometry. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in algrebra. Economically Disadvantaged Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in numbers and operations and geometry. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in numbers and operations and DAP. Students with Disabilities Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in geometry and numbers and operations. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in numbers and operations and DAP. 2008-Grade Seven Mathematics Benchmark Exam 101 Students: 67.3% of Combined Students 15 Students: 40% of African American Students 22 Students: 63.6% of Hispanic Students 57 Students: 75.4% of Caucasian Students 60 Students: 60% of Econ. Disadvantaged Students 20 Students: 65% of LEP Students 14 Students: 21.4% of Students with Disabilities Combined Population:The lowest identified area(s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in numbers and operations and measurement. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in algebra and measurement. African American Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in measurement and numbers and operations. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in algebra and measurement. Hispanic Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in numbers and operations and measurement. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in algebra and measurement. Caucasian Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in numbers and operations and measurement. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in algebra and measurement. Economically Disadvantaged Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in numbers and operations and measurement. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in algebra and measurement. Limited English Proficient Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in numbers and operations and measurement. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in algrebra and measurement. Students with Disabilities Subpopulation: The lowest identified area (s) (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in numbers and operations and DAP. The lowest identified area (s) (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in numbers and operations and measurement.
On the 2007 mathematics Benchmark Exam 2007 Grade Three Mathematics Benchmark Exam: 63 Students: 44.4% of Combined Students 31 Students: 48.3% of Caucasian Students 22 Students: 36.3% of African American Students Less than 10 Students: Hispanic Students Less than 10 Students: Limited English Proficient 47 Students: 40.4% of Economically Disadvantaged Students 11 Students: 18.1% of Students with Disabilities Students The lowest identified areas for the Combined Population students in the analysis of the open response questions in the five math strands revealed weaknesses in data analysis/probability and measurement. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in data analysis/probability and measurement. The lowest identified areas for the Caucasian students in the analysis of the open response questions in the five math strands revealed weaknesses in data analysis/probability and measurement. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in data analysis/probability and measurement. The lowest identified areas for the African American Population students in the analysis of the open response questions in the five math strands revealed weaknesses in data analysis/probability and algebra. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in data analysis/probability and geometry. The lowest identified areas for the Students with Disabilties Population students in the analysis of the open response questions in the five math strands revealed weaknesses in data analysis/probability and algebra. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in measurement and algebra. On the 2007 mathematics Benchmark Exam 2007 Grade Four Mathematics Benchmark Exam: 59 Students: 59.3% of Combined Students 28 Students: 67.8% of Caucasian Students 13 Students: 38.4% of African American Students 15 students: 53.3% of Hispanic students 14 Students: 57.1% of Limited English Proficent Students 38 students: 50% of Economically Disadvantaged Students 11 Students: 9% of Students with Disabilities Students The lowest identified areas for the Combined Population students in the analysis of the open response questions in the five math strands revealed weaknesses in data analysis/probability and measurement. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in geometry and algebra. The lowest identified areas for the Caucasian students in the analysis of the open response questions in the five math strands revealed weaknesses in data analysis/probability and measurement. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in algebra and geometry. The lowest identified areas for the African American Population students in the analysis of the open response questions in the five math strands revealed weaknesses in . The lowest identified data analysis/probability and geometry area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in geometry and measurement. The lowest identified areas for the Hispanic Population students in the analysis of the open response questions in the five math strands revealed weaknesses in data analysis/probability and measurement. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in algebra and geometry. The lowest identified areas for the Limited English proficient Population students in the analysis of the open response questions in the five math strands revealed weaknesses in data analysis/probability and measurement. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in algebra and geometry. The lowest identified areas for the Students with Disabilties Population students in the analysis of the open response questions in the five math strands revealed weaknesses in geometry, data analysis/probability, and measurement. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in algebra and geometry. On the 2007 mathematics Benchmark Exam 2007 Grade Five Mathematics Benchmark Exam: 46 Students: 63% of Combined Students 17 Students: 64.7% of Caucasian 18 Students: 72.2% of African American Students Less than 10 students: Hispanic Students Less than 10 Students: Limited English Proficent Students 38 Students: 57.8% of Economically Disadvantaged Students 10 Students: 40% of Students with Disabilities Students The lowest identified areas for the Combined Population students in the analysis of the open response questions in the five math strands revealed weaknesses in geometry and number operations. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in data analysis/probability and measurement. The lowest identified areas for the Caucasian students in the analysis of the open response questions in the five math strands revealed weaknesses in geometry and number operations. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in data analysis/probability, number operations, and measurement. The lowest identified areas for the African American Population students in the analysis of the open response questions in the five math strands revealed weaknesses in geometry and number operations. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in measurement and data analysis/probability. The lowest identified areas for the Hispanic Population students in the analysis of the open response questions in the five math strands revealed weaknesses in number operations and geometry. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in measurement and data analysis/probability. The lowest identified areas for the Limited English proficient Population students in the analysis of the open response questions in the five math strands revealed weaknesses in geometry and measurement. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in measurement and data analysis/probability. The lowest identified areas for the Students with Disabilties Population students in the analysis of the open response questions in the five math strands revealed weaknesses in number operations and geometry. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in data analysis/probability and measurement. On the 2007 mathematics Benchmark Exam 2007 Grade Six Mathematics Benchmark Exam: 101 Students: 67.3% of Combined Students 54 Students: 75.9% of Caucasian Students 18 Students: 50% of African American Students 23 Students: 56.5% of Hispanic 21 Students: 57.1% of Limited English Proficent Students 65 Students: 58.4% of Economically Disadvantaged Students 16 Students: 31.2% of Students with Disabilities Students The lowest identified areas for the Combined Population students in the analysis of the open response questions in the five math strands revealed weaknesses in number operations and geometry. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in data analysis/probability and geometry. The lowest identified areas for the Caucasian students in the analysis of the open response questions in the five math strands revealed weaknesses in geometry and data analysis/probability. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in measurement and data analysis/probability. The lowest identified areas for the African American Population students in the analysis of the open response questions in the five math strands revealed weaknesses in number operations and geometry. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in measurement and data analysis/probability. The lowest identified areas for the Hispanic Population students in the analysis of the open response questions in the five math strands revealed weaknesses in geometry and measurement. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in geometry and data analysis/probability. The lowest identified areas for the Limited English proficient Population students in the analysis of the open response questions in the five math strands revealed weaknesses in geometry and measurement. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in data analysis/probability and geometry. The lowest identified areas for the Students with Disabilties Population students in the analysis of the open response questions in the five math strands revealed weaknesses in geometry and measurement. The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in measurement and data analysis/probability. 2007 Grade Seven Mathematics Benchmark Exam: GRADE 7 WAS NOT PRESENT IN BUILDING
On the 2006 mathematics Benchmark Exam 2006 Grade Three Mathematics Benchmark Exam: 29 Students: 60.4% of Combined Students Less than 10 Students Tested: African American Students Less then 10 Hispanic students tested. 11 Students: 64.7% of Caucasian Students 24 Students: 58.5% of Economically Disadvantaged Students Less then 10 LEP students tested. Less then 10 Students with Disabilities tested. The lowest identified areas for the Combined Population of students in the analysis of the open response questions in the five math strands revealed weaknesses in Geometry (25.6) Data Analysis and Probability (44). The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in Geometry (51 and Measurement (55.2) The lowest identified area in the analysis of the Open Ended questions, in the five math strands, revealed weaknesses in Geometry (0) and DAP (31.2) The lowest identified areas for the Economically Disadvantaged students in the analysis of the open response questions in the five math strands revealed weaknesses in Geometry (24.8) Data Analysis and Probability (41.4). The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in Geometry (49.6) and Measurement, DAP, Number Sense (54.5) The lowest identified area in the analysis of the Open Ended questions, in the five math strands, revealed weaknesses in Geometry (0) and DAP (54.4) The lowest identified areas for the White students in the analysis of the open response questions in the five math strands revealed weaknesses in Geometry (27.2) and Data Analysis and Probability (54.4). The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in Geometry (54.4) and Measurement (59.8) The lowest identified area in the analysis of the Open Ended questions, in the five math strands, revealed weaknesses in Geometry (0) and DAP (42) 2006 Grade Four Math Benchmark 2006-Number and Percent of Students Scoring Proficient or Advanced: 20 Students: 45.4% of Combined Students Less than 10 Students: African American Less that 10 Students: Hispanic Less than 10 Students: Caucasian Students 16 Students: 41.0% of Economically Disadvantaged Students Less then 10 LEP students tested Less then 10 Students with Disabilities tested. The lowest identified areas for the Combined Population of students in the analysis of the open response questions in the five math strands revealed weaknesses in Geometry (44) and Measurement (42). The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in Geometry (52.4) and Algebra (45.2) The lowest identified area in the analysis of the Open Ended questions, in the five math strands, revealed weaknesses in Geometry (35.6) and Measurement(26.8) The lowest identified areas for the Economically Disadvantaged students in the analysis of the open response questions in the five math strands revealed weaknesses in Geometry (43.2) and Measurement (41.8). The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in Geometry (51) and Algebra (45.4) The lowest identified area in the analysis of the Open Ended questions, in the five math strands, revealed weaknesses in Geometry (35.4) and Measurement(27) 2006 Grade Five Math Benchmark Exam: 2006-Number and Percent of Students Scoring Proficient or Advanced: 22 Students: 55.0% of Combined Students Less than 10 African American were tested. Less than Hispanic Students were tested. 10 Students: 58.8% of Caucasian Students 17 Students: 48.5% of Economically Disadvantaged Students Less than 10 Students: LEP Students Less then 10 Students with Disabilities were tested. The lowest identified areas for the Combined Population of students in the analysis of the open response questions in the five math strands revealed weaknesses in Geometry (47.2) and Measurement (46.2). The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in Measurement (51.4) and Algebra (50) The lowest identified area in the analysis of the Open Ended questions, in the five math strands, revealed weaknesses in DAP(39) and Measurement(40.8) The lowest identified areas for the Economically Disadvantaged students in the analysis of the open response questions in the five math strands revealed weaknesses in Geometry (46.2) and Measurement (43.2). The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in Measurement(49.2) and Algebra (48.8) The lowest identified area in the analysis of the Open Ended questions, in the five math strands, revealed weaknesses in Geometry (42.6) and Measurement and DAP (37) The lowest identified areas for the White students in the analysis of the open response questions in the five math strands revealed weaknesses in Geometry(46.6) and Measurement(48.4). The lowest identified area in the analysis of the multiple choice questions, in the five math strands, revealed weaknesses in Measurement (54.2) and Algebra (53.4) The lowest identified area in the analysis of the Open Ended questions, in the five math strands, revealed weaknesses in Geometry (38.4) and DAP (40.8) 2006 Grade Six Mathematics Benchmark Exam: GRADE SIX NOT PRESENT IN BUILDING 2006 Grade Seven Mathematics Benchmark Exam: GRADE SEVEN NOT PRESENT IN BUILDING
Grade K-Iowa Test of Basic Skills (ITBS) 2007 : Combined Population: 75 students were tested and 57.3% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in the Math Total. African American: 15 student were tested and 53% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math Total. Hispanic Population: 12 student were tested and 50% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math TOtal. Caucasian Population: 44 student were tested and 56% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math Total. Economically Disadvantaged Population: 50 student were tested and 56% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math TOtal. Limited English Proficient : Less than 10 students Tested. Students with Disabilities Population: Less than 10 students tested. 2006 : Combined Population: 64 Students were tested and 40% (26 students) scored at or above the 50th percentile.
2008: SAT-10: Combined Population: Total Math, Grade 1: In 2008, 67 students were tested and 46.3% had an NPR score of 50, or above. African American: 16 students were tested and 50% scored at or above the 50th percentile. Hispanic Population: 12 students were tested and 33.3% scored at or above the 50th percentile. Caucasian Population: 39 students were tested and 48.7% scored at or above the 50th percentile. Economically Disadvantaged Population: 48 students were tested and 45.8% scored at or above the 50th percentile. Limited English Proficient : Less than 10 students Tested. Students with Disabilities Population: Less than 10 students tested. Grade 1-Iowa Test of Basic Skills (ITBS) 2007 : Combined Population: 76 students were tested and 42.1% (scored at or above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Problems Solving & Data Interpretation. African American: 16 student were tested and 63% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math Concepts. Hispanic Population: 15 student were tested and 13% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math Concepts. Caucasian Population: 39 student were tested and 49% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Problem Solving and Data Interpretation. Economically Disadvantaged Population: 53 student were tested and 40% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Problem Solving and Data Interpretation. Limited English Proficient : 12 student were tested and 17% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math Concepts. Students with Disabilities Population: Less than 10 students were tested. 2006 : Combined Population: 68 Students were tested and 45.5% (31 students) scored at or above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Problems Solving & Data Interpretation 39.7% (27 students)
Grade 1-Iowa Test of Basic Skills (ITBS) 2007 : Combined Population: 76 students were tested and 42.1% (scored at or above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Problems Solving & Data Interpretation. African American: 16 student were tested and 63% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math Concepts. Hispanic Population: 15 student were tested and 13% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math Concepts. Caucasian Population: 39 student were tested and 49% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Problem Solving and Data Interpretation. Economically Disadvantaged Population: 53 student were tested and 40% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Problem Solving and Data Interpretation. Limited English Proficient : 12 student were tested and 17% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math Concepts. Students with Disabilities Population: Less than 10 students were tested. 2006 : Combined Population: 68 Students were tested and 45.5% (31 students) scored at or above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Problems Solving & Data Interpretation 39.7% (27 students)
2008: SAT-10: Combined Population: Total Math, Grade 2: In 2008, 64 students were tested and 26.6% had an NPR score of 50, or above. African American: 20 students were tested and 50% scored at or above the 50th percentile. Hispanic Population: 13 students were tested and 7.7% scored at or above the 50th percentile. Caucasian Population: 27 students were tested and 44.4% scored at or above the 50th percentile. Economically Disadvantaged Population: 46 students were tested and 26.1% scored at or above the 50th percentile. Limited English Proficient: 12 students were tested and 16.7% scored at or above the 50th percentile. Students with Disabilities Population: 10 students were tested and 0% scored at or above the 50th percentile. Grade 2-Iowa Test of Basic Skills (ITBS) 2007 : Combined Population: 76 students were tested and 47.4% scored at or above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Problems Solving & Data Interpretation African American: 19 student were tested and 37% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Problem Solving and Data Interpretation. Hispanic Population: 11 student were tested and 18% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Problem Solving and Data Interpretation. Caucasian Population: 41 student were tested and 59% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math COncepts. Economically Disadvantaged Population: 54 student were tested and 41% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math Concepts. Limited English Proficient : Less than 10 students were tested. Students with Disabilities Population: Less than 10 students were tested. 2006 : Combined Population: 53 Students were tested and 50.9% (27 students) scored at or above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Math Concepts 47.1% (25 students)
Grade 2-Iowa Test of Basic Skills (ITBS) 2007 : Combined Population: 76 students were tested and 47.4% scored at or above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Problems Solving & Data Interpretation African American: 19 student were tested and 37% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Problem Solving and Data Interpretation. Hispanic Population: 11 student were tested and 18% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Problem Solving and Data Interpretation. Caucasian Population: 41 student were tested and 59% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math COncepts. Economically Disadvantaged Population: 54 student were tested and 41% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Math Concepts. Limited English Proficient : Less than 10 students were tested. Students with Disabilities Population: Less than 10 students were tested. 2006 : Combined Population: 53 Students were tested and 50.9% (27 students) scored at or above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Math Concepts 47.1% (25 students)
2008: SAT-10: Combined Population: Total Math, Grade 3: In 2008, 67 students were tested and 46.3% had an NPR score of 50, or above. African American: 20 students were tested and 45% scored at or above the 50th percentile. Hispanic Population: Less than 10 students were tested. Caucasian Population: 34 students were tested and 52.9% scored at or above the 50th percentile. Economically Disadvantaged Population: 49 students were tested and 38.8% scored at or above the 50th percentile. Limited English Proficient: 11 students were tested and 36.4% scored at or above the 50th percentile. Students with Disabilities Population: 11 students were tested and 18.2% scored at or above the 50th percentile. Grade 3-Iowa Test of Basic Skills (ITBS) Iowa Test of Basic Skills: 2007: Combined Population: Math, Grade 3: In 2007, 72 students were tested and 52.8% had an NPR score of 50 or above. The analysis of the subtests, revealed weaknesses in Problem Solving and Data Interpretation. African American Population: Math, Grade 3: In 2007, 24 students were tested and 37.5% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Hispanic Population: Math, Grade 3: Less than 10 students were tested. Caucasian Population: Math, Grade 3: In 2007, 37 students were tested and 45.9% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. Economically Disadvantaged Population: Math, Grade 3: In 2007, 52 students were tested and 42.3% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math COncepts. Limited English Proficient Population: Math, Grade 3: Less than 10 students were tested. IEP Population: Math, Grade 3: In 2007, 11 students were tested and 18% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. 2006 : Combined Population: 45 Students were tested and 50% (24 students) scored at or above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Problems Solving & Data Interpretation-50% (24 students)
Grade 3-Iowa Test of Basic Skills (ITBS) Iowa Test of Basic Skills: 2007: Combined Population: Math, Grade 3: In 2007, 72 students were tested and 52.8% had an NPR score of 50 or above. The analysis of the subtests, revealed weaknesses in Problem Solving and Data Interpretation. African American Population: Math, Grade 3: In 2007, 24 students were tested and 37.5% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Hispanic Population: Math, Grade 3: Less than 10 students were tested. Caucasian Population: Math, Grade 3: In 2007, 37 students were tested and 45.9% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. Economically Disadvantaged Population: Math, Grade 3: In 2007, 52 students were tested and 42.3% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math COncepts. Limited English Proficient Population: Math, Grade 3: Less than 10 students were tested. IEP Population: Math, Grade 3: In 2007, 11 students were tested and 18% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. 2006 : Combined Population: 45 Students were tested and 50% (24 students) scored at or above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Problems Solving & Data Interpretation-50% (24 students)
2008: SAT-10: Combined Population: Total Math, Grade 4: In 2008, 63 students were tested and 42.9% had an NPR score of 50, or above. African American: 17 students were tested and 35.3% scored at or above the 50th percentile. Hispanic Population: Less than 10 students were tested. Caucasian Population: 36 students were tested and 44.4% scored at or above the 50th percentile. Economically Disadvantaged Population: 45 students were tested and 31.1% scored at or above the 50th percentile. Limited English Proficient: Less than 10 students were tested. Students with Disabilities Population: 13 students were tested and 23.1% scored at or above the 50th percentile. Grade 4-Iowa Test of Basic Skills (ITBS) 2007: Iowa Test of Basic Skills: Combined Population: Math, Grade 4: In 2007, 71 students were tested and 62% had an NPR score of 50 or above. The analysis of the subtests, revealed weaknesses in Problem Solving and Data Interpretation. African American Population: Math, Grade 4: In 2007, 15 students were tested and 46.7% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Hispanic Population: Math, Grade 4:In 2007, 18 students were tested and 55.6% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem SOlving and Data Interpretation. Caucasian Population: Math, Grade 4: In 2007, 35 students were tested and 68.6% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. Economically Disadvantaged Population: Math, Grade 4: In 2007, 47 students were tested and 51.1% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. Limited English Proficient Population: Math, Grade 4: In 2007, 15 students were tested and 53.3% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. Students with Disabilities Population: Math, Grade 4: In 2007, 12 students were tested and 16.7% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. 2006 : Combined Population: 41 Students were tested and 44.1% (19 students) scored above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Problems Solving & Data Interpretation-53.1% (23 students)
Grade 4-Iowa Test of Basic Skills (ITBS) 2007: Iowa Test of Basic Skills: Combined Population: Math, Grade 4: In 2007, 71 students were tested and 62% had an NPR score of 50 or above. The analysis of the subtests, revealed weaknesses in Problem Solving and Data Interpretation. African American Population: Math, Grade 4: In 2007, 15 students were tested and 46.7% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Hispanic Population: Math, Grade 4:In 2007, 18 students were tested and 55.6% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem SOlving and Data Interpretation. Caucasian Population: Math, Grade 4: In 2007, 35 students were tested and 68.6% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. Economically Disadvantaged Population: Math, Grade 4: In 2007, 47 students were tested and 51.1% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. Limited English Proficient Population: Math, Grade 4: In 2007, 15 students were tested and 53.3% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. Students with Disabilities Population: Math, Grade 4: In 2007, 12 students were tested and 16.7% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. 2006 : Combined Population: 41 Students were tested and 44.1% (19 students) scored above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Problems Solving & Data Interpretation-53.1% (23 students)
2008: SAT-10: Combined Population: Total Math, Grade 5: In 2008, 70 students were tested and 60% had an NPR score of 50, or above. African American: 22 students were tested and 45.5% scored at or above the 50th percentile. Hispanic Population: 17 students were tested and 52.9% scored at or above the 50th percentile. Caucasian Population: 30 students were tested and 73.3% scored at or above the 50th percentile. Economically Disadvantaged Population: 44 students were tested and 54.5% scored at or above the 50th percentile. Limited English Proficient: 14 students were tested and 50% scored at or above the 50th percentile. Students with Disabilities Population: 14 students were tested and 28.6% scored at or above the 50th percentile. Grade 5-Iowa Test of Basic Skills (ITBS) 2007: Iowa Test of Basic Skills: Combined Population: Math, Grade 5: In 2007, 56 students were tested and 58.9% had an NPR score of 50 or above. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Math Concepts. African American Population: Math, Grade 5: In 2007, 18 students were tested and 61% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Hispanic Population: Math, Grade 5:In 2007, 10 students were tested and 40% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Caucasian Population: Math, Grade 5: In 2007, 26 students were tested and 65% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Economically Disadvantaged Population: Math, Grade 5: In 2007, 44 students were tested and 52% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Limited English Proficient Population: Math, Grade 5: Less than 10 students were tested. Students with Disabilities Population: Math, Grade 5: In 2007, 14 students were tested and 42% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. 2006 : Combined Population: 36 Students were tested and 64.8 % (24 students) scored above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Problems Solving & Data Interpretation-62.1% (23 students) Fewer than 10 students were tested in the subpopulations of: African American, Caucasian, Hispanic, Limited English proficient, economically disadvantaged and students with disabilities.
Grade 5-Iowa Test of Basic Skills (ITBS) 2007: Iowa Test of Basic Skills: Combined Population: Math, Grade 5: In 2007, 56 students were tested and 58.9% had an NPR score of 50 or above. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Math Concepts. African American Population: Math, Grade 5: In 2007, 18 students were tested and 61% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Hispanic Population: Math, Grade 5:In 2007, 10 students were tested and 40% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Caucasian Population: Math, Grade 5: In 2007, 26 students were tested and 65% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Economically Disadvantaged Population: Math, Grade 5: In 2007, 44 students were tested and 52% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Limited English Proficient Population: Math, Grade 5: Less than 10 students were tested. Students with Disabilities Population: Math, Grade 5: In 2007, 14 students were tested and 42% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. 2006 : Combined Population: 36 Students were tested and 64.8 % (24 students) scored above the 50th percentile. The analysis of the Concepts and Estimation subtest, Problem Solving and Data Interpretation subtests revealed weaknesses in Problems Solving & Data Interpretation-62.1% (23 students) Fewer than 10 students were tested in the subpopulations of: African American, Caucasian, Hispanic, Limited English proficient, economically disadvantaged and students with disabilities.
2008: SAT-10: Combined Population: Total Math, Grade 6: In 2008, 106 students were tested and 65.1% had an NPR score of 50, or above. African American: 29 students were tested and 55.2% scored at or above the 50th percentile. Hispanic Population: Less than 10 students were tested. Caucasian Population: 65 students were tested and 67.7% scored at or above the 50th percentile. Economically Disadvantaged Population: 44 students were tested and 54.5% scored at or above the 50th percentile. Limited English Proficient: Less than 10 students were tested. Students with Disabilities Population: 19 students were tested and 31.6% scored at or above the 50th percentile. Grade 6-Iowa Test of Basic Skills 2007: Iowa Test of Basic Skills: Combined Population: Math, Grade 6: In 2007, 108 students were tested and 59% had an NPR score of 50 or above. The analysis of the subtests, revealed weaknesses in Problem Solving and Data Interpretation. African American Population: Math, Grade 6: In 2007, 20 students were tested and 50% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem SOlving and Data Interpretation. Hispanic Population: Math, Grade 6:In 2007, 23 students were tested and 52% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem SOlving and Data Interpretation. Caucasian Population: Math, Grade 6: In 2007, 62 students were tested and 62% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. Economically Disadvantaged Population: Math, Grade 6: In 2007, 71 students were tested and 47% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. Limited English Proficient Population: Math, Grade 6: In 2007, 21 students were tested and 52% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Students with Disabilities Population: Math, Grade 6: In 2007, 16 students were tested and 31% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. 2006: Grade 6 not located in builing
Grade 6-Iowa Test of Basic Skills 2007: Iowa Test of Basic Skills: Combined Population: Math, Grade 6: In 2007, 108 students were tested and 59% had an NPR score of 50 or above. The analysis of the subtests, revealed weaknesses in Problem Solving and Data Interpretation. African American Population: Math, Grade 6: In 2007, 20 students were tested and 50% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem SOlving and Data Interpretation. Hispanic Population: Math, Grade 6:In 2007, 23 students were tested and 52% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem SOlving and Data Interpretation. Caucasian Population: Math, Grade 6: In 2007, 62 students were tested and 62% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. Economically Disadvantaged Population: Math, Grade 6: In 2007, 71 students were tested and 47% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Problem Solving and Data Interpretation. Limited English Proficient Population: Math, Grade 6: In 2007, 21 students were tested and 52% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. Students with Disabilities Population: Math, Grade 6: In 2007, 16 students were tested and 31% had an NPR score of 50 or above. The analysis of the subtests revealed weaknesses in Math Concepts. 2006: Grade 6 not located in builing
2008: SAT-10: Combined Population: Total Math, Grade 7: In 2008, 117 students were tested and 57.3% had an NPR score of 50, or above. African American: 16 students were tested and 50% scored at or above the 50th percentile. Hispanic Population: 23 students were tested and 65.2 scored at or above the 50th percentile. Caucasian Population: 70 students were tested and 57.1% scored at or above the 50th percentile. Economically Disadvantaged Population: 76 students were tested and 52.6% scored at or above the 50th percentile. Limited English Proficient: 22 students were tested and 68.2% scored at or above the 50th percentile. Students with Disabilities Population: 15 students were tested and 13.3% scored at or above the 50th percentile. 2007: Grade 7 not located in building 2006: Grade 7 not located in builing
Attendance Rates. In 2008 the attendance rate was 93.3. In 2007 the attendance rate was 93.8. In 2006 the attendance rate was 94.6.
2008- Grade 3-Literacy Benchmark Exam: 61 Students: 49.2% of Combined Students 18 Students: 44.4% of African American Students Less than 10 Students Tested: 25% of Hispanic Students 31 Students: 54.8% of Caucasian Students 43 Students: 41.9% of Econ. Disadvantaged Students 10 Students: 50% of LEP Students 11 Students: 27.3% of Students with Disabilities Combined Population: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) is content passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas (s) are content and style. African American Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) is the Content Passage. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas (s) Content and Style. Hispanic Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Literary, Content, and Practical. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas (s) are: Content and Style and Sentence Formation. Caucasian Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) is Content Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas (s) are: Content and Style. Economically Disadvantaged Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: content passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are content and style. Limited English Proficient: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Literary and Content Passages . The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are Content and Style. Students with Disabilities: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content Passages . The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are Content and Style. Grade Four: 59 Students: 45.8% of Combined Students 17 Students: 35.3% of African American Students Less than 10 Students: Hispanic Students 33 Students: 48.5% of Caucasian Students 43 Students: 37.2% of Econ. Disadvantaged Students Less than 10 Students: LEP Students 12 Students: 16.7% of Students with Disabilities Combined Population: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified areas (s) are: Content Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas (s) are: Content and Style. African American Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas (s) are: Content and Style. Caucasian Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified areas (s) are: Content Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas (s) are: Content and Style. Economically Disadvantaged Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified areas (s) are: Content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas (s) are: Content and Style. Students with Disabilities: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified areas (s) are: Content Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas (s) are: Content and Style. 2008 Grade 5-Literacy Benchmark Exam: 65 Students: 58.5% of Combined Students 21 Students: 42.9% of African American Students 17 Students: 47.1% of Hispanic Students 26 Students: 76.9% of Caucasian Students 40 Students: 45% of Econ. Disadvantaged Students 14 Students: 35.7% of LEP Students 13 Students: 23.1% of Students with Disabilities Combined Population: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are Content and Style. African American Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Literary and Content Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Hispanic Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Caucasian Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Economically Disadvantaged Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Limited English Proficient: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Students with Disabilities: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: ALL Passages . The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are Content and Style. 2008 Grade 6-Literacy Benchmark Exam: 93 Students: 65.6% of Combined Students 26 Students: 57.7% of African American Students Less than Students Tested: Hispanic Students 56 Students: 75% of Caucasian Students 55 Students: 47.3% of Econ. Disadvantaged Students Less than 10 Students Tested: LEP Students 17 Students: 11.8% of Students with Disabilities Combined Population: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content Passages. the trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. African American Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content . The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Hispanic Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Caucasian Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Economically Disadvantaged Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Limited English Proficient: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content and Practical Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Students with Disabilities: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. 2008 Grade 7-Literacy Benchmark Exam 101 Students: 62.4% of Combined Students 15 Students: 40% of African American Students 22 Students: 59.1% of Hispanic Students 57 Students: 71.9% of Caucasian Students 60 Students: 53.3% of Econ. Disadvantaged Students 20 Students: 60% of LEP Students 14 Students: 21.4% of Students with Disabilities Combined Population: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Practical Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. African American Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Practical Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Hispanic Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Practical Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Caucasian Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Practical Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Economically Disadvantaged Subpopulation: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Practical Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are Content and Style. Limited English Proficient: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Practical Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are: Content and Style. Students with Disabilities: The trend analysis of the open response and multiple-choice question, in the three types of reading passages, revealed that the lowest identified area (s) are: Practical Passages. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are Content and Style.
Grade 3- Benchmark Literacy Exam 2007: 63 Students: 31.7% of Combined Students 22 Students: 27.2% of African American Students Less than 10 Students: Hispanic Students 31 Students: 32.2% of Caucasian Students 47 Students: 27.6% of Econ. Disadvantaged Students Less than 10 Students: LEP Students 11 Students: 18.1% of Students with Disabilities The lowest identified areas for the combined population were Content and Style in the writing domains and practical reading. The lowest identified areas for African Americans were Content and Style in the writing domains and the practical reading passage. The lowest identified areas for Hispanic were Content and Style in the writing domains and the content reading passage. The lowest identified areas for Caucasian were Content and Style in the writing domain and the content reading passage. The lowest identified areas for Econ. Disadvantaged students were Content and Style in the writing domains and the content reading passage. The lowest identified areas for LEP students were Content and Style in the writing domains and the practical reading passage. 2006 Grade Third Literacy Benchmark Exam: 43.7% (21 students) of the Combined Population Students scored at, or above, Proficient; 41.4% (17 students) of the Economically Disadvantaged (SES) students scored, at or above, Proficient; Less then 10 students of Limited English Proficient were tested. Less then 10 students tested of Students with Disabilities (IEP) 18.7% (3 students) of the African American Students scored at, or above, Proficient; Less then 10 students tested of the Hispanic Students 52.9% (9 students)of the Caucasian Students scored at, or above, Proficient. The lowest identified areas for the Combined Population Students in the five writing domains are Content (57.4) and Style (57.4). The lowest identified areas in the analysis of the three types of literacy passages in multiple choice is (Report lowest: Practical (52.8) and the open response question is Content (42) The lowest identified areas for the Economically Disadvantaged Students in the five writing domains are Content (57) and Style (57). The lowest identified areas in the analysis of the three types of passages in multiple choice is Practical (48.4) and the open response question is Content (40.8) The lowest identified areas for the African American Students in the five writing domains are Content (45.2) and Style (45.2). The lowest identified areas in the analysis of the three types of passages in multiple choice is Practical (39.4) and the open response question is Practical (20.2) The lowest identified areas for the White Students in the five writing domains are Content (60.2) and Style (60.2). The lowest identified areas in the analysis of the three types of passages in multiple choice is Content (57.2) and the open response question is Content (48.2) 2005: Third Grade Literacy Benchmark Exam: 47.7% (21 students)of the Combined Population Students scored at, or above, Proficient; 43.5% ( 17 students)of the Economically Disadvantaged (SES) students scored, at or above, Proficient; Less than 10 students tested of the Limited English Proficient Less than 10 students tested of the Students with Disabilities (IEP) 55.5% (10 students)of the African American Students scored at, or above, Proficient; Less than 10 students tested of the Hispanic Students ; Less than 10 students of the Caucasian Students scored at, or above, Proficient. The lowest identified areas for the Combined Population Students in the five writing domains are Conten (71.4) and Style (72), The lowest identified areas in the analysis of the three types of literacy passages in multiple choice is Content (59.4) and open response questions is Content (42.6). The lowest identified areas for the Economically Disadvantaged Students in the five writing domains are Content (71.4) and Style (72). The lowest identified areas in the analysis of the three types of passages in multiple choice is Content (56.6) and the open response question is Content (43.4) The lowest identified areas for the African American Students in the five writing domains are Content (68) and Style (68.4). The lowest identified areas in the analysis of the three types of passages in multiple choice is Literary (52) and the open response question is Content (43.8) The lowest identified areas for the Caucasian Students in the five writing domains are Content (73.8) and Style (74.6). The lowest identified areas in the analysis of the three types of passages in multiple choice is Content (58.6) and the open response question is Content (41.4) 2007 Grade 4- Literacy Benchmark Exam: 44.9% (22 students) of the Combined Population Students scored at, or above, Proficient; 42.2% (19 students) of the Economically Disadvantaged (SES) students scored, at or above, Proficient; Less then 10 students tested of LEP Less than 10 students tested of Students with Disabilities (IEP) Less than 10 students tested of African American Students Less then 10 students who are Hispanic tested. 60% (15 students)of the Caucasian Students scored at, or above, Proficient. The lowest identified areas for the Combined Population Students in the five writing domains are Content (62) and Style (62.2). The lowest identified areas in the analysis of the three types of passages in multiple choice is Literary (51.6) and the open response question is Practical (50.2) The lowest identified areas for the Economically Disadvantaged Students in the five writing domains are Content (60) and Style (60.2). The lowest identified areas in the analysis of the three types of passages in multiple choice is Literary(48.6) and the open response question is Content (48.6) The lowest identified areas for Students with Disabilities in the five writing domains are Content (53.2) and Style (53.2). The lowest identified areas in the analysis of the three types of passages in multiple choice is Practical (45) and the open response question is Literary (32.6) The lowest identified areas for the African American Students in the five writing domains are Content (62.8) and Style (62.8). The lowest identified areas in the analysis of the three types of passages in multiple choice is Practical (47) and the open response question is Practical (39.8) The lowest identified areas for the White Students in the five writing domains are Content (63) and Style (63.4). The lowest identified areas in the analysis of the three types of passages in multiple choice is Literary (54.4) and the open response question is Content (52.2) 2006 Grade Fourth Literacy Benchmark Exam: 51% (24 students)of the Combined Population Students scored at, or above, Proficient; 44.7% ( 17 students)of the Economically Disadvantaged (SES) students scored, at or above, Proficient; 70% (7 students)of the Limited English Proficient(LEP) students scored, at, or above, Proficient; Less then 10 students with Disabilities tested. Less then 10 African American students tested. 61.5% (8 students)of the Hispanic Students scored, at, or above, Proficient; 48% (12 students)of the Caucasian Students scored at, or above, Proficient. The lowest identified areas for the Combined Population Students in the five writing domains are Content (70.4) and Style (70.4), The lowest identified areas in the analysis of the three types of literacy passages in multiple choice is Literary (55.2) and open response questions is Literary(47.4). The lowest identified areas for the Economically Disadvantaged Students in the five writing domains are Content (68.2) and Style (68.2). The lowest identified areas in the analysis of the three types of passages in multiple choice is Literary (50.8) and the open response question is Literary(43.8) The lowest identified areas for the LEP Students in the five writing domains are Content (79) and Style (79). The lowest identified areas in the analysis of the three types of passages in multiple choice is Literary (59.4) and the open response question is Content and Literary (40.6) The lowest identified areas for the Hispanic Students in the five writing domains are Content (75) and Style (75). The lowest identified areas in the analysis of the three types of passages in multiple choice is Literary (52.2) and the open response question is Literary (56.2) The lowest identified areas for the White Students in the five writing domains are Content (68.4) and Style (68.4). The lowest identified areas in the analysis of the three types of passages in multiple choice is Literary (60) and the open response question is Practical (50.6) 2005 Grade Four Literacy Benchmark Exam: 36.7% of the Combined Population Students scored at, or above, Proficient; 25.6% of the Economically Disadvantaged (SES) students scored, at or above, Proficient; Less then 10 LEP students tested. Less than 10 of the Students with Disabilities(IEP) were tested Less then 10 African American students tested Less than 10 of the Hispanic Students were tested 44.8% (13 students)of the Caucasian Students scored at, or above, Proficient. The lowest identified areas for the Combined Population Students in writing are Content and Style. The lowest identified areas in the analysis of the three types of literacy passages in multiple choice is Content and open response questions is Content. The lowest identified areas for the Economically Disadvantaged Students in the five writing domains are Content and Style. The lowest identified areas in the analysis of the three types of passages in multiple choice is Content and the open response question is Content The lowest identified areas for the Students with Disabilities in the five writing domains are Content and Style. The lowest identified areas in the analysis of the three types of passages in multiple choice is Content and the open response question is Content The lowest identified areas for the African Amercian Students in the five writing domains are Content and Style. The lowest identified areas in the analysis of the three types of passages in multiple choice is Content and the open response question is Literary The lowest identified areas for the White Students in the five writing domains are Content and Style. The lowest identified areas in the analysis of the three types of passages in multiple choice is Content and the open response question is Content 2007 5th grade- Literacy Benchmark Exam: 38% of the Combined Population Students scored at, or above, Proficient; 27% of the Economically Disadvantaged (SES) students scored, at or above, Proficient; Less than 10 students tested of the Limited English Proficient 8% of the Students with Disabilities (IEP) scored at or above profient 55% of the African American Students scored at, or above, Proficient; 40% of the Caucasian students scored at or above proficient Combined Population: In 2007, 55 students were tested and 38% scored proficient or advanced. Student consistently scored weaker on literary, content, and practical reading passages on the multiple choice and open responses portions of the test. In writing students scored weaker on content and style. Students with Disabilities Population: In 2007, 13 students were tested and 8% were proficient or advanced. Students demonstrated weaknesses in literary, content, and practical reading passages on multiple choice and open response. In writing students scored weaker on content and style. LEP Population: Less than 10 students tested SES Subpopulation: In 2007, 44 students were tested and 27% scored proficient or advanced. Students scored weaker on content and style. Hispanic Subpopulation: In 2007, 10 students were tested and 0% scored proficient or advanced. Students consistently scored weaker on content and style. African American Subpopulation: In 2007, 18 students were tested and 55% scored proficient or advanced. Students consistently scored weaker on content and style. Caucasian Subpopulation: In 2007, 25 students were tested and 40% scored proficient or advanced. Students consistently scored weaker on content and style. 2006 Grade Five Literacy Benchmark Exam: 45% (18 students)of the Combined Population Students scored at, or above, Proficient; 40% (14 students)of the Economically Disadvantaged (SES) students scored, at or above, Proficient; 41.6% (5 students)of the Limited English Proficient (LEP) students scored, at, or above, Proficient; Less than 10 students tested of the Students with Disabilities Less than 10 students tested of the African American students 38.4%(5 students) of the Hispanic Students scored, at, or above, Proficient; 52.9% (9 students)of the Caucasian Students scored at, or above, Proficient. The lowest identified areas for the Combined Population Students in the five writing domains are (Report the two lowest: Content (56.4)and Style (56.4). The lowest identified areas in the analysis of the three types of literacy passages in multiple choice is Content (58) and open response questions is Practical (29). The lowest identified areas for the Economically Disadvantaged Students in the five writing domains are Content (55.8) and Style (55.8). The lowest identified areas in the analysis of the three types of passages in multiple choice is Content (53.8) and the open response question is Practical (29.6) The lowest identified areas for the Students with Disabilities in the five writing domains are Content (42.2) and Style (42.2). The lowest identified areas in the analysis of the three types of passages in multiple choice is Content (28.2) and the open response question is Literary (12.6) The lowest identified areas for the Hispanic Students in the five writing domains are Content (57.8) and Style (57.2). The lowest identified areas in the analysis of the three types of passages in multiple choice is Content (54.2) and the open response question is Practical (23) The lowest identified areas for the White Students in the five writing domains are Content (56.6) and Style (56.6). The lowest identified areas in the analysis of the three types of passages in multiple choice is Content (65) and the open response question is Practical (30.8) 68% of the Caucasian students scored at or above proficient Combined Population: In 2007, 111 students were tested and 60% scored proficient or advanced. Student consistently scored weaker on literary and content reading passages. On the open response portion students scored weaker on the literary and practical reading passages and in writing students scored weaker on content and style. IEP subpopulation in 2007 17 students were tested and 12% were proficient or advanced. Students scored weaker on literary and contents. On the open response portion students demonstrated weaknesses in literary, content, and practical reading passages. In writing students scored weaker in content and style. . LEP subpopulation 22 students were tested and 64% scored proficient or advanced. Students scored weaker on literary and content reading passages. On the open response portion students scored weaker on the literary and practical reading passages and in content and style on the writing portion. SES Subpopulation: In 2007, 72 students were tested and 50% scored proficient or advanced. Students scored weaker on literary and practical reading passages. Hispanic Subpopulation: In 2007, 25 students were tested and 48% scored proficient or advanced. Students consistently scored weaker on content and style and literary passages. African American Subpopulation: In 2007, 21 students were tested and 47% scored proficient or advanced. Students consistently scored weaker on literary and practical reading passages. Caucasian Subpopulation: In 2007, 59 students were tested and 68% scored proficient or advanced. Students consistently scored weaker on Literary and Practical reading passages. 2006: SIXTH GRADE NOT LOCATED IN BUILDING Grade 7 Literacy Benchmark Exam: 2007: SEVENTH GRADE NOT LOCATED IN BUILDING 2006: SEVENTH GRADE NOT LOCATED IN BUILDING
Grade K-Iowa Test of Basic Skills (ITBS) 2007: Combined Population: 75 Students were tested and 52 % scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in word analysis (26.1%) African American: 15 student were tested and 53% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Word Analysis. Hispanic Population: 12 student were tested and 25% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Caucasian Population: 44 student were tested and 61% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Economically Disadvantaged Population: 50 student were tested and 46% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in WOrd Analysis. Limited English Proficient : Less than 10 students were tested. Students with Disabilities Population: Less than 10 students were tested. Grade K-Iowa Test of Basic Skills (ITBS) 2006: Combined Population: 64 Students were tested and 36.9 % scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in word analysis (26.1%)
Grade K-Iowa Test of Basic Skills (ITBS) 2006: Combined Population: 64 Students were tested and 36.9 % scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in word analysis (26.1%)
2008: SAT-10: Combined Population: Reading Comprehension, Grade 1: In 2008, 67 students were tested and 32.8% had an NPR score of 50, or above. African American: 16 students were tested and 31.3% scored at or above the 50th percentile. Hispanic Population: 12 students were tested and 25% scored at or above the 50th percentile. Caucasian Population: 39 students were tested and 35.9% scored at or above the 50th percentile. Economically Disadvantaged Population: 48 students were tested and 29.2% scored at or above the 50th percentile. Limited English Proficient: Less than 10 students Tested. Students with Disabilities Population: Less than 10 students tested. Grade 1-Iowa Test of Basic Skills (ITBS) 2007: Combined Population: 76 Students were tested and 30.3% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Vocabulary (13.2%) African American: 16 student were tested and 6% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Reading Comprehension. Hispanic Population: 15 student were tested and 13% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Reading Comprehension. Caucasian Population: 39 student were tested and 28% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Economically Disadvantaged Population: 53 student were tested and 17% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Limited English Proficient : 12 student were tested and 25% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Students with Disabilities Population: Less than 10 students were tested. Grade 1-Iowa Test of Basic Skills (ITBS) 2006: Combined Population: 68 Students were tested and 36.5% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Vocabulary (18 students 26.4%)
Grade 1-Iowa Test of Basic Skills (ITBS) 2006: Combined Population: 68 Students were tested and 36.5% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Vocabulary (18 students 26.4%)
2008: SAT-10: Combined Population: Reading Comprehension, Grade 2: In 2008, 64 students were tested and 14.1% had an NPR score of 50, or above. African American: 20 students were tested and 5% scored at or above the 50th percentile. Hispanic Population: 13 students were tested and 7.7% scored at or above the 50th percentile. Caucasian Population: 27 students were tested and 23.1% scored at or above the 50th percentile. Economically Disadvantaged Population: 46 students were tested and 10.9% scored at or above the 50th percentile. Limited English Proficient: 12 students were tested and 25% scored at or above the 50th percentile. Students with Disabilities Population: 10 students were tested and 0% scored at or above the 50th percentile. Grade 2-Iowa Test of Basic Skills (ITBS) 2007: Combined Population: 76 Students were tested and 55.3% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Vocabulary (51.3%) African American: 19 student were tested and 47% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Hispanic Population: 11 student were tested and 36% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Caucasian Population: 41 student were tested and 63% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Economically Disadvantaged Population: 54 student were tested and 43% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Limited English Proficient : Less than 10 students were tested. Students with Disabilities Population: Less than 10 students were tested. Grade 2-Iowa Test of Basic Skills (ITBS) 2006: Combined Population: 53 Students were tested and 43.4% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Vocabulary (21 students: 39.6%)
Grade 2-Iowa Test of Basic Skills (ITBS) 2006: Combined Population: 53 Students were tested and 43.4% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Vocabulary (21 students: 39.6%)
2008: SAT-10: Combined Population: Reading Comprehension, Grade 3: In 2008, 67 students were tested and 35.8% had an NPR score of 50, or above. African American: 20 students were tested and 25% scored at or above the 50th percentile. Hispanic Population: Less than 10 students were tested. Caucasian Population: 34 students were tested and 47.1% scored at or above the 50th percentile. Economically Disadvantaged Population: 49 students were tested and 24.5% scored at or above the 50th percentile. Limited English Proficient: 11 students were tested and 27.3% scored at or above the 50th percentile. Students with Disabilities Population: 11 students were tested and 27.3% scored at or above the 50th percentile. Grade 3-Iowa Test of Basic Skills (ITBS) 2007 Combined Population: In 2007, 72 students were tested and 44% had a NPR score of 50 or above. The analysis of the reading subtests revealed weaknesses in Vocabulary. African American: 24 student were tested and 38% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Hispanic Population: Less than 10 students tested Caucasian Population: 37 student were tested and 46% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Economically Disadvantaged Population: 52 student were tested and 42% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Limited English Proficient : Less than 10 students were tested. Students with Disabilities Population: 11 student were tested and 9% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. 2006: Combined Population: 45 Students were tested and 50% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in listening (15 students=31.2%)
Grade 3-Iowa Test of Basic Skills (ITBS) 2007 Combined Population: In 2007, 72 students were tested and 44% had a NPR score of 50 or above. The analysis of the reading subtests revealed weaknesses in Vocabulary. African American: 24 student were tested and 38% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Hispanic Population: Less than 10 students tested Caucasian Population: 37 student were tested and 46% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Economically Disadvantaged Population: 52 student were tested and 42% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Limited English Proficient : Less than 10 students were tested. Students with Disabilities Population: 11 student were tested and 9% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. 2006: Combined Population: 45 Students were tested and 50% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in listening (15 students=31.2%)
2008: SAT-10: Combined Population: Reading Comprehension, Grade 4: In 2008, 63 students were tested and 55.6% had an NPR score of 50, or above. African American: 17 students were tested and 52.9% scored at or above the 50th percentile. Hispanic Population: Less than 10 students were tested. Caucasian Population: 36 students were tested and 55.6% scored at or above the 50th percentile. Economically Disadvantaged Population: 45 students were tested and 46.7% scored at or above the 50th percentile. Limited English Proficient: Less than 10 students were tested. Students with Disabilities Population: 13 students were tested and 30.8% scored at or above the 50th percentile. Grade 4 -Iowa Test of Basic Skills: Combined Population: In 2007, 71 students were tested and 51% had a NPR score of 50 or above. The analysis of the reading subtests revealed weaknesses in Vocabulary. African American: 15 student were tested and 33% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Hispanic Population: In 2007, 18 students were tested and 39% had a NPR score of 50 or above. The analysis of the reading subtests revealed weaknesses in Vocabulary. Caucasian Population: 35 student were tested and 60% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Economically Disadvantaged Population: 47 student were tested and 40% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Limited English Proficient : 15 students were tested and 33% scored at or above the 50th percentile. The analysis of the reading subtests revealed a weakness in the area of vocabulary. Students with Disabilities Population: 12 student were tested and 17% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Grade 4-Iowa Test of Basic Skills (ITBS) 2006: Combined Population: 41 Students were tested and 41.8 % scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Vocabulary (16 students: 37.2%)
Grade 4 -Iowa Test of Basic Skills: Combined Population: In 2007, 71 students were tested and 51% had a NPR score of 50 or above. The analysis of the reading subtests revealed weaknesses in Vocabulary. African American: 15 student were tested and 33% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Hispanic Population: In 2007, 18 students were tested and 39% had a NPR score of 50 or above. The analysis of the reading subtests revealed weaknesses in Vocabulary. Caucasian Population: 35 student were tested and 60% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Economically Disadvantaged Population: 47 student were tested and 40% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Limited English Proficient : 15 students were tested and 33% scored at or above the 50th percentile. The analysis of the reading subtests revealed a weakness in the area of vocabulary. Students with Disabilities Population: 12 student were tested and 17% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Grade 4-Iowa Test of Basic Skills (ITBS) 2006: Combined Population: 41 Students were tested and 41.8 % scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Vocabulary (16 students: 37.2%)
Grade 4-Iowa Test of Basic Skills (ITBS) 2006: Combined Population: 41 Students were tested and 41.8 % scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in Vocabulary (16 students: 37.2%)
2008: SAT-10: Combined Population: Reading Comprehension, Grade 5: In 2008, 70 students were tested and 65.7 % had an NPR score of 50, or above. African American: 22 students were tested and 50% scored at or above the 50th percentile. Hispanic Population: 17 students were tested and 58.8% scored at or above the 50th percentile. Caucasian Population: 30 students were tested and 80% scored at or above the 50th percentile. Economically Disadvantaged Population: 44 students were tested and 56.8% scored at or above the 50th percentile. Limited English Proficient: 14 students were tested and 50% scored at or above the 50th percentile. Students with Disabilities Population: 14 students were tested and 14.3% scored at or above the 50th percentile. Grade 5-Iowa Test of Basic Skills (ITBS) 2007 Combined Population: In 2007, 56 students were tested and 48% had a NPR score of 50 or above. The analysis of the reading subtests revealed weaknesses in Vocabulary. African American: 18 student were tested and 56% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in reading comprehension. Hispanic Population: In 2007, 10 students were tested and 20% had a NPR score of 50 or above. The analysis of the reading subtests revealed weaknesses in Vocabulary. Caucasian Population: 26 student were tested and 54% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Economically Disadvantaged Population: 44 student were tested and 39% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Limited English Proficient : Less than 10 students were tested. Students with Disabilities Population: 14 student were tested and 29% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. 2006: Combined Population: 36 Students were tested and 35.1% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in spelling 13 students 35.1%) Few than 10 students were tested in the subpopulations of: African American, Caucasian, Hispanic, Limited English proficient, economically disadvantaged and students with disabilities.
Grade 5-Iowa Test of Basic Skills (ITBS) 2007 Combined Population: In 2007, 56 students were tested and 48% had a NPR score of 50 or above. The analysis of the reading subtests revealed weaknesses in Vocabulary. African American: 18 student were tested and 56% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in reading comprehension. Hispanic Population: In 2007, 10 students were tested and 20% had a NPR score of 50 or above. The analysis of the reading subtests revealed weaknesses in Vocabulary. Caucasian Population: 26 student were tested and 54% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Economically Disadvantaged Population: 44 student were tested and 39% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Limited English Proficient : Less than 10 students were tested. Students with Disabilities Population: 14 student were tested and 29% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. 2006: Combined Population: 36 Students were tested and 35.1% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in spelling 13 students 35.1%) Few than 10 students were tested in the subpopulations of: African American, Caucasian, Hispanic, Limited English proficient, economically disadvantaged and students with disabilities.
Grade 6-Iowa Test of Basic Skills (ITBS) 2007 Combined Population: In 2007, 108 students were tested and 46% had a NPR score of 50 or above. The analysis of the reading subtests revealed weaknesses in Vocabulary. African American: 20 student were tested and 35% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Hispanic Population: In 2007, 23 students were tested and 26% had a NPR score of 50 or above. The analysis of the reading subtests revealed weaknesses in Vocabulary. Caucasian Population: 59 student were tested and 59% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in reading comprehension. Economically Disadvantaged Population: 71 student were tested and 32% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in vocabulary. Limited English Proficient : 21 student were tested and % scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in reading comprehension. Students with Disabilities Population: 16 student were tested and 29% scored at or above the 50th percentile. The analysis of the reading subtests revealed weaknesses in reading comprehension. 2006 SIXTH GRADE NOT LOCATED IN BUILDING
National Youth Risk Behavior Survey (YRBS):2005 The percentage of 9-12 grade students that did not participate in any vigorous or moderate physical activity has not significantly changed since 1999. The number of students who attended physical education classes on one or more days in an average week when they were in school has not significantly changed since 1995. The number of students who watched television on an average school day for three or more hours per day has significantly decreased (5.6%) since 1999.