Little Rock School District (LRSD) Assessment Notebook, Planning, Research, and Evaluation, Little Rock School District

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p.~ ~nnln,gr B~~q, :, L,_. ft.n d,.~y ijlU at i On \A,M9 lL .\.iAP.O TO: LITTLE ROCK SCHOOL DISTRICT INSTRUCTIONAL RESOURCE CENTER 3001 PULASKI STREET LITTLE ROCK, AR 72206 July 26, 2001 Board of Education ?~l-1-6( eflu_J)N'l}. -~ fxw: ~~~/ cru I ~s~ J FROM: . .) ~/\Dr. Bonnie Lesley, Associate Superintendent for Instruction THROUGH: Dr. Kenneth James, Superintendent of Schools SUBJECT: Proposed Amendments to the Assessment Program The Board of Education approved the current assessment program in August 1999. Attached for the Board's information is a matrix that outlines the tests administered in 2000-01, dates, grade levels, and definitions. In addition to the tests listed on the matrix, we also have others, such as the Language Assessment Scale used to identify limited-English proficient students
diagnostic and screening tests used to . identify students for special education
the ASVAB at the high school to identify vocational aptitudes
Advanced Placement tests for students in grades 10-12
the SAT in grades 11-12 who need it for college admission or scholarships
credit by examination at the end of the year for credit recovery
placement examinations for entry or re-entry of home schooled students
tests that teachers administer as a part of their instructional program
and so forth. After many discussions evaluating this program during 2000-01, including feedback from parents, students, principals, teachers, counselors, and curriculum and assessment staff, we have determined the need to revise the program. We request the Board's approval of the following amendments to our program: 1. Eliminate the fall administration of the Achievement Level Tests (AL Ts) in reading, language, mathematics, and science for grades 3-11-except for students new to the District. Rationale: We learn very little valuable information from the fall scores that we do not already know from the spring scores received a few months earlier. Eliminating these tests would save considerable staff time at both the District and school levels-in planning, administering the tests, scanning the answer documents, running reports, distributing reports, interpreting and analyzing the reports, etc. We would save money in licensing fees, scan sheets, delivery costs of materials to and from schools, paper to Board of Education - Memo July 26, 2001 Page Two run the reports for students/parents, schools, and central office, etc. Perhaps most importantly, we would save at least a week of instructional time for virtually all students since schools tend to shut down instruction when any grade level is being tested. By continuing to test in the fall the new students to the District, we would then have diagnostic information for all students, and we would be able to have necessary data for SAIPs (Student Academic Improvement Plans) and to compute a growth score for all students. 2. Eliminate all AL Ts in grades 10-11 at the high school level. Rationale: Using the AL Ts at the high school level in any meaningful way has presented several problems. Perhaps the one that is most important is that high school students have few courses in common at any grade level since many of them repeat courses, take advantage of choices they have (e.g., taking either Algebra II or Statistics to satisfy graduation requirements), and/or intentionally delay some courses (e.g., a science or social studies course) in order to take Career Focus courses or electives in which they have interests. In other words, the grades 10-11 AL Ts are not necessarily aligned with the courses that the students are taking. It is, therefore, difficult to interpret the scores since we are not always clear about which courses the students have actually completed. Another high school issue is that they already take so many other tests, and the AL Ts are so unimportant to them that they lack motivation to do well. Students take both the SA T9 and PLAN in grade 10, and almost all of them take either the end-of-course Algebra I or Geometry test required by the state. In grade 11 by the time they receive their ALT scores, they have already taken all the required state endof- course/level tests, their last SAT9, PLAN, the PSAT, and, perhaps, either the ACT or SAT. The grade 10-11 ALT scores, therefore, are not going to be significantly informative to anyone. 3. Eliminate the mathematics and science AL Ts at grade 9 (leaving only the reading and language AL Ts at this grade level). Rationale: Again, the issue is alignment. Once students start taking Algebra I the mathematics ALT is not helpful. The ALT science test at grade 9 is not well aligned with Active Physics and Physics I Pre-AP at this grade level either since so few students in the nation even take a physics course. We can make the case with the National Science Foundation that our criterion-referenced tests (CRTs) for mathematics and science are better measurements for program evaluation and the diagnosis of individual student needs than the AL Ts. Board of Education - Memo July 26, 2001 Page Three 4. Eliminate the mathematics ALT for students in grades 7-8 who are enrolled in Algebra I or higher-level mathematics. Rationale: The ALT is not a good test for students after they begin Algebra I. 5. Eliminate the criterion-referenced tests in English language arts administered at the end of the second and third quarters, grades 3-8. (The CRTs used at the end of mathematics modules in grades 3-8 and the end-of-unit tests used in grades 3-8 in science will continue since they are an important part of the evaluation plan submitted to the National Science Foundation.) Rationale: Staff at both the District and school levels have recommended that the energy and money spent on the current CRTs in language arts would be better used in providing quality professional development for teachers in how to write their own assessments and how to use rubrics (scoring guides) in assessing student performance. The data gathered from language arts CRTs have not been helpful at the . District or school levels in assessing program effectiveness since the instruction in this area is highly individualized. The content (what students read, as opposed to skills emphasized) and sequence of lessons also varies from classroom to classroom. The value of the assessment results is at the teacher level
the assessment instrument, therefore, will likely be of higher value if designed by the teachers, particularly if they have been trained. Other issues in the language arts is the cost in time of scoring openended responses and the related delay in getting results back to the schools. 6. Begin the grade 9 Civics/United States History assessment in spring 2002. Rationale: The SA T9 battery includes a social studies assessment in grades 5, 7, and 10, but these tests are not necessarily aligned with the Arkansas curriculum frameworks for social studies, nor the District's grade-level and course benchmarks. The social studies staff recommend that we add this assessment so that we measure students' understanding of key concepts in United States government, civics, and history. This test can also prepare students to take the up-coming State end-of-course test in United States History, as well as provide the school and the District with diagnostic information in this subject area and evaluation data for the program. Our initial plans were to begin this assessment in spring 2001 . We made a decision to delay it due to the illness of the Director of Social Studies and due to a need to align our item bank with other important social studies assessments, such as the assessment used by the National Assessment of Educational Progress. BAL/adg Attachments I I I I i l District Assessments: The Assessment Program for 2000-01 Grade TEST K I 1 2 LRSD Observallo11 Survey Sepl. & Sepl. & Sep!. & bohoviorAI obss,vstion of lllmcr skms April April April LRSD Achi0ver11enl Level Tes! (ALT) Rssdt,rg, LsnguafJ Arts, Alef/o, & Scislfco I LRSD 1st O\lerler CRT, October 1 LRSD 2nd Quarter CRT, Januarv LRSD Jrd Quarter CRT, March End or Module - Malh End of Uni! - Science End or Level Social Sludle~ Tesl April 3 4 5 I 6 7 8 Sepl & Aorll Seo! & Aorll Seol & Aoril Seol.& Aoril Sep! & April Seol & Aorll Reading & Reading & Reading & Language Language Language Language Language Langtia_ge Ms Arts Aris Aris Aris Aris Reading & Reading & Reading & Language Language Language Language Language Language Aris Aris.: Arts Aris Aris .Aris As Modules are As Modules are tis Modu'.es are As Modules As Modules /Is Modules compleled compleled corppl11led are compleled are compleled are compleled As Units are As Unlls aro " AsUnll'iare NJ Unll:s are As Unlls an, completed compleled COOlpluled compleled co111pleled 9 Seo! & Aorll Algebra 1 & 2, Geomelry, Trigmiomelrv Algeb1 a 1 & 2, Geometry, T rlgonornelrv May 10 Sep! & April Sep! & April Algebra 1 & 2, I Algebra 1 & 2, Geon1elry, Geomelry, Trlgonomelrv Trigonometry Algebra 1 & 2, Algebra t & 2, Geomelry, Geomelry, Triaonomelrv Trigonometry 12 Algebra 1 & 2, Geornelry, Trigonometry Algeb1a l & 2,1 Geometry, . , Trlaonomelr-v \~~l .. 'll:.11%
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.:"ilj._, ,,_ ' l-t-\: ' , - ' .' $A T-9: Nomr Rfsrencsd ToI Seplember Seplember Seplember PLAN Oct & Nov EXPLORE Oct - FelJ. PSAT NAEP lrandomlv selecled schools 1 February February Ocl (plaGIIGB} .October February 7118/00 Revised DRAFT 1. t I I - Glossary of Terms LRSD Observation Survey is an assessment instrument developed by Marie Clay to assess K-2 students in letter identification, word identification, concepts about print (CAPS)
writing vocabulary, and dictation. The Developmental Reading Assessment is also used-as part of this assessment. LRSD Achievement Level Tests (AL Ts) are tests consisting of multiple levels. 111e ALT measures student progress in mastering the skills of Mathematics, Reading, Language, and Science. The District administers the ALT to students in grades 2-11. LllSD Crileria referenced test are administered in math, science, social studies and language arts to measure student progress in mastering the district's curriculum. End-of -Course Algebra )/Geometry are *criterion-Teferenced state assessments administered to eligible students** at the end of course to measure application of core knowledge and skills in the content areas. End-of-Comse Literacy is a criterion-referenced state assessment administered to eleventh grade studenls to measure application of core knowledge and skills in the content area. State Benchmark E:ums are criterion-referenced assessments designed to measure how well students are learning the state's academic standards in Mathematics and Literacy (reading and writing). The Primary, Intennediate, and Middle Level Benc~ark Exams are administered to students in grade~ 4, 6, and 8, respectively. Stanford Achievement Test Ninth Edition (SAT 9) is a norm-referenced assessment designed to test broad concepts in specific subject areas. Nomi-referenced tests are initially administered lo a national sample of students in order to develop testing "norms" or normative results thal will be used in comparing local stndenl performance. As such, norm-referenced testing fostrument9 provide important information on how students in Arkansas perform when compared to nnlional sample group results. The state mandates norm-referenced testing of students in grades 5, 7, and JO. PLAN academic tests are designed to measure student attainment of the knowledge and skills acquired through the early years of high school, specifically among tenth giade students in the fall term. There are four PLAN academic tests: English, Mathematics, Reading and Science Reasoning. PLAN is the second part of the ACT assessment program. EXPLORE serves as the first step in an integrated series of American College Test (ACn assessment programs designed to enhance eighth grade students' preparation for careers, vocational training, or higher education. EXPLORE is made up primarily of four academic achievement tests: English, Mathematics, Reading, and Science Reasoning. Preliminary Scholastic Aptitude Test (PSAT) assesses knowledge and skills developed through years of study in a wide range of courses as well as through experiences outside the class1oom. The PSAT measures critical reading skills, verbal reasoning, math problem-solving skills, and writing skills. Juniors take the test to prepare for college admission tests. Test results provide valuable feedback about academic skills and can be used to identify students for honors classes. This is the qualifying test for the National Merit Program. National Assessment of Educnlional Progress (NAEP) is the only nationally representative and continuing assessment of what st11dents in the United Stales know and can do in various academic subjects. NAEP is authorized by Congress and directed by the National Center for Education Statistics (NCES). The NAEP assessments are administered to rep1esentative samples of students at the national and state levels in grades 4, 8, and 12. *Criterion rcrerenced examinulions are based on the A1kansas Cu1Ticulum Framewo1ks and designed to measure student accomplishment of the conlent standai ds therein. ** All students who llave completed the course of study. District Assessments: The Assessment Program for 2000-01 Grade K 1 2 3 4 5 6 7 8 LRSD Observation Survey Sept. & Sept. & Sept. & behavioral obse,vstion of literacy skiffs April April April LRSD Achievement Level Test (ALT) Reading, Language Arls, Math, & Science April Sept & April Sept & April Sept & April Sept & April Sept & April Sept & April LRSD 1st Quarter CRT. October Reading & Reading & Reading & Language Language Language Language Language Language LRSD 2nd Quarter CRT, January Arts Arts Arts Arts Arts Arts Reading & Reading & Reading & Language Language Language Language Language Language LRSD 3rd Quarter CRT, March Arts Arts Arts Arts Arts Arts As Modules are As Modules are As Modules are As Modules As Modules As Modules End of Module - Math compleled compleled completed are completed are completed are completed As Units are As Units are As Units are As Units are As Units are End of Unit - Science completed completed completed completed completed End of Level Social Studies Test State Benchmark: Math & Literacy April April April End of Course Algebra I May May End of Course Geometry May End of Course Literacy SAT-9: Norm Referenced Test September September PLAN EXPLORE Oct - Feb PSAT NAEP (randomly selected schools) February February 7/18/00 Revised DRAFT 9 Sept & April Algebra 1 & 2, Geometry, Trigonometry Algebra 1 & 2, Geometry, Trigonometry May May 10 Sept &April Algebra 1 & 2, Geometry, Trigonometry Algebra 1 & 2, Geometry, Trigonometrv May May September Oct & Nov 11 Sept &April Algebra 1 & 2, Geometry, Trigonometrv Algebra 1 & 2, Geometry, Trigonometry May May Oct (practice) .. October 12 Algebra 1 & 2, Geometry, Trigonometry Algebra 1 & 2, Geometry, Trigonometry - -:-, ~ ,- ... :1-'' > May May February SAS Co EN-S ING, ASSESSMENT,~ PROGRAM Arkansas Department of Education Ray Simon, Director June 1999 Revised June 2000 INTRODUCTION The Arkansas Comprehensive Testing, Assessment and Accountability Program (ACTAAP), a comprehensive system encompassing high academic standards, professional development, student assessment, and accountability for schools and students, has the following purposes: To improve student learning and classroom instruction
To provide public accountability by establishing expected achievement levels and reporting on student achievement
To provide program evaluation data
and To assist policymakers in decision-making. Based on principles of rigor, clarity, and fairness, ACTAAP makes student achievement of the academic standards the shared priority of all public schools, school districts, education service cooperatives, and the Arkansas Department of Education (ADE). It will result in improved teaching and learning. It will identify successful schools and programs and encourage replication of those successes. It will encourage individual schools and school districts to reflect on their practices, take corrective actions, and receive support from state agencies. Finally, it will fulfill the requirements of various Arkansas statutes, including Act 999 of 1999, which mandates "that all students in the public schools of this state demonstrate grade-level academic proficiency through the application of knowledge and skills in the core academic subjects consistent with state curriculum frameworks, performance standards, and assessments." ACADEMIC STANDARDS The first component, a set of clear, challenging academic standards, defines what students should know and be able to do in the basic academic core. Arkansas' academic standards are delineated in ten state curriculum framework documents. Written by Arkansas classroom teachers, the curriculum frameworks are revised on a State Board of Education adopted schedule to ensure that state learning expectations will prepare students to succeed in increasingly more demanding post secondary education and in an ever more competitive job market. As part of Smart Start and Smart Step, and as a support and supplement to the curriculum frameworks, K-8 Benchmark documents in Language Arts and Mathematics have been created. These documents are examples of how a school district might implement the curriculum frameworks by grade level. The K-8 Curriculum Model documents also contain suggested instructional strategies, classroom assessments, and a K-3 grade-level skills checklist. Other supportive curriculum documents built around the academic standards are under development. 2 PROFESSIONAL DEVELOPMENT The second component, professional development, is a coordinated set of planned, research-based best practice, learning activities for teachers and administrators which are standards-based and continuous. It shall be tied with school improvement planning and with licensure renewal requirements. Thirty approved professional development hours annually will be required for each certified employee in the school district. Beginning in January 2002, thirty approved professional development hours annually over a five-year period shall be required to renew a teacher or administrator license. To be eligible, professional development activities must produce teaching and administrative knowledge and skills designed to improve students' academic performance. Such activities may include approved conferences, workshops, institutes, individual learning, mentoring, peer coaching, study groups, National Board for Professional Teaching Standards Certification, distance learning, internships, and college/university coursework. Approved professional development activities shall relate to the twelve areas adopted by the State Board of Education: content (Grades K-12)
instructional strategies
assessment
advocacy/leadership
systemic change process
standards, frameworks, and curriculum alignment
supervision
mentoring/coaching
instructional technology
principles of learning/developmental stages
cognitive research
and building a collaborative learning community. All approved professional development activities, whether individual or school wide, shall be based on the improvement of student achievement on statemandated criterion-referenced examinations and other related indicators as defined by ACTAAP . 3 STUDENT ASSESSMENT The third component is a student assessment program, which includes both criterionreferenced and norm-referenced tests in the academic core. Criterion-referenced tests are customized around the academic standards in the Arkansas Curriculum Frameworks and are developed by committees of Arkansas teachers. These criterion-referenced tests are administered to establish the level of student achievement of the state academic standards and to compare the level of student achievement with the expected performance levels set by the State Board of Education. 1 orm-referenced tests provide information to compare the performance of Arkansas students against the performance of a sample of students from across the country (norming/standardization group). Because norm-referenced tests are not built exclusively around Arkansas' academic standards and because their purpose is to group students based on their performance relative to the norming group, they can best be used for assisting in broad program evaluation and in individual student diagnosis. Norm-referenced test data will not be a primary statemandated indicator within the accountability component, but will be reported annually on the School Performance Report. State-Mandated Assessments The results of all assessments should be used during the school improvement planning process to help the school focus on the Arkansas academic standards and the need to increase proficient student performance around those standards. State-mandated assessments shall be as follows: Assessments Grade Level Month Administered Criterion-Referenced Primary Benchmark Grade 4 April Intermediate Benchmark Grade 6 April Middle Level Benchmark Grade 8 April End-of-Course - Algebra I When Completed January/May End-of-Course - Geometry When Completed January/May End-of-Course - Literacv Grade 11 Januarv/Aoril Norm-Referenced Grades 5 7 and 1 O Seotember The Primary, Intermediate, and Middle Level Benchmark Exams, as well as the End-ofCourse Exams, will be given late in the school year to allow maximum instructional time for covering the academic standards. Special provisions will be made for an alternate administration in January for those secondary students on a block scheduling system. The Literacy End-of-Course Exam will be given to students in Grade 11 to allow time for additional remediation, at the school's option, before graduation. These exams are tailored to Arkansas' curriculum standards, and their performance levels are absolute and held constant over time. The results of the End-of-Course Exams shall become a part of each student's transcript or permanent record. 4 An academic improvement plan means a plan which details supplemental and/or intervention and .~remedial instruction in deficient academic areas. One shall be developed for each student not performing at the proficient level in every portion of the criterion-referenced examinations. The norm-referenced tests will be given in early fall of the school year in order to provide teachers with immediate and initial performance assessment data on students currently enrolled or newly enrolled in classes and content areas. The performance of Arkansas students taking the norm-referenced tests in the fall will be compared to the performance of a norming group who took the same tests during the same period in the fall, thus ensuring the reliability, validity and fairness of comparison. Score reports will be returned early in the school year for classroom teachers to use the testing information to address the individual student learning needs, and to modify the instructional program, teaching strategies, and/or classroom assessments as needed. Instruction then can focus fully on the Arkansas academic standards throughout the year and on increasing proficient student performance around those standards. Schools may request a waiver from the fall to a spring testing date. Such waivers will only be granted after a written plan is presented to the ADE and the school agrees to the guidelines as established. The timing of such requests must also fall within the deadlines as established by the testing company. As another part of the student assessment program for Grades K-4, schools shall select performance assessments or screening/diagnostic tools to assess primary grade students. Any student in Grades K-4 failing to perform at the proficient level in reading and writing literacy or mathematics shall be evaluated as early as possible within each of the Grades K-4 academic years. Those students shall be evaluated by personnel with expertise in reading and writing literacy or mathematics who shall develop and implement an academic improvement plan, using ADE sanctioned early intervention strategies for Grades K-1 students and remediation strategies for Grades 2-4 students. These strategies should assist the students in achieving the expected standard. Schools serving Grades 5-12 shall establish a plan to assess whether children are performing at the proficient level in order to help assure eventual success on every portion of the Intermediate, Middle Level, and End-of-Course Benchmark Exams. For accountability purposes, no points will be assigned for the results of these performance assessments or screening/diagnostic tools. Act 855 of 1999 mandates that students in Grades K-3 not performing at grade level during the regular school year shall participate in an ADE approved remediation program or a summer school remediation program to be eligible for promotion to the next grade. Those schools electing not to offer a summer school program shall offer an ADE approved remediation program during the regular school year to students in Grades K-3 not performing at grade level. 5 Optional Assessments There are other assessments which are optional for student and school participation. These include the National Assessment of Educational Progress (NAEP), college entrance examinations (e.g., ACT and SAT), Advanced Placement testing, PLAN, EXPLORE, and others. Some of these may be included as indicators on the School Performance Report or in the annual school report to the public. ote: Although AEP is optional for individual school districts, state participation is mandated by Act 999 of 1999 . 6 ACCOUNTABILITY FOR SCHOOLS AND STUDENTS '",,I,. . Accountability is a comprehensive, focused process designed to improve student learning. It is a shared responsibility of the state, school, district, public officials, educators, parents, and students. The ACTAAP accountability model focuses on each individual school and is constructed around a three-tiered system that includes statewide indicators, individual school improvement indicators, and a locally-generated school accountability narrative. Once appropriate time has elapsed to evaluate trends and improvement expectations in a sufficient number of indicators and a statistically-defensible point assignment system can be developed, points for each of the statewide and individual school improvement indicators will be given. This point system will form the basis for rewards and sanctions. These three tiers allow for meaningful and appropriate state and local involvement to implement accountability within clearly articulated parameters. ACTAAP encourages proactive corrections by individual schools and their local districts through the development and application of strategies using the school improvement process as a planning instrument. Performance Levels The primary goal of the accountability system is to assure that all students achieve grade-level performance. In this system, grade-level performance is defined as performing at the proficient or advanced level on state-mandated criterion-referenced tests. Four performance levels have been established for these exams: advanced, proficient, basic and below basic. The only tests for which scaled scores defining these levels have been set are the Primary Benchmark and Middle Level Benchmark Exams. Similar scales will be established by the State Board of Education as additional tests are completed and data become available. Definitions of Performance Levels Advanced students demonstrate superior performance well beyond proficient grade-level performance. They can apply Arkansas' established reading, writing, and mathematics skills to solve complex problems and complete demanding tasks on their own. They can make insightful connections between abstract and concrete ideas and provide wellsupported explanations and arguments. Proficient students demonstrate solid academic performance for the grade tested and are well-prepared for the next level of schooling. They can use Arkansas' established reading, writing, and mathematics skills and knowledge to solve problems and complete tasks on their own. Students can tie ideas together and explain the ways their ideas are connected. 7 Basic students demonstrate a need for some additional assistance, commitment, or study to reach the proficient level. They show substantial skills in reading, writing, and mathematics
however, they only partially demonstrate the abilities to apply these skills. Below Basic students fail to show sufficient mastering of skills in reading, writing, and mathematics to attain the basic level. Performance Levels for the Primary and Middle Level Benchmark Examinations Performance Scaled Score Ranges for Scaled Score Ranges for Level Performance Levels for Performance Levels for Literacy Mathematics Primary Middle Level Primary Middle Level Advanced 250 and above 250 and above 250 and above 250 and above Proficient 200-249 200-249 200-249 200-249 Basic 155-199 149-199 179-199 164-199 Below Basic 154 and below 148 and below 178 and below 163 and below c Performance is subject to adjustment on a periodic basis due to .statistical scaling and variability in the test.) 8 Public Reporting Each public school in Arkansas will have a School Performance Report that will be created through the combined efforts of the local school, school district, and the ADE. The School Performance Report will provide parents and the public with data upon which to evaluate their schools and provide benchmarks for measuring school improvement. Although results from the school's performance on the three-tiered system will be the primary focus of the School Performance Report, other indicators may be included as determined by law or State Board of Education rules and regulations. Although the same standards of student performance will be expected from all students, assessment data will be analyzed and reported separately for three student classifications: special education, limited English proficient, and high mobility. The purposes for tracking performance of these student groups are to focus on narrowing any achievement gap between them and their peers and to ensure that the progress of all student populations is annually and systematically monitored. For purposes of this reporting, the following definitions apply: Disaggregated Reporting General population students are those participating in the mandatory criterionreferenced and norm-referenced assessments that are not classified as special education, limited English proficient, or highly mobile. Combined population students include all those participating in the mandatory criterion-referenced and norm-referenced assessments regardless of classification . Special education students are those determined to be eligible for special education services under the Individuals with Disabilities Education Act (IDEA) and who have an individualized education program (IEP). The student's IEP must stipulate that the student may participate in the mandatory criterionreferenced and norm-referenced assessments either with or without accommodations. Beginning July 1, 2000, those unable to participate with or without accommodations will be assessed through the Alternate Assessment program. Beginning with the kindergarten class of 2000-2001, the scores of all students classified as special education students participating in the mandatory criterion-referenced and norm-referenced assessments with or without accommodations shall be aggregated ( combined) with those of the general population students according to the following calendar: 2004 - 05 Primary Benchmark 2005 - 06 Fifth Grade orm-Referenced 2006 - 07 Intermediate Benchmark 2007 - 08 Seventh Grade Norm-Referenced 2008 - 09 Middle Level Benchmark 2008 - 09 End of Course (where applicable) 2010- 11 Tenth Grade Norm-Referenced 2011 - 12 End of Course Literacy 9 Limited,. English proficient students are those having a language background other than English and whose proficiency in English is such that the probability of academic success in an English-only classroom is below that of native English language students. The district's Language Assessment Committee must have determined that the students may participate in the mandatory criterion-referenced and norm-referenced assessments either with or without accommodations. Beginning July 1, 2000, those unable to participate with or without accommodations will be assessed through the Alternate Assessment program. High mobility students are those who, at the time of spring testing, were not enrolled in the current school district on October 1 of the current school year or who, at the time of fall testing, were not enrolled in the current school district on October I of the previous school year. Beginning with the 1999-2000 mandatory assessments, results will be reported separately for the following categories of students: General Population Special Education Students Limited English Proficient Students High Mobility Students Combined Population Beginning with the 2000-01 mandatory assessments, the number of students not tested through either the mandatory criterion-referenced and norm-referenced assessments or Alternate Assessment program will be reported by school. Schools should make every effort to assure that all students are tested. Annual School Report to the Public: Each year, each school will prepare a report to the parents and community. This report will include a narrative description (such as prepared under Tier III indicators) that will highlight the school's improvement plan and indicate progress made in implementing the performance indicators within that plan. Arkansas School Information Site (AS-IS): The ADE plans to make school accountability data available statewide through the Department's World Wide Web - as-is.org. This Web site will display school data based on student performance and other selected indicators. Annual ADE Report to the Legislature: The ADE shall report to the members of the House and Senate Interim Committees on Education on the progress of ACTAAP. The report shall be due on September!, 1999 and annually thereafter. 10 School Improvement Planning As part of the state's accreditation process, each school is required to engage in the development and implementation of a school improvement plan based on priorities indicated by student assessment and other pertinent data. This plan is designed to ensure that all students demonstrate proficiency on all portions of the state-mandated criterionreferenced exams. The initial step in the planning model is a structured process that leads to disaggregation of student achievement and other student data. The study of this data helps schools identify areas within the curriculum where student performance does not meet expectation. Schools prioritize the needs areas, then develop performance-based benchmarks that can be tracked during the implementation phase of the plan. Schools then identify intervention and remediation strategies that, if effectively implemented, will move students toward meeting the established benchmarks. Finally, schools develop an action plan that assigns tasks, identifies resources (including the source of funds), and projects evaluation strategies that will signal movement toward meeting the performance standards. The process requires that the intervention and remediation be research-based and linked to proven practices. Rewards Rewards will be based on a system structured to recognize schools that demonstrate and maintain high performance over time and to recognize schools that demonstrate growth on both the state-mandated and school-selected indicators. Rewards also can be used to highlight individual schools so that their practices can be adapted in other schools and districts across the state. Each year the ADE will recognize individual schools that demonstrate exceptional performance in two categories: Performance Awards - Absolute levels of student achievement and other indicators. Growth Trend and Improvement A wards - Recognized growth trends and improvement in student achievement and other indicators. All award categories, which could include cash payments to individual schools, will be phased in over time and will be implemented as the indicator performance levels are established through the standard setting process. The focus of any cash awards must be to enhance the capability of the school to better serve its students. Awarded funds shall be used to expand programs, provide additional materials and supplies, support technology, provide bonuses to staff, or make possible other enhancements that serve the needs of the school or children. 11 Sanctions Sanctions are applied for the purpose of improving teaching and learning, not for punishing schools or the people in them. Intervention from the state is not meant to be a permanent solution to unacceptable student achievement, but a way to help local schools improve student performance. It is expected that individual schools and districts will monitor their own progress and take corrective steps to improve student achievement prior to intervention from the state. To avoid sanctions, each school is expected to achieve annually a minimum percentage of its total possible points given for the accountability indicators described within the threetiered system. Failure to do so will result in the following designations: High Priority Status - first year. Alert Status - second year. Low Performing Status - third year. Academic Distress Phase I Status - fourth year. To be considered for removal from any sanctioned designation leading up to, but not including, Academic Distress Phase I, a school must attain the minimum percentage of its total possible points for two consecutive years. Once classified as Academic Distress Phase I, a school must comply with rules and regulations to be promulgated by the ADE in order to be removed from this category. Failure to do so will result in the school's designation as Academic Distress Phase II and/or Academic Distress Phase III . The ADE reserves the right, for any school in any of the designations above, to mandate a specified intensive intervention plan which could include, but not be lin1ited to, specific one-year goals in curriculum, instruction, assessment, and professional development. This plan could also include a mandated summer school program for students perfoffiling below grade level. Current rules and regulations governing schools in Academic Distress will remain in effect until the ACTAAP system described here is fully operational. 12 Accountabilitv Indicators Definitions of the non-academic (learning environment) indicators are provided later in this document. Tier I Indicators, all state-mandated, are based on performance goals and apply to every school in the state, where appropriate, by grade level configuration. They are as follows: Indicator Goal (Definition) Grade Level(s) Performance 100% of a school's students shall perform at or 41 ", 61 ", and 81 " on State- above the "proficient" level in reading and writing Mandated literacy. Criterion- Referenced 100% of a school's students shall perform at or Tests above the "proficient" level in mathematics. Performance 100% of a school's secondary students shall on State- perform at or above the "proficient" level in Mandated Algebra I. Criterion- Secondary Referenced 100% of a school's secondary students shall Tests perform at or above the "proficient" level in Geometry. 100% of a school's secondary students shall perform at or above the "proficient" level in Literacy. School Drop At least 99% of secondary students will remain in 7'" through 121 " Out school to complete the 12th grade. Average Average daily attendance rate will be at least 95%. Kindergarten Daily through 12th Attendance Classes 100% ofa school's classes will be taught by an Kindergarten Taught by an appropriately licensed teacher. through 12th Appropriate! y Licensed Teacher Professional 100% of a school's certified staff will complete at Kindergarten Development least 30 hours of approved professional through 12th development annually. School Schools will be free of drugs, weapons, and Kindergarten Safety violent acts. through 12th Note: For purposes of assigning points for criterion-referenced tests under the Tier I accountability component, only the performance of general population students shall be measured. 13 Tier II Indicators are based on trend and improvement goals on state-mandated criterion-referenced tests and on school-selected indicators. Any "Other School Selected .. Indicators" must have prior approval of the ADE. Trend goals will be established for different cohorts of students using cross-sectional data from the same indicator (e.g. Primary Benchmark Exam). Statistical techniques will be developed, by averaging multiple years of data, to minimize the inherent volatility associated with the natural variation in performance of these different groups. This means that if a school is continuing to improve, the trend will be a consistent indicator that fewer students are below proficient, with the effect of "off-year" or "good-year" performance minimized. Improvement goals will be established for the same cohort of students using a longitudinal database. As students progress from grade to grade, data will be maintained and constantly updated. Tier II - State-Mandated Indicators Indicator Goal (Definition) Grade Level(s) Performance on The percent of students performing at or above 4th , 6t\ and 8th State-Mandated the "proficient" level in reading and writing Criterion- literacy on the criterion-referenced tests will Referenced meet or exceed the trend and improvement Tests goals each year. -- - -- ---- -- - -- ---- -- --- -- --- - -- The percent of students performing at or above the "proficient" level in mathematics on the criterion-referenced tests will meet or exceed the trend and improvement goals each year. Performance on The percent of secondary students performing Secondary State-Mandated at or above the "proficient" level in Algebra I Criterion- will meet or exceed the trend goal each year. Referenced Tests The percent of secondary students performing at or above the "proficient" level in Geometry will meet or exceed the trend goal each year. The percent of secondary students performing at or above the "proficient" level in Literacy will meet or exceed the trend goal each year. Note: For purposes of assigning points for state-mandated criterion-referenced tests under the Tier II accountability component, the performance of each of the student categories - general population, special education students, limited English proficient students, and high mobility students - shall be measured. 14 Tier II - School-Selected Indicators (Schools select any 5) Indicator Goal Grade Level(s) School Drop Secondary schools will improve the percentage Secondary Out of students who stay in school to complete the 12th grade. Average Daily Schools will improve their average daily All Levels Attendance attendance rate. Classes Taught Schools will improve the percent of classes All Levels byan taught by an appropriately licensed teacher. Appropriately Licensed Teacher Professional Schools will increase the percent of certified All Levels Development staff who complete 60 or more hours of approved professional development annually. School Safety Schools will be free of drugs, weapons, and All Levels violent acts. Other School Schools will select trend or improvement goals All Levels Selected directed to student achievement in specific Indicators sub-populations or sub-test areas. These must have prior approval of ADE. Trend and Improvement Goals on State-Mandated Criterion-Referenced Tests On average, each school's trend goal for annual rate of reduction in the number of students below proficient will be determined by dividing the total percent of students below the proficient level by 10. To help establish improvement goals, each cohort of students will be monitored, beginning with the 1999 Primary Benchmark Exam, and a longitudinal database developed. As students progress from grade to grade, data will be maintained and constantly updated. This information will allow for the assessment of performance changes relative to initial performance and will assist in the development of expected improvement models. Test analysis and methodical planning to reach these goals will be facilitated and guided by the state school evaluation process. Trend and Improvement Goals on School-Sclcctcd Indicators The school, with approval of the ADE, selects five additional indicators to complete Tier II. These additional indicators can be selected from among school drop out, average daily attendance, teacher licensure, school safety, or professional development as defined in Tier I
OR, a school may identify trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas related to the criterion- 15 referenced or norm-referenced tests. Guidelines will be developed for use in selecting minimum numbers of students for sub-population study in order to preclude identification of individual students. In order to protect the integrity of the accountability system, the ADE must also approve the trend and improvement goals selected by the school. If a school elects to include results of its norm-referenced tests within its Tier II indicators, points will be assigned even though no points are given for these exams in Tier I. Note: The Professional Development indicator is set at a minimum level of 60 hours in order to encourage schools to offer more than the state-required minimum of 30 hours. Thus, schools will be rewarded for encouraging additional professional development opportunities for its teachers and administrators. Once selected, Tier II indicators will remain until they have been substantially attained or alternate indicators approved by the ADE. The following are examples of indicators based on sub-populations: The gap between the scale score in mathematics on the Primary Benchmark Exam for African-American students and white students will be decreased by 10% each year. Title I eligible students will improve 5 percentile points in reading comprehension each year on the fifth grade norm-referenced test. Voluntary Reporting of Off-Grade Data The ADE strongly encourages, and will provide assistance toward, voluntary implementation by local schools of an expansion of the process of measuring improvement goals by utilizing data for a longitudinal study of students' performance on off-grade tests. Participating schools may include results from off-grade testing as Tier II indicators, if so desired. Tier III Indicators Tier III is a narrative developed by the staff of each school. This annual narrative of approximately 500 words generally describes data sources ( e.g., criterion-referenced tests, norm-referenced tests, etc.) used to address state and local performance indicators. The narrative also describes progress that the school has made in formulating the plan and in successfully implementing the trend and performance indicators within the school improvement process. This narrative, which shall be sent to the ADE during the spring of each year, will be incorporated in the School Performance Report that will be disseminated to the public. No points will be assigned for the narrative. 16 Sample School Narrative For the last three years, scores on the Primary Benchmark Exam's reading test have exceeded the district's average. Each child from kindergarten through fifth grade receives an hour and a half of developmental reading instruction per day. Emphasis is also placed on the implementation of activities as outlined in the School Improvement Plan. Independent reading of books by primary and intermediate grade level students has been a priority - a goal was set for each student. This year 85% of the fourth grade students met or exceeded their goal compared to 70% last year. Students are being taught writing skills using many different approaches including computer word processing. The writing and scoring process is designed to help students improve writing scores on the Benchmark Exams. The computer-student ratio is 1:4. Children have access to the Internet and the school has a homepage on the Web. In mathematics over the past five years, fifth grade students scored below the district goal of 50% above the national average on the SAT-9. This year, a staff focus group supported by a Title I supplemental grant, recommended a teacher accountability math pacing chart. It included chapter test scores, a consistent five-day math homework policy, in-service for staff and parents, a student test awareness program, homework room and a Math Intervention Assistance program. All recommendations were implemented with the approval of the school council. In May, an in-service continued to provide staff with training on computer software and accessing the Internet for mathematical teaching materials and techniques. Parent involvement (via parent-teacher conferences) increased by 40% this year. Parents participated in developing instructional materials for use at home to reinforce skills, learning instructional uses of the computer, donated time to serve as individual tutors for students during the school day and assisted with holiday events for the students. Definitions of Non-Academic (Learning Environment) Indicators School Dropout means the percentage of students who leave school for any of the following reasons as defined in the Statewide Information System (SIS) database: incarcerated, failing grades, suspended or expelled, lack of interest, conflict with school, economic hardship, pregnancy/marriage, peer conflict, Jack of attendance, alcohol/drugs, other. A code will be used for GED participation but will not count as a dropout for ACT AAP purposes. A student will be considered a dropout for the previous year if he/she has a Dropout/Withdrawal date between October 1 of the previous school year and October 1 of the current school year and has not re-entered. The percentage completing will be calculated by dividing the number not dropping out by the previous year's October 1 enrollment. Average Daily Attendance means the total number of days attended by students divided by the number of days actually taught by the school. The number includes those students who attend school outside of the resident district on a tuition agreement between the two respective districts. 17 Appropriately Licensed Teacher means that a teacher has the appropriate license and/or approval to teach., the respective class. The teacher is teaching a class that would not .cause the school to have a citation in the accreditation process. For the purpose of this calculation, the teacher would fill one of the job assignments as defined in the SIS database. (These are instructional positions, not administrative or supervisory job classifications.) The percentage of classes taught by an appropriately licensed teacher will be determined by dividing the number of classes taught by appropriately licensed teachers by the total number of classes taught. Professional Development is as defined in the component definition earlier. School Safety means a percentage safety index determined by dividing the number of violent incidences involving students by the current year three-quarter average daily membership of the school and subtracting from 100%. A safety infraction committed by a student includes any of the following as defined in the SIS database: drugs, alcohol, student assault, staff assault, knife, handgun, rifle, shotgun, explosive, club, and gang. Schools reporting user-defined infractions should request confirmation from the ADE as to their inclusion in this indicator. Each reported incident will be factored into the calculation
therefore, there is no difference between one student being reported four times and four students being reported once . 18 Calendar for Data Collection and Point Assignment Svstem -~ .,
-~ _..,.~ Since the determination of rewards and sanctions will be based on points assigned to the Tier I and Tier II indicators, it is extremely important that such a system be fair and statistically and legally defensible. It is also necessary to allow appropriate tin1e for sufficient data to be gathered that will permit an accurate measurement of trends and improvement expectations in a sufficient number of indicators. Once the assignment of points is initiated, the ADE, through a contract with the University of Arkansas' Office of Research, Measurement and Evaluation (ORME), will be responsible for all calculations and rankings. The local school should not need additional personnel or resources to respond to the requirements of ACTAAP. The following calendar outlines the Baseline Year, or the first year in which official data for each Tier I indicator will be collected. 1998- 99 1999 - 00 2000- 01 2001 - 02 Primary Benchmark Middle Level Benchmark School Dropout Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher Professional Development School Safety None Intermediate Benchmark End-of-Course Algebra I End-of-Course Geometry End-of-Course Literacy The Baseline Year for trend goals with each Tier II indicator will be two years following that indicator's introduction in Tier I. The Baseline Year for improvement goals will vary, depending on when the same cohort of students reaches the next appropriate, measurable indicator. Even though baseline data accumulation was begun with the 1998-99 year, actual points for rewards and sanctions will not be assigned until 2001-02, and then only for those indicators for which sufficient data has been gathered. The complete accountability point system will become fully operational, with all indicators, in 2003-04. Note: In order to meet federal mandates, a temporary system will be developed to identify those schools designated for school improvement. Beginning in 2000-2001 and continuing until the ACTAAP accountability system is fully operational, a school will be designated in school improvement under the following condition: Seventy-five percent or more of the students perform below proficient on either the literacy (reading and writing) or the mathematics section of the Benchmark Exam for the designated grade or grades represented by the school. 19 Observation Survey DRA Kindergarten Results by Middle School Feeder Pattern Percent Readiness--LRSD Average: 72% Basel 51 King .64 Bale 59 Brady Gibbs 89 Chicot 56 Badgett 22 Bal Chicot 56 Mitch 91 Brady 77 Dodd 87 Willia 89 Dodd 87 F.Park 68 Frank Clover 56 Right 92 Fair P. 56 McDer 95 Booker 81 Mabelv 61 Jeff 90 Geye~ 85 Wakef 47 Steph 41 F.Park 68 Romie 67 Carver 81 Meado 77 King 64 Mead6 77 Watson 56 -Wash 81 Frank 64 Terry 92 Otter 90 PH 83 Stepb 41 Woodr 69 Fulb 95 W.Hills 15 Rocke 76 Wakef 47 McDer 95 Wilson 67 Wash 81 W.Hilis 75 Steph 41 Woodr 69 Wilson 67 DRA Grade 1 Results by Middle School Feeder Pattern Percent Readiness-LRSD Average: 54 % CMS DMMS FHMS HMS Mann MMS PHMS SMS Basel 30 King 57 Bale 67 Brady 35 Gibbs 66 Chicot 27 Badgett 06 Bale 67 Chicot 27 Mitch 25 Brady 35 Dodd 58 Willia 84 Dodd 58 F.Park 70 Frank 58 Clover 28 Right 36 Fair P. 63 McDer 80 Booker 69 Mabelv 51 Jeff 69 Geyer 47 Wakef 22 Steph 24 F.Park 70 Romine 60 Carver 76 Meado 70 King 57 Meado 70 Watson 25 Wash 36 Frank 58 Terry 47 ' Otter 68 PH 50 Steph 24 Woodr 84 Fulb 61 W.Hills 81 Rocke 76 Wakef 22 ~ McDer 80 Wilson 83 Wash 36 W.Hills 81 - - Steph 24 Woodr 84 Wilson 83 CMS DMMS Basel 47 King 81 - Chicot 39 Mitch 49 Clover 58 Right 95 Wakef 40 Steph 31 ., Watson 54 Wash 63 Woodr 78 ,- DRA Grade 2 Results by Middle School Feeder Pattern Percent Readiness-LRSD Average: 68% FHMS HMS Mann MMS Bale 72 Brady 71 Gibbs 81 Chicot 39 Brady 71 Dodd 52 Willia 90 Dodd 52 Fair P. 63 Mci>er 67 . Booker 80 M
abelv 43 F.Park 90 Romine 69 . Carver 82 Meado 58 Frank 81 Terry 81 Ofter 87 Fulb 79 W.Hills 90 McDer 67 Wilson 60 - Steph 31 PHMS SMS Badgett 12 Bale 72 F.Park 90 Frank( < 81 Jeff 71 Geyer 73 King 81 Meado 58 PH 45 St~ph '. 3'1 Rocke 71 Wakef. -40 Wash 63 W.llills 90 Woodr 78 Wilson 60 6/15/00 Districtwide Grade Race Gender Fall Assessment Female Mean 3.06 N 246 White Male Mean 2.53 N 227 Total Mean 2.81 N 473 Female Mean 1.16 N 593 Black Male Mean 0.89 N 613 Total Mean 1.02 N 1206 Female Mean 1.90 N 68 other Male Mean 2.00 N 52 Total Mean 1.94 N 120 Female Mean 1.73 N 907 Total Male Mean 1.37 N 892 Total Mean 1.55 N 1799 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - Districtwide by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 8,20 +5.14 7.52 26.36 +18.84 245 240 246 6.35 +3.82 6.35 24.48 +18.13 227 222 225 7.31 6.96 25.46 +18.50 472 +4.51 462 471 3.76 +2.60 4.81 18.30 +13.48 605 613 634 2.61 +1.72 3.65 14.43 +10.79 625 573 584 3.18 +2.16 4.25 16.44 +12.20 1230 1186 1218 5.93 +4.03 5.94 16.67 +10.73 70 49 57 5.77 +3.77 6.12 22.78 +16.66 52 50 51 5.86 +3.92 6.03 19.56 +13.53 122 99 108 5.11 +3.38 5.59 20.31 +14.72 920 902 937 3.73 +2.36 4.50 17.56 +13.05 904 845 860 4.43 +2.88 5.07 18.99 +13.93 1824 1747 1797 Second Grade Fall ***Spring Amount of Assessment Assessment ,, Chanae 25.79 36.77 +10.98 231 226 24.57 36.29 +11.72 231 233 25.18 36.53 I +11.35 462 459 19.68 29.48 +9.80 601 605 16.05 26.44 +10.39 604 604 17.86 27.96 +10.10 1205 1209 19.59 29.49 +9.89 37 45 22.38 29.68 +7.30 55 62 21 .26 29.60 +8.34 92 107 21 .30 31.36 +10.06 869 876 18.66 29.22 +10.56 890 899 19.96 30.27 ,, +10.31 1759 1775 * An average level of 2 or more is considered proficient in kindergarten An average level of 16 or more is considered proficient In first grade. Sagments of the population not testing at a proficient level are highlighted in bold. "** An average level of 24 or more is considered proficient in second grade. OS2000-Camlna K_/hn,_2 6119100 Districtwide Grade Race Gender Fall Assessment Female Mean 3.06 N 246 White Male Mean 2.53 N 227 Total Mean 2.81 N 473 Female Mean 1.16 N 593 Black Male Mean 0.89 N 613 Total Mean 1.02 N 1206 Female Mean 1.90 N 68 Other Male Mean 2.00 N 52 Total Mean 1.94 N 120 Female Mean 1.73 N 907 Total Male Mean 1.37 N 892 Total Mean 1.55 N 1799 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chancie Assessment Assessment Chancie 8.20 +5.14 7.52 26.36 +18.84 245 240 246 6.35 +3.82 6.35 24.48 +18.13 227 222 225 7.31 +4.51 6.96 25.46 +18.50 472 462 471 3.76 +2.60 4.81 18.30 +13.48 605 613 634 2.61 +1.72 3.65 14.43 +10.79 625 573 584 3.18 +2.16 4.25 16.45 +12.20 1230 1186 1218 5.93 +4.03 5.94 16.67 +10.73 70 49 57 5.77 +3.77 6.12 22.78 +16.66 52 50 51 5.86 +3.92 6.03 19.56 +13.53 122 99 108 5.11 +3.38 5.59 20.31 +14.72 920 902 937 3.73 +2.36 4.50 17.56 +13.05 904 845 860 4.43 +2.88 5.07 19.00 +13.93 1824 1747 1797 Second Grade Fall ***Spring A,nount of Assessment Assessment Chancie 25.79 36.77 +10.98 231 226 24.57 36.29 +11.72 231 233 25.18 36.53 +11.35 462 459 19.68 29.48 +9.80 601 605 16.05 26.44 +10.39 604 604 17.86 27.96 +10.10 1205 1209 19.59 29.49 +9.89 37 45 22.38 29.68 +7.30 55 62 21.26 29.60 +8.34 92 107 21.30 31.36 +10.06 869 876 18.66 29.22 +10.56 890 899 19.96 30.27 +10.31 1759 1775 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade . Segments of the population not testing at a proficient level are high!!ghted in bold. ... An average level of 24 or more is considered proficient in second grade. Ella by school 2oootables 6/19100 Badgett Grade Race Gender Fall Assessment Female Mean 3.00 N 3 White Male Mean N Total Mean 3.00 N 3 Female Mean 0.38 N 16 Black Male Mean 0.43 N 14 Total Mean 0.40 N 30 Female Mean N Other Male Mean N Total Mean N Female Mean 0.79 N 19 Total Male Mean 0.43 N 14 Total Mean 0.64 N 33 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 3.33 +0.33 2.00 3 1 3.33 +0.33 2.00 3 1 1.13 +0.75 1.56 6.93 +5.38 16 18 15 0.92 +0.49 1.00 5.22 +4.22 12 9 9 1.04 +0.64 1.37 6.29 +4.92 28 27 24 ' I :, 1.47 +0.68 1.58 6.93 +5.35 19 19 15 0.92 +0.49 1.00 5.22 +4.22 12 9 9 1.26 +0.62 1.39 6.29 +4.90 31 28 24 Second Grade , Fall ***Spring Amount of Assessment Assessment Chanae 8.00 40.00 +32.00 1 1 1.00 1.00 0 1 1 , 4.50 20.50 +16.00 2 2 1.44 3.00 +1.56 9 8 1.95 10.55 +8.60 19 20 1.79 8.39 +6.61 28 28 2.10 7.11 +5.01 10 9 1.90 10.10 +8.20 20 21 1.97 9.20 +7.23 30 30 An average level of 2 or more is considered proficient in kindergarten. Segments of /he population no/ testing at a proficient level are highlighted in bold. An average level of 16 or more is considered proficient in first grade. , An average level of 24 or more is considered proficient in second grade. Ella by school ZOOOlables 6/19/00 Bale Grade Race Gender Fall Assessment Female Mean 0.50 N 2 White Male Mean 0.00 N 2 Total Mean 0.25 N 4 Female Mean 2.19 N 21 Black Male Mean 0.13 N 15 Total Mean 1.33 N 36 Female Mean 0.80 N 5 Other Male Mean 0.00 N 1 Total Mean 0.67 N 6 Female Mean 1.82 N 28 Total Male Mean 0.11 N 18 Total Mean 1.15 N 46 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 3.50 +3.00 8.40 25.57 +17.17 2 5 7 1.00 +1.00 4.00 14.00 +10.00 2 2 2 2.25 +2.00 7.14 23.00 +15.86 4 7 9 5.77 +3.58 9.13 22.53 +13.40 22 15 15 0.60 +0.47 9.25 21.33 +12.08 15 12 12 3.68 +2.34 9.19 22.00 +12.81 37 27 27 4.20 +3.40 1.50 8.00 +6.50 5 2 2 2.00 +2.00 6.75 20.00 +13.25 1 4 5 3.83 5.00 16.57 I +3.17 +11.57 6 6 7 5.34 +3.52 8.27 22.21 +13.94 29 22 24 0.72 +0.61 8.11 20.21 +12.10 18 18 19 3.57 +2.42 8.20 21.33 +13.13 47 40 43 "' Second Grade ~ Fall ***Spring Amount of Assessment Assessment Chanae 18.50 33.50 +15.00 4 4 20.00 44.00 +24.00 2 2 19.00 37.00 +18.00 6 6 15.69 25.53 +9.84 16 17 14.93 28.00 +13.07 15 17 15.32 26.76 +11.44 31 34 C .... 16.25 27.05 +10.80 20 21 ~ 15.53 29.68 +14.15 17 19 15.92 28.30 +12.38 37 40 An average level of 2 or more Is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are highlighted in bold. , An average level of 24 or more is considered proficient in second grade. Elfa by school 2000tables 5119100 Little Rock School District Baseline Grade Race Gender Fall Assessment Female Mean 1.00 N 2 White Male Mean 0.50 N 2 Total Mean 0.75 N 4 Female Mean 0.37 N 19 Black Male Mean 0.13 N 16 Total Mean 0.26 N 35 Female Mean N Other Male Mean N Total Mean N Female Mean 0.43 N 21 Total Male Mean 0.17 N 18 Total Mean 0.31 N 39 SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanc:ie Assessment Assessment Chanc:ie 3.00 +2.00 2 3.00 +2.50 3.00 27.00 +24.00 2 4 2 3.00 +2.25 3.00 27.00 +24.00 4 4 2 1.89 +1.53 4.90 18.33 +13.43 19 20 18 1.43 +1 .30 2.91 9.10 +6.18 14 23 21 1.70 +1.44 3.84 13.36 +9.52 33 43 39 4.00 .. 1 4.00 ' 1 2.00 +1.57 4.90 18.33 +13.43 21 ' 20 18 1.63 +1.46 2.96 10.65 +7.69 16 28 23 1.84 +1.53 3.77 14.02 +10.25 37 48 41 Second Grade ~ Fall ***Spring ~rnount of Assessment Assessment Chanae 20.67 31.33 +10,67 3 3 16.00 20.00 +4.00 2 2 18.80 26.80 +8.00 5 5 16.83 24.69 +7.86 12 13 15.77 23.00 +7.23 13 13 16.28 23.85 +7.57 25 26 38.00 44.00 +6.00 1 1 38.00 44.00 +6.00 1 1 18.88 27.00 +8.13 16 17 15.80 22.60 +6.80 15 15 17.39 24.94 +7.55 31 32 An average level of 2 or more is considered proficient in kindergarten. Segments of the population not testing at a proficient level are high!:ghted in bold. An average level of 16 or more is considered proficient in first grade. An average level of 24 or more is considered proficient in second grade. Ha by school 2000tables 6/19/00 Booker Grade Gender Fall Race Assessment Female Mean 2.12 N 17 White Male Mean 1.42 N 12 Total Mean 1.83 N 29 Female Mean 1.58 N 19 Black Male Mean 1.76 N 21 Total Mean 1.68 N 40 Female Mean 4.00 N 3 Other Male Mean 0.00 N 2 Total Mean 2.40 N 5 Female Mean 2.00 N 39 Total Male Mean 1.54 N 35 Total Mean 1.78 N 74 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Charn:1e 6.06 +3.94 6.61 24.83 +18.22 17 23 23 2.83 +1.42 4.92 23.25 +18.33 12 12 12 4.72 ' +2.90 6.03 24.29 +18.26 29 35 35 3.95 +2.37 3.71 19.05 +15.33 19 21 21 4.10 +2.33 2.43 16.38 +13.95 21 23 21 4.03 +2.35 3.05 17.71 +14.67 40 44 42 11.67 +7.67 2.75 21.00 +18.25 3 4 4 1.00 +1.00 2 7.40 +5.00 2.75 21.00 +18.25 5 4 4 5.46 +3.46 502 21.98 +16.96 39 - 48 48 3.49 +1.94 3.29 18.88 +15.59 35 35 33 4.53 +2.74 4.29 20.72 +16.43 74 83 81 Second Grade
. Fall ***Spring A)'nount of Assessment Assessment Change 29.33 37.42 +8.08 24 24 25.12 31.88 +6.76 17 16 27.59 35.20 +7.61 41 40 22.36 32.64 +10.28 25 25 16.78 27.67 +10.89 18 18 20.02 30.56 +10.53 43 43 24.00 30.00 +6.00 2 2 44.00 44.00 0 1 1 30.67 34.67 +4.00 3 3 25.71 34.78 +9.08 51 51 21.47 30.06 +8.58 36 35 23.95 32.86 +8.91 87 86 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are hig~'.ighted in bold. An average level of 24 or more is considered proficient in second grade. Ella by school 2000tables 6/19/00 Brady Grade Race Gender Fall Assessment Female Mean 1.00 N 5 White Male Mean 0.67 N 3 Total Mean 0.88 N 8 Female Mean 0.89 N 9 Black Male Mean 0.53 N 17 Total Mean 0.65 N 26 Female Mean 0.67 N 3 Other Male Mean N Total Mean 0.67 N 3 Female Mean 0.88 N 17 Total Male Mean 0.55 N 20 Total Mean 0.70 N 37 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment ChanC1e Assessment Assessment - Chanae 5.40 +4.40 8.00 14.29 +6.29 5 7 7 4.00 +3.33 8.00 20.00 +12.00 2 3 3 5.00 +4.13 8.00 16.00 +8.00 7 10 10 3.86 +2.97 5.47 12.44 +6.97 7 17 16 3.50 +2.97 5.24 13.00 +7.76 16 21 19 3.61 +2.95 5.34 12.74 +7.40 23 38 35 2.50 +1.83 5.50 13.50 +8.00 2 4 4 6.00 14.33 +8.33 3 3 2.50 +1.83 5.71 13.86 +8.14 2 7 7 4.21 +3.33 6.11 13.07 +6.97 14 28 27 3.56 +3.01 5.63 14.00 +8.37 18 27 25 3.84 +3.14 5.87 13.52 +7.65 32 55 52 Second Grade .,. Fall *"**Spring Amount of Assessment Assessment ChanC1e 18.00 29.33 +11.33 3 3 18.00 30.00 +12.00 1 1 18.00 29.50 +11.50 4 4 19.13 29.29 +10.16 16 14 17.74 26.00 +8.26 23 21 18.31 27.31 +9.01 39 35 16.00 28.00 +12.00 1 1 16.00 28.00 +12.00 1 1 18.95 29.29 +10.35 19 17 17.68 26.26 +8.58 25 23 18.23 27.55 +9.32 44 40 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing al a proficient level are high(ighled in bold. An average level of 24 or more is considered proficient in second grade. Ella by school 2000tables 6119100 Carver Grade Race Gender Fall Assessment Female Mean 8.38 N 13 White Male Mean 8.00 N 18 Total Mean 8.16 N 31 Female Mean 4.05 N 19 Black Male Mean 1.50 N 20 Total Mean 2.74 N 39 Female Mean 2.00 N 1 Other Male Mean 9.25 N 4 Total Mean 7.80 N 5 Female Mean 5.70 N 33 Total Male Mean 5.02 N 42 Total Mean 5.32 N 75 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment ChanQe Assessment Assessment ChanQe 11.46 +3.08 8.57 28.00 +19.43 13 7 7 11.83 +3.83 6.35 26.10 +19.75 18 20 20 11.68 +3.52 6.93 26.59 +19.67 31 27 27 5.95 +1.89 4.87 20.87 +16.00 19 15 15 3.20 +1.70 2.79 16.95 +14.16 20 19 19 4.54 +1.79 3.71 18.68 +14.97 39 34 34 4.00 +2.00 8.00 30.00 +22.00 1 1 1 12.50 +3.25 4.67 31.33 +26.67 4 3 3 10.80 +3.00 5.50 31.00 +25.50 5 4 4 8.06 ' +2.36 6.13 23.43 +17.30 33 23 23 7.79 +2.76 4.62 22.33 +17.71 42 -- 42 42 7.91 +2.59 5.15 22.72 +17.57 75 65 65 Second Grade ' Fall ***Spring A(Tlount of Assessment Assessment Chanae 24.83 40.50 +15.67 12 12 26.10 38.63 +12.53 20 19 25.63 39.35 +13.73 32 31 19.29 31 .85 +12.57 28 27 17.44 31.00 +13.56 18 18 18.57 31.51 +12.95 46 45 16.00 32.00 +16.00 2 2 25.50 36.00 +10.50 4 4 22.33 34.67 +12,33 6 6 20.71 34.39 +13.68 42 41 22.33 35.02 +12.69 42 41 21.52 34.71 +13.18 84 82 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are highlighted in bold. , An average level of 24 or more is considered proficient in second grade. Ella by school 2000tables 6119100 Little Rock School District Chicot Grade Race Gender Fall Assessment Female Mean 0.00 N 4 White Male Mean 4.29 N 7 Total Mean 2.73 N 11 Female Mean 0.64 N 25 Black Male Mean 0.41 N 22 Total Mean 0.53 N 47 Female Mean 0.57 N 7 Other Male Mean 0.00 N 7 Total Mean 0.29 N 14 Female Mean 0.56 N 36 Total Male Mean 1.08 N 36 Total Mean 0.82 N 72 SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Change Assessment Assessment Change 1.75 +1.75 1.75 16.75 +15.00 4 4 4 4.29 0 1.00 10.17 +9.17 7 5 6 3.36 +0.64 1.33 12.80 +11.47 11 9 10 2.35 +1.71 1.88 14.52 +12.65 26 24 23 1.39 +0.98 1.75 7.91 +6.16 23 20 22 1.90 +1.37 1.82 11 .29 +9.47 49 44 45 1.57 +1.00 2.00 13.11 +11.11 7 3 9 0.86 +0.86 1.00 2.60 +1.60 7 4 5 1.21 +0.93 1.43 9.36 +7.93 14 7 14 2.14 +1.58 1.87 14.42 +12.55 37 31 36 1.84 +0.75 1.52 7.52 +6.00 37 29 33 1.99 +1.17 1.70 11.12 +9.42 74 60 69 Second Grade ,. Fall ***Spring A,nount of Assessment Assessment Chanae 19.00 37.00 +18.00 2 2 17.00 31.00 +14.00 2 2 18.00 34.00 +16.00 4 4 16.05 26.35 +10.30 21 20 11.57 25.26 +13.70 23 19 13.70 25.82 +12.12 44 39 6.40 5 16.00 17.33 +1.33 2 9 16.00 13.43 -2.57 2 14 16.30 23.44 +7.14 23 27 12.30 23.27 +10.97 27 30 14.14 23.35 +9.21 50 57 An average level of 2 or more Is considered proficient m kindergarten. Segments of the population not testing at a proficient level are highlighted in bold. An average level of 16 or more is considered proficient in first grade . ... An average level of 24 or more is considered proficient m second grade. EJfa by school 2000tables 6119/00 Cloverdale Grade Race Gender Fall Assessment Female Mean 1.00 N 1 White Male Mean 0.00 N 2 Total Mean 0.33 N 3 Female Mean 0.52 N 23 Black Male Mean 0.17 N 23 Total Mean 0.35 N 46 Female Mean 0.00 N 1 Other Male Mean 0.00 N 2 Mean 0.00 Total N 3 Female Mean 0.52 N 25 Total Male Mean 0.15 N 27 Total Mean 0.33 N 52 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 4.00 +3.00 1 6.00 +6.00 4.00 8.00 +4.00 2 1 1 5.33 +5.00 4.00 8.00 +4.00 3 1 1 2.05 +1.53 7.00 13.68 +6.68 21 29 28 1.48 +1.30 4.83 10.10 +5.27 23 29 30 1.75 +1.40 5.91 11.83 +5.91 44 58 58 2.00 +2.00 3.00 6.00 +3.00 1 1 1 1.00 +1.00 6.50 20.25 +13.75 2 4 4 1.33 5.80 17.40 . +1.33 +11.60 3 5 5 2.13 +1.61 6.87 13.41 +6.55 23 30 29 1.78 +1.63 5.00 11.20 +6.20 27 34 35 1.94 +1.61 5.88 12.20 +6.33 50 64 64 Second Grade ' ' Fall ***Spring Amount of Assessment Assessment Chanae 29.00 20.00 -9.00 2 1 3.00 4.00 +1.00 1 1 20.33 12.00 -8.33 3 2 27.52 31 .30 +3.79 27 23 26.75 25.68 -1.07 24 19 27.16 28.76 +1.61 51 42 - 44.00 44.00 0 1 1 44.00 44.00 0 1 1 27.62 30.83 +3.21 29 24 26.50 25.52 -0.98 26 21 27.09 28.36 +1.26 55 45 An average level of 2 or more is considered proficient in kindergarten. " An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are high(ghted in bold. An average level of 24 or more is considered proficient in second grade. Ella by school 2000tab/es 5119100 Little Rock School District Dodd Grade Race Gender Fall Assessment Female Mean 0.64 N 11 White Male Mean 0.50 N 8 Total Mean 0.58 N 19 Female Mean 1.00 N 9 Black Male Mean 0.25 N 8 Total Mean 0.65 N 17 Female Mean N Other Male Mean N Total Mean N Female Mean 0.80 N 20 Total Male Mean 0.38 N 16 Total Mean 0.61 N 36 SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Change Assessment Assessment Change 6.80 +6.16 1.33 16.67 +15.33 10 3 3 4.89 +4.39 11.00 23.00 +12.00 9 4 4 5.89 +5.32 6.86 20.29 +13.43 19 7 7 10.67 +9.67 2.14 19.29 +17.14 9 7 7 2.75 +2.50 3.00 19.43 +16.43 8 7 7 6.94 +6.29 2.57 19.36 +16.79 17 14 14 18.00 30.00 +12.00 1 1 18.00 30.00 +12.00 1 1 8.63 +7.83 3.36 19.55 +16.18 19 11 11 3.88 +3.51 5.91 20.73 +14.82 17 11 11 6.39 +5.78 4.64 20.14 +15.50 36 22 22 Second Grade Fall ***Spring AfllOUnt of Assessment Assessment ChanQe 10.00 25.20 +15.20 5 5 10.00 25.20 +15.20 5 5 25.00 16.25 -8.75 6 8 15.25 28.50 +13.25 4 4 21 .10 20.33 -0.77 10 12 14.00 1 14.00 1 25.00 16.25 -8.75 6 8 12.50 26.67 +14.17 10 .9 17.19 21 .76 +4.58 . 16 17 An average level of 2 or more 1s considered proficient m kindergarten. Segments of the population not testing at a proficient level are high(ighted in bold. " An average level of 16 or more is considered proficient in first grade . ... An average level of 24 or more is considered proficient in second grade. Etta by school 2000tables 6119/00 Little Rock School District Fair Park Grade Gender Fall Race Assessment Female Mean 2.12 N 17 White Male Mean 1.42 N 12 Total Mean 1.83 N 29 Female Mean 1.58 N 19 Black Male Mean 1.76 N 21 Total Mean 1.68 N 40 Female Mean 4.00 N 3 Other Male Mean 0.00 N 2 Total Mean 2.40 N 5 Female Mean 2.00 N 39 Total Male Mean 1.54 N 35 Total Mean 1.78 N 74 SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Change Assessment Assessment Change 6.06 +3.94 6.61 24.83 +18.22 17 23 23 2.83 +1.42 4.92 23.25 +18.33 12 12 12 4.72 +2.90 6.03 24.29 +18.26 29 35 35 3.95 +2.37 3.71 19.05 +15.33 19 21 21 4.10 +2.33 2.43 16.38 +13.95 21 23 21 4.03 +2.35 3.05 17.71 +14.67 40 44 42 11.67 +7.67 2.75 21.00 +18.25 3 4 4 1.00 +1.00 2 7.40 +5.00 2.75 21.00 +18.25 5 4 4 5.46 +3.46 5.02 21.98 +16.96 39 48 48 3.49 +1.94 3.29 18.88 +15.59 35 35 33 4.53 +2.74 4.29 20.72 +16.43 74 83 81 Second Grade ,. Fall ***Spring Ajnount of Assessment Assessment Change 29.33 37.42 +8.08 24 24 25.12 31.88 +6.76 17 16 27.59 35.20 +7.61 41 40 22.36 32.64 +10.28 25 25 16.78 27.67 +10.89 18 18 20.02 30.56 +10.53 43 43 24.00 30.00 +6.00 2 2 44.00 44.00 0 1 1 30.67 34.67 +4.00 3 3 25.71 34.78 +9.08 51 51 21.47 30.06 +8.58 36 35 23.95 32.86 +8.91 87 86 An average level of 2 or more is considered proficient in kindergarten. Segments of the population not testing at a proficient level are high~ighted in bold . .. An average level of 16 or more is considered proficient in first grade . ... An average level of 24 or more is considered proficient in second grade. Ella by school 2000tables 6119100 Little Rock School District Forest Park Grade Race Gender Fall Assessment Female Mean 4.55 N 11 White Male Mean 3.08 N 12 Total Mean 3.78 N 23 Female Mean 1.89 N 9 Black Male Mean 0.00 N 13 Total Mean 0.77 N 22 Female Mean N Other Male Mean N Total Mean N Female Mean 3.35 N 20 Total Male Mean 1.48 N 25 Total Mean 2.31 N 45 SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Cham:ie Assessment Assessment ChanQe 8.82 +4.27 8.75 27.70 +18.95 11 20 20 7.25 +4.17 13.80 31.13 +17.33 12 15 15 8.00 +4.22 10.91 29.17 +18.26 23 35 35 3.22 +1.33 6.00 21.60 +15.60 9 5 5 0.50 +0.50 4.20 15.60 +11.40 12 10 10 1.67 +0.89 4.80 17.60 +12.80 21 15 15 6.30 +2.95 8.20 26.48 +18.28 20 25 25 3.88 +2.40 9.96 24.92 +14.96 24 25 25 4.98 +2.67 9.08 25.70 +16.62 44 50 50 Second Grade , Fall ***Spring ~mount of Assessment Assessment ChanQe 18.55 39.09 +20.55 11 11 18.29 36.29 +18.00 14 14 18.40 37.52 +19.12 25 25 18.40 34.80 +16.40 5 5 11.83 25.33 +13.50 12 12 13.76 28.12 +14.35 17 17 20.00 42.00 +22.00 2 2 20.00 42.00 +22.00 2 2 18.67 38.22 +19.56 18 18 15.31 31.23 +15.92 26 26 16.68 34.09 +17.41 44 44 An average level of 2 or more is considered proficient in kindergarten. Segments of the population not testing at a proficient level are highlighted in bold. An average level of 16 or more is considered proficient in first grade. An average level of 24 or more is considered proficient in second grade. Ella by school 2000fables 6119/00 Franklin Grade Race Gender Fall Assessment Female Mean 0.00 N 2 White Male Mean 1.00 N 1 Total Mean 0.33 N 3 Female Mean 0.43 N 23 Black Male Mean 0.15 N 41 Total Mean 0.25 N 64 Female Mean 1.50 N 2 Other Male Mean N Total Mean 1.50 N 2 Female Mean 0.48 N 27 Total Male Mean 0.17 N 42 Total Mean 0.29 N 69 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall spring Amount of Assessment Chanae Assessment Assessment Chanae 2.00 +2.00 14.00 44.00 +30.00 2 1 1 3.00 +2.00 1 2.33 +2.00 14.00 44.00 +30.00 3 1 1 2.65 +2.22 6.23 24.38 +18.14 23 30 32 2.05 +1.90 5.96 18.82 +12.86 41 26 28 2.27 +2.02 6.11 21.78 +15.68 64 56 60 3.50 +2.00 3.00 26.00 +23.00 2 1 1 3.50 +2.00 3.00 26.00 +23.00 2 1 1 2.67 +2.19 6.38 25.00 +18.63 27 32 34 2.07 +1 .90 5.96 18.82 +12.86 42 26 28 2.30 +2.01 6.19 22.21 +16.02 69 58 62 Second Grade . Fall ... Spring Amount of Assessment Assessment Change 19.15 35.35 +16.21 34 34 12.93 32.73 +19.80 30 30 16.23 34.13 +17.89 64 64 19.15 35.35 +16.21 34 34 12.93 32.73 +19.80 30 30 16.23 34.13 +17.89 64 64 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are high~ighted in bold. An average level of 24 or more is considered proficient in second grade. Ella by school 2000tables 5119100 Little Rock School District Fulbright Grade Race Gender Fall Assessment Female Mean 5.33 N 12 White Male Mean 2.70 N 23 Total Mean 3.60 N 35 Female Mean 2.25 N 4 Black Male Mean 5.31 N 13 Total Mean 4.59 N 17 Female Mean N Other Male Mean 3.00 N 1 Total Mean 3.00 N 1 Female Mean 4.56 N 16 Total Male Mean 3.62 N 37 Total Mean 3.91 N 53 SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 18.67 +13.33 9.86 25.43 +15.57 12 14 14 6.91 +4.21 2.12 25.27 +23.15 22 17 15 11 .06 +7.46 5.61 25.34 +19.73 34 31 29 5.40 +3.15 2.27 15.40 +13.13 5 11 10 7.62 ' +2.31 3.18 17.64 +14.45 13 11 11 7.00 +2.41 2.73 16.57 +13.84 18 22 21 12.00 +9.00 5.00 38.00 +33.00 1 1 1 12.00 +9.00 5.00 38.00 +33.00 1 1 1 14.76 +10.20 6.52 21.25 +14.73 17 25 24 7.31 +3.68 2.62 22.63 +20.01 36 29 27 9.70 +5.79 4.43 21.98 +17.55 53 54 51 Second Grade ' Fall ***Spring Amount of ,< Assessment Assessment Change 34.93 40.40 +5.47 15 15 36.00 43.33 +7.33 12 12 35.41 41.70 +6.30 27 27 25.91 33.60 +7.69 11 10 34.00 36.83 +2.83 11 12 29.95 35.36 +5.41 22 22 44.00 44.00 0 2 2 44.00 44.00 0 1 1 44.00 44.00 0 3 3 32.04 38.15 +6.11 28 27 35.42 40.24 +4.82 24 25 33.60 39.15 +5.56 52 52 An average level of 2 or more is considered proficient in kindergarten. Segments of the population not testing at a proficient level are highlighted in bold. - An average level of 16 or more is considered proficient in first grade. An average level of 24 or more is considered proficient in second grade. Bia by school 2000ta"'8s 6119/00 Garland Grade Race Gender Fall Assessment Female Mean N White Male Mean N Total Mean N Female Mean 0.69 N 16 Black Male Mean 2.29 N 28 Total Mean 1.70 N 44 Female Mean N Other Male Mean 1.00 N 1 Total Mean 1.00 N 1 Female Mean 0.69 N 16 Total Male Mean 2.24 N 29 Total Mean 1.69 N 45 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae ~ 1.47 +0.78 2.53 11.47 +8.94 17 17 17 1.41 -0.87 2.27 9.92 +7.64 29 11 12 1.43 -0.27 2.43 10.83 +8.40. 46 28 29 3.00 12.00 +9.00 1 1 0.00 -1.00 2.33 10.00 +7.67 1 3 3 0.00 .. 2.50 10.50 1 -1.00 4 4 +8.00 1.47 +0.78 2.56 11.50 +8.94 17 18 18 1.37 -0.87 2.29 9.93 +7.65 30 14 15 1.40 -0.28 2.44 10.79 +8.35 47 32 33 Second Grade . Fall ***Spring .Amount of Assessment Assessment ChanQe 2.00 1 2.00 1 13.18 17.64 +4.45 22 22 12.70 20.37 +7.67 20 19 12.95 18.90 +5.95 42 41 ,, 13.18 17.64 +4.45 22 22 12.70 19.45 +6.75 20 20 12.95 18.50 +5.55 42 42 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are highlighted in bold. , An average level of 24 or more is considered proficient in second grade. Ella by school zoootables 6/19100 Little Rock School District Geyer Springs Grade Race Gender Fall Assessment Female Mean 3.00 N 1 White Male Mean 5.00 N 2 Total Mean 4.33 N 3 Female Mean 0.90 N 20 Black Male Mean 0.80 N 20 Total Mean 0.85 N 40 Female Mean 0.00 N 1 Other Male Mean 0.00 N 1 Total Mean 0.00 N 2 Female Mean 0.95 N 22 Total Male Mean 1.13 N 23 Total Mean 1.04 N 45 SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 6.00 +3.00 5.80 30.40 +24.60 1 5 5 15.00 +10.00 0.75 17.00 -f-16.25 2 4 4 12.00 +7.67 3.56 24.44 +20.89 3 9 9 2.35 +1.45 2.60 20.15 +17.55 20 20 20 2.70 +1.90 2.36 14.08 +11.72 20 14 13 2.53 +1.68 2.50 17.76 +15.26 40 34 33 2.00 +2.00 1 1.00 +1.00 1.25 11.75 +10.50 1 4 4 1.50 +1.50 1.25 11 .75 +10.50 2 4 4 2.50 +1.55 3.24 22.20 +18.96 22 25 25 3.70 +2.57 1.86 14.19 +12.33 23 22 21 3.11 +2.07 2.60 18.54 +15.95 45 47 46 Second Grade , Fall ***Spring Ajnount of Assessment Assessment Chan!'.le 20.00 37.33 +17.33 3 3 19.33 30.67 +11.33 3 3 19.67 34.00 +14.33 6 6 19.17 33.50 +14.33 12 12 14.50 25.80 +11.30 20 20 16.25 28.69 +12.44 32 32 20.00 40.00 +20.00 1 1 20.00 40.00 +20.00 1 1 19.33 34.27 +14.93 15 15 15.33 2T.00 +11.67 24 24 16.87 29.79 +12.92 39 39 An average level of 2 or more is considered proficient in kindergarten. Segments of the population not testing at a proficient level are highlighted in bold. An average level of 16 or more is considered proficient in first grade. An average level of 24 or more is considered proficient in second grade. Ella by school 2000lables 6/19100 Gibbs Grade Race Gender Fall Assessment Female Mean 0.00 N 4 White Male Mean 0.00 N 3 Total Mean 0.00 N 7 Female Mean 0.00 N 4 Black Male Mean 0.00 N 6 Total Mean 0.00 N 10 Female Mean 0.00 N 2 Other Male Mean N Total Mean 0.00 N 2 Female Mean 0.00 N 10 Total Male Mean 0.00 N 9 Total Mean 0.00 N 19 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chance Assessment Assessment Chance 6.33 +6.33 11.25 27.57 +16.32 6 4 7 10.00 +10.00 6.89 28.10 +21.21 6 9 10 8.17 +8.17 8.23 27.88 +19.65 12 13 17 5.88 +5.88 3.50 17.56 +14.06 8 6 9 4.58 +4.58 2.75 14.43 +11.68 12 8 14 5.10 +5.10 3.07 15.65 +12.58 20 14 23 8.67 +8.67 4.00 18.00 +14.00 3 1 2 24.00 1 8.67 +8.67 4.00 20.00 +16.00 3 1 3 6.53 +6.53 6.36 21.50 +15.14 17 11 18 6.39 +6.39 4.94 20.28 +15.34 18 17 25 6.46 +6.46 5.50 20.79 +15.29 35 28 43 Second Grade
Fall ***Spring
ynount of Assessment Assessment Chance 22.60 32.89 +10.29 10 9 20.89 37.56 +16.67 9 9 21.79 35.22 +13.43 19 18 13.40 28.40 +15.00 10 10 13.45 25.45 +12.00 11 11 13.43 26.86 +13.43 21 21 18.00 30.00 +12.00 1 1 18.00 30.00 +12.00 1 1 18.00 30.53 +12.53 20 19 16.86 30.86 +14.00 21 21 17.41 30.70 +13.29 41 40 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are high(ghted in bold. An average level of 24 or more is considered proficient in second grade. Elfa by school 2000tables 6/19/00 Jefferson Grade Race Gender Fall Assessment Female Mean 5.45 N 20 White Male Mean 4.07 N 14 Total Mean 4.88 N 34 Female Mean 2.00 N 12 Black Male Mean 1.88 N 8 Total Mean 1.95 N 20 Female Mean 8.00 N 2 Other Male Mean N Total Mean 8.00 N 2 Female Mean 4.38 N 34 Total Male Mean 3.27 N 22 Total Mean 3.95 N 56 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Change Assessment Assessment Chanae 12.70 +7.25 6.82 36.36 +29.55 20 11 11 11.93 +7.86 5.81 28.00 +22.19 14 21 21 12.38 +7.50 6.16 30.88 +24.72 34 32 32 4.92 +2.92 5.62 21.38 +15.77 12 13 13 3.25 +1.38 1.57 11.57 +10.00 8 7 7 4.25 +2.30 4.20 17.95 +13.75 20 20 20 24.00 +16.00 2 24.00 +16.00 2 10.62 +6.24 6.17 28.25 +22.08 34 24 24 8.77 +5.50 4.75 23.89 +19.14 22 28 28 9.89 +5.95 5.40 25.90 +20.50 56 52 52 Second Grade
.. Fall ***Spring A)nount of Assessment Assessment Chanae 32.67 38.32 +5.65 24 19 30.38 35.90 +5.52 21 20 31.60 37.08 +5.48 45 39 22.57 25.64 +3.07 14 14 22.50 29.64 +7.14 12 11 22.54 27.40 +4.86 26 25 27.00 20.00 -7.00 2 1 27.00 20.00 -7.00 2 1 28.95 32.94 +3.99 38 33 27.49 33.25 +5.76 35 32 28.25 33.09 +4.85 73 65 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the populalion not testing at a proficienl level are high.li ghted in bold. , An average level of 24 or more ,s considered proficient in second grade. Ella by school 2000tables 6119/00 King Grade Race Gender Fall Assessment Female Mean 1.71 N 17 White Male Mean 0.36 N 14 Total Mean 1.10 N 31 Female Mean 0.76 N 25 Black Male Mean 0.55 N 20 Total Mean 0.67 N 45 Female Mean 1.50 N 4 Other Male Mean 0.00 N 3 Total Mean 0.86 N 7 Female Mean 1.17 N 46 Total Male Mean 0.43 N 37 Total Mean 0.84 N 83 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall -spring Amount of Assessment Chanae Assessment Assessment Chanae 5.71 +4.00 7.24 23.28 +16.04 17 25 25 3.38 +3.03 6.67 25.31 +18.64 13 12 13 4.70 +3.60 7.05 23.97 +16.92 30 37 38 4.19 +3.43 5.00 23.21 +18.21 26 24 24 2.29 +1.74 3.09 13.14 +10.06 21 35 35 3.34 +2.67 3.86 17.24 +13.37 47 59 59 3.67 +2.17 10.67 17.00 +6.33 6 3 4 5.00 +5.00 9.33 42.67 +33.33 3 3 3 4.11 +3.25 10.00 28.00 +18.00 9 6 7 4.65 +3.48 6.40 22.77 +16.37 49 52 53 2.89 +2.46 4.32 17.98 +13.66 37 50 51 3.90 +3.05 5.38 20.42 +15.04 86 102 104 Second Grade ' Fall ***Spring Amount of Assessment Assessment chanae 21.18 40.09 +18.91 22 22 20.50 39.53 +19.03 16 17 20.89 39.85 +18.95 38 39 16.85 33.04 +16.19 26 27 13.46 33.69 +20.23 28 26 15.09 33.36 +18.27 54 53 20.00 49.50 +29.50 1 2 20.00 49.50 +29.50 1 2 18.86 36.73 +17.87 49 51 16.02 36.00 +19.98 44 43 17.52 36.39 +18.88 93 94 An average level of 2 or more Is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are high(ghted in bold. An average level of 24 or more is considered proficient in second grade. Ella by school 2000tables 6/19/00 Mabelvale Elem Grade Race Gender Fall Assessment Female Mean 1.50 N 8 White Male Mean 2.29 N 7 Total Mean 1.87 N 15 Female Mean 0.82 N 17 Black Male Mean 0.50 N 20 Total Mean 0.65 N 37 Female Mean 0.00 N 1 Other Male Mean N Total Mean 0.00 N 1 Female Mean 1.00 N 26 Total Male Mean 0.96 N 27 Total Mean 0.98 N 53 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 6.13 +4.63 3.00 41 .00 +38.00 8 2 2 4.14 +1.86 1.17 16.17 +15.00 7 6 6 5.20 +3.33 1.63 22.38 +20.75 15 8 8 2.47 +1.65 3.45 21 .04 +17.59 17 22 24 2.05 +1.55 1.77 18.65 +16.88 20 22 23 2.24 +1 .59 2.61 19.87 +17.26 37 44 47 3.00 +3.00 1 3.00 +3.00 1 3.62 +2.62 3.42 22.58 +19.16 26 24 26 2.59 +1 .63 1.64 18.14 +16.50 27 28 29 3.09 +2.11 2.46 20.24 +17.77 53 52 55 Second Grade , Fall ***Spring AJ11ount of Assessment Assessment Chanae 11 .14 24.86 +13.71 7 7 11.00 39.00 +28.00 5 7 11 .08 31 .93 +20.85 12 14 8.23 22.15 +13.92 13 13 8.30 19.60 +11 .30 20 20 8.27 20.61 +12.33 33 33 15.00 41 .00 +26.00 2 2 15.00 41 .00 +26.00 2 2 9.77 24.73 +14.95 22 22 8.84 24.63 +15.79 25 27 9.28 24.67 +15.40 47 49 An average level of 2 or more is considered proficient in kindergarten. .. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are high.l.ig hted in bold. An average level of 24 or more is considered proficient in second grade. Ella by school 2000tables 6119100 McDermott Grade Race Gender Fall Assessment Female Mean 1.07 N 14 White Male Mean 0.62 N 13 Total Mean 0.85 N 27 Female Mean 0.00 N 9 Black Male Mean 0.00 N 9 Total Mean 0.00 N 18 Female Mean 0.50 N 6 Other Male Mean 1.00 N 4 Total Mean 0.70 N 10 Female Mean 0.62 N 29 Total Male Mean 0.46 N 26 Total Mean 0.55 N 55 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Change Assessment Assessment Chance 9.29 +8.21 3.45 21.36 +17.91 14 11 11 4.15 +3.54 8.67 31.78 +23.11 13 9 9 6.81 +5.96 5.80 26.05 +20.25 27 20 20 4.67 +4.67 2.53 23.65 +21.12 9 17 17 2.56 +2.56 2.55 21 .20 +18.65 9 11 10 3.61 +3.61 2.54 22.74 +20.21 18 28 27 5.17 +4.67 4.75 18.75 +14.00 6 4 4 10.50 +9.50 3.00 26.00 +23.00 4 2 2 7.30 ' +6.60 4.17 21.17 +17.00 10 I 6 6 7.00 +6.38 3.13 22.25 +19.13 29 32 32 4.58 +4.12 5.09 26.19 +21 .10 26 22 21 5.85 +5.31 3.93 23.81 +19.89 55 54 53 Second Grade , Fall ***Spring PiiJlount of Assessment Assessment Chance 27.00 37.20 +10.20 10 10 26.00 40.94 +14.94 17 17 26.37 39.56 +13.19 27 27 18.94 30.87 +11.93 32 31 16.06 25.62 +9.56 17 21 17.94 28.75 +10.81 49 52 12.00 30.00 +18.00 2 2 3.33 18.00 +14.67 3 3 6.80 22.80 +16.00 5 5 20.45 32.30 +11.85 44 43 19.59 31.41 +11 .82 37 41 20.06 31.87 +11.81 81 84 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are highl..i ghted in bold . An average level of 24 or more is considered proficient in second grade. Ella by school ZOOOtables 6119100 Little Rock School District Meadowcliff Grade Race Gender Fall Assessment Female Mean 1.00 N 3 White Male Mean 0.00 N 5 Total Mean 0.38 N 8 Female Mean 2.23 N 13 Black Male Mean 0.11 N 9 Totnl Mean 1.36 N 22 Female Mean N Other Male Mean N Total Mean N Female Mean 2.00 N 16 Total Male Mean 0.07 N 14 Total Mean 1.10 N 30 SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Change Assessment Assessment Chanae 4.00 +3.00 3.50 31.60 +28.10 3 4 5 1.75 +1.75 1.33 14.33 +13.00 4 3 3 2.71 +2.34 2.57 25.13 +22.55 7 7 8 6.57 +4.34 2.31 20.50 +18.19 14 16 16 2.22 +2.11 2.25 16.93 +14.68 9 12 14 4.87 +3.51 2.29 18.83 +16.55 23 28 30 2.00 16.00 +14.00 1 1 2.00 16.00 +14.00 1 1 6.12 +4.12 2.52 22.82 +20.29 17 21 22 2.08 +2.01 2.07 16.47 +14.40 13 15 17 4.37 +3.27 2.33 20.05 +17.72 30 36 39 Second Grade , Fall ***Spring A,nount of Assessment Assessment Chanae 16.67 24.67 +8.00 3 3 15.33 22.00 +6.67 3 3 16.00 23.33 +7.33 6 6 17.54 25.93 +8.39 13 14 13.77 22.33 +8.56 13 15 15.65 24.07 +8.42 26 29 2.00 10.00 +8.00 1 1 2.00 10.00 +8.00 1 1 17.38 25.71 +8.33 16 17 13.35 21.63 +8.28 17 19 15.30 23.56 +8.25 33 36 An average level of 2 or more is considered proficient in kindergarten. Segments of the population not testing at a proficient level are hightghted in bold. An average level of 16 or more is considered proficient in first grade. An average level of 24 or more is considered proficient in second grade. Ella by school 2000tabJes 6119/00 Mitchell Grade Race Gender Fall Assessment Female Mean 1.00 N 1 White Male Mean N Total Mean 1.00 N 1 Female Mean 1.37 N 19 Black Male Mean 0.90 N 10 Total Mean 1.21 N 29 Female Mean N Other Male Mean N Total Mean N Female Mean 1.35 N 20 Total Male Mean 0.90 N 10 Total Mean 1.20 N 30 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall spring Amount of Assessment Cham:1e Assessment Assessment ChanQe 3.00 +2.00 0.00 1.00 +1.00 1 1 1 3.00 +2.00 0.00 1.00 +1.00 1 1 1 3.53 +2.16 3.67 12.36 +8.69 19 15 14 3.00 +2.10 6.71 13.19 +6.48 10 17 16 3.34 +2.14 5.28 12.80 +7.52 29 I 32 30 ' 3.50 +2.15 3.44 11.60 +8.16 20 16 15 3.00 +2.10 6.71 13.19 +6.48 10 17 16 3.33 +2.13 5.12 12.42 +7.30 30 33 31 Second Grade , Fall spring Amount of Assessment Assessment ChanQe 19.60 23.14 +3.54 15 14 19.82 24.82 +5.00 17 17 19.72 24.06 +4.35 32 31 40.00 44.00 +4.00 1 1 22.00 25.00 +3.00 2 2 28.00 31.33 +3.33 3 3 20.88 24.53 +3.66 16 15 20.05 24.84 +4.79 19 19 20.43 24.71 +4.28 35 34 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are high/ighted in bold. 0 An average level of 24 or more is considered proficient in second grade. Elfa by school 2000tables 6119100 Otter Creek Grade Race Gender Fall Assessment Female Mean 1.52 N 21 White Male Mean 2.27 N 11 Total Mean 1.78 N 32 Female Mean 1.53 N 19 Black Male Mean 1.00 N 15 Total Mean 1.29 N 34 Female Mean 1.00 N 1 Other Male Mean 1.25 N 4 Total Mean 1.20 N 5 Female Mean 1.51 N 41 Total Male Mean 1.50 N 30 Total Mean 1.51 N 71 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Change Assessment Assessment Change 6.00 +4.48 5.12 28.56 +23.44 21 17 18 5.18 +2.91 4.54 21.50 +16.96 11 13 14 5.72 +3.94 4.87 25.47 +20.60 32 30 32 5.16 +3.63 3.21 17.80 +14.59 19 14 15 3.13 +2.13 1.55 15.18 +13.64 15 11 11 4.26 +2.97 2.48 16.69 +14.21 34 25 26 4.00 +3.00 1 1.75 +0.50 6.50 44.00 +37.50 4 2 2 2.20 +1.00 6.50 44.00 +37.50 5 2 2 5.56 +4.05 4.26 23.67 +19.41 41 31 33 3.70 +2.20 3.42 20.59 +17.17 30 26 27 4.77 +3.27 3.88 22.28 +18.41 71 57 60 Second Grade , Fall ***Spring AJllount of Assessment Assessment Chanae 26.36 31.82 +5.45 11 11 32.00 42.00 +10.00 5 7 28.13 35.78 +7.65 16 18 26.00 35.43 +9.43 6 7 11.88 25.56 +13.68 8 9 17.93 29.88 +11.95 14 16 3.00 28.00 +25.00 1 1 3.00 28.00 +25.00 1 1 26.24 33.22 +6.99 17 18 18.43 32.47 +14.04 14 17 22.71 32.86 +10.15 31 35 An average level of 2 or more ,s considered proficient in kindergarten. An everage level of 16 or more is considered proficient in first grade . Segments of the population not testing at a proficient level are highlighted in bold. ... An average level of 24 or more is considered proficient in second grade. Ella by schOol 2000tables 6/19/00 Pulaski Hgts Elem Grade Race Gender Fall Assessment Female Mean 5.00 N 12 White Male Mean 3.60 N 5 Total Mean 4.59 N 17 Female Mean 0.67 N 15 Black Male Mean 2.71 N 7 Total Mean 1.32 N 22 Female Mean N Other Male Mean 1.00 N 1 Total Mean 1.00 N 1 Female Mean 2.59 N 27 Total Male Mean 2.92 N 13 Total Mean 2.70 N 40 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Cham:ie Assessment Assessment ChanQe 11.75 +6.75 15.13 26.00 +10.88 12 8 8 6.20 +2.60 8.56 19.50 +10.94 5 16 16 10.12 +5.53 10.75 21.67 +10.92 17 24 24 2.29 +1.62 3.00 14.70 +11.70 14 10 10 6.14 +3.43 1.58 9.67 +8.08 7 12 12 3.57 +2.25 2.23 11.95 +9.73 21 22 22 6.00 20.00 +14.00 1 1 3.00 +2.00 1 3.00 +2.00 6.00 20.00 +14.00 1 1 1 6.65 +4.06 8.26 19.74 +11.47 26 19 19 5.92 +3.00 5.57 15.29 +9.71 13 28 28 6.41 +3.71 6.66 17.09 +10.43 39 47 47 Second Grade Fall ***Spring Afnount of Assessment Assessment ChanQe 18.73 27.40 +8.67 11 10 26.86 36.00 +9.14 7 7 21.89 30.94 +9.05 18 17 14.25 24.29 +10.04 8 7 14.00 19.00 +5.00 7 8 14.13 21.47 +7.33 15 15 18.00 40.00 +22.00 1 1 18.00 40.00 +22.00 1 1 16.84 26.12 +9.28 19 17 20.27 27.75 +7.48 15 16 18.35 26.91 +8.56 34 33 An average level of 2 or more is considered proficient in kindergarten. " An average level of 16 or more is considered proficient in first grade . Segments of the population not testing at a proficient level are highlighted in bold. ' ... An average level of 24 or more is considered proficient in second grade. Ella by school 2000tables 5119100 Little Rock School District Rightsell Grade Gender Fall Race Assessment Female Mean 2.00 N 1 White Male Mean N Total Mean 2.00 N 1 Female Mean 2.62 N 21 Black Male Mean 2.40 N 15 Total Mean 2.53 N 36 Female Mean N Other Male Mean N Mean Total N Female Mean 2.59 N 22 Total Male Mean 2.40 N 15 Total Mean 2.51 N 37 SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment ChanQe Assessment Assessment Change 10.00 +8.00 1 10.00 +8.00 1 5.05 +2.43 7.35 14.70 +7.35 21 23 23 4.40 +2.00 5.81 12.93 +7.12 15 16 15 4.78 +2.25 6.72 14.00 +7.28 36 39 38 6.00 2 6.00 2 5.27 +2.68 7.24 14.70 +7.46 22 25 23 4.40 +2.00 5.81 12.93 +7.12 15 16 15 4.92 +2.41 6.68 14.00 +7.32 37 41 38 Second Grade Fall ***Spring Amount of Assessment Assessment Chance 28.96 36.88 +7.92 25 25 32.36 40.83 +8.47 11 12 30.00 38.16 +8.16 36 37 . .. 28.96 36.88 +7.92 25 25 32.36 40.83 +8.47 11 12 30.00 38.16 +8.16 36 37 An average level of 2 or more is considered proficient in kindergarten. Segments of the population not testing at a proficient level are highlighted in bold. An average level of 16 or more is considered proficient in first grade. An average /eve/ of 24 or more is considered proficient in second grade. Ella by school 2000tables 6119/00 Rockefeller Grade Race Gender Fall Assessment Female Mean 3.50 N 8 White Male Mean 1.83 N 6 Total Mean 2.79 N 14 Female Mean 1.00 N 23 Black Male Mean 0.40 N 20 Total Mean 0.72 N 43 Female Mean 4.75 N 4 Other Male Mean 3.33 N 3 Total Mean 4.14 N 7 Female Mean 2.00 N 35 Total Male Mean 1.00 N 29 Total Mean 1.55 N 64 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 10.50 +7.00 5.63 26.50 +20.88 8 16 16 3.67 +1.83 4.83 27.14 +22.31 6 6 7 7.57 +4.79 5.41 26.70 +21.29 14 22 23 3.30 +2.30 6.05 20.30 +14.25 23 21 20 1.90 +1.50 3.50 17.29 +13.79 20 14 14 2.65 +1.93 5.03 19.06 +14.03 43 35 34 7.25 +2.50 4.00 18.00 +14.00 4 1 1 8.67 +5.33 3 7.86 +3.71 4.00 18.00 +14.00 7 1 1 5.40 +3.40 5.82 22.92 +17.10 35 38 37 2.97 +1.97 3.90 20.57 +16.67 29 20 21 4.30 +2.75 5.16 22.07 +16.91 64 58 58 Second Grade Fall ***Spring Alnountof Assessment Assessment Chanae 44.00 44.00 0 6 6 26.75 31.75 +5.00 8 8 34.14 37.00 +2.86 14 14 18.55 24.15 +5.60 20 20 18.06 26.56 +8.50 18 18 18.32 25.29 +6.97 38 38 39.00 44.00 +5.00 2 2 39.00 44.00 +5.00 2 2 24.42 28.73 +4.31 26 26 22.04 29.29 +7.25 28 28 23.19 29.02 +5.83 54 54 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are high._ lighted in bold. , An average level of 24 or more is considered proficient in second grade. Ella by school ioootabJes 5119100 Little Rock School District Romine Grade Race Gender Fall Assessment Female Mean 0.50 N 2 White Male Mean 0.00 N 4 Total Mean 0.17 N 6 Female Mean 1.00 N 13 Black Male Mean 0.00 N 18 Total Mean 0.42 N 31 Female Mean 0.00 N 4 Other Male Mean 0.00 N 4 Total Mean 0.00 N 8 Female Mean 0.74 N 19 Total Male Mean 0.00 N 26 Total Mean 0.31 N 45 SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 5.50 +5.00 2 1.40 +1.40 11.25 21.00 +9.75 5 4 4 2.57 +2.40 11.25 21.00 +9.75 7 4 4 3.44 +2.44 11.43 19.74 +8.30 16 23 23 3.09 +3.09 7.36 14.09 +6.73 22 11 11 3.24 +2.82 10.12 17.91 +7.79 38 34 34 1.50 +1.50 5.25 9.50 +4.25 4 4 4 1.75 +1.75 6.67 27.00 +20.33 4 3 2 1.63 +1.63 5.86 15.33 +9.48 8 7 6 3.27 +2.54 10.52 18.22 +7.70 22 27 27 2.65 +2.65 8.11 17.24 +9.12 31 18 17 2.91 +2.59 9.56 17.84 +8.29 53 ' 45 44 Second Grade a Fall ***Spring Amount of Assessment Assessment Chanae 44.00 44.00 0 2 2 37.33 44.00 +6.67 3 2 40.00 44.00 +4.00 5 4 31.20 37.88 +6.68 15 16 23.75 30.78 +7.03 24 23 26.62 33.69 +7.08 39 39 23.71 31.71 +8.00 7 7 27.09 36.00 +8.91 11 10 25.78 34.24 +8.46 18 17 30.08 36.64 +6.56 24 25 25.79 33.03 +7.24 38 35 27.45 34.53 +7.08 62 60 An average level of 2 or more is considered proficient in kindergarten. Segments of the population not testing at a proficient level are highlighted in bold. An average level of 16 or more is considered proficient in first grade . ... An average level of 24 or more is considered proficient in second grade. Ella by school 2000fables 6119/00 Little Rock School District Terry Grade Race Gender Fall Assessment Female Mean 3.88 N 25 White Male Mean 4.50 N 18 Total Mean 4.14 N 43 Female Mean 2.24 N 17 Black Male Mean 1.39 N 23 Total Mean 1.75 N 40 Female Mean 1.80 N 5 Other Male Mean 6.50 N 4 Total Mean 3.89 N 9 Female Mean 3.06 N 47 Total Male Mean 3.09 N 45 Total Mean 3.08 N 92 SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Cham1e Assessment Assessment Chanqe 7,80 +3.92 5.07 26,86 +21.79 25 14 14 10.67 +6.17 3.92 22.94 +19.01 18 13 16 9.00 +4.86 4.52 24.77 +20.25 43 27 30 6.35 +4.12 3.10 15.30 +12.20 17 20 20 4.91 +3.52 0.95 7.76 +6,81 23 20 21 5.53 +3.78 2.03 11.44 +9.41 40 40 41 5.00 +3.20 0.00 4.00 +4.00 5 1 1 19.00 +12.50 11.33 36,00 +24.67 4 3 3 11.22 +7,33 8.50 28.00 +19.50 9 4 4 6.98 +3.91 3.80 19.60 +15.80 47 35 35 8.47 +5.38 2.89 15.95 +13.06 45 36 40 7.71 +4,63 3.34 17,65 +14.32 92 71 75 Second Grade - Fall ***Spring A,mountof Assessment Assessment Chanqe 20.63 37,64 +17.01 8 11 20.81 30.82 +10.01 16 17 20,75 33,50 +12.75 24 28 24.15 37.20 +13.05 13 20 16.12 28.45 +12.34 17 22 19.60 32,62 +13.02 30 42 15.50 38.40 +22.90 4 5 22.50 29.43 +6,93 4 7 19.00 33,17 +14.17 8 12 21.64 37.50 +15.86 25 36 18.84 29.48 +10.64 37 46 19.97 33.00 +13,03 62 82 An average level of 2 or more is considered proficient in kindergarten. Segments of the population not testing at a proficient level are highlighted in bold. An average level of 16 or more is considered proficient in first grade. An average level of 24 or more is considered proficient in second grade. Ella by Schoof 2000tables 6119/00 Wakefield Grade Race Gender Fall Assessment Mean Female N White Mean 0.00 Male N 2 Total Mean 0.00 N 2 Female Mean 0.33 N 21 Black Male Mean 0.09 N 22 Total Mean 0.21 N 43 Female Mean 0.00 N 4 Other Male Mean 0.00 N 3 Total Mean 0.00 N 7 Female Mean 0.28 N 25 Total Male Mean 0.07 N 27 Total Mean 0.17 N 52 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae . 0.00 10.00 1 1 +10.00 0.00 . 1.00 2.00 0 +1.00 2 1 1 0.00 0 0.50 6.00 +5.50 2 2 2 1.86 +1 .52 1.59 12.91 +11 .32 21 17 34 0.95 +0.86 1.29 9.74 +8.45 22 17 23 1.40 +1.19 1.44 11.63 +10.19 43 34 57 1.00 +1 .00 0.75 10.83 +10.08 4 4 6 1.00 +1 .00 3 1.00 +1.00 0.75 10.83 +10.08 7 4 6 1.72 +1.44 1.36 12.54 +11 .17 25 22 41 0.89 +0.81 1.28 9.42 +8.14 27 18 24 1.29 +1.12 1.33 11 .38 +10.06 52 40 65 Second Grade , Fall ***Spring Amount of Assessment Assessment Chanae 10.27 20.52 +10.25 22 21 9.95 19.68 +9.73 20 19 10.12 20.13 +10.01 42 40 1.00 7.00 +6.00 2 2 7.00 28.00 +21 .00 4 4 5.00 21 .00 +16.00 6 6 9.50 19.35 +9.85 24 23 9.46 21 .13 +11 .67 24 23 9.48 20.24 +10.76 48 46 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade . Segments of the population not testing at a proficient level are highlighted in bold. , ... An average level of 24 or more is considered proficient in second grade. Ella by school zoootables 6119/00 Washington Grade Race Gender Fall Assessment Female Mean 3.14 N 7 White Male Mean 1.88 N 8 Total Mean 2.47 N 15 Female Mean 1.11 N 19 Black Male Mean 0.92 N 25 Total Mean 1.00 N 44 Female Mean 2.25 N 4 Other Male Mean 3.00 N 5 Total Mean 2.67 N 9 Female Mean 1.73 N 30 Total Male Mean 1.39 N 38 Total Mean 1.54 N 68 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment '" Chanae 11.75 +8.61 6.67 21.33 +14.67 4 3 3 7.38 +5.50 5.33 26.00 +20.67 8 6 6 8.83 +6.37 5.78 24.44 +18.67 12 9 9 5.05 +3.95 5.11 14.89 +9.78 19 18 18 3.64 +2.72 2.21 10.61 +8.40 25 19 18 4.25 +3.25 3.62 12.75 +9.13 44 37 36 8.25 +6.00 8.38 23.75 +15.38 4 8 8 8.00 +5.00 4.14 22.29 +18.14 5 7 7 8.11 +5.44 6.40 23.07 +16.67 9 15 15 6.52 +4.79 6.17 18.00 +11.83 27 29 29 5.00 +3.61 3.22 16.23 +13.01 38 32 31 5.63 +4.09 4.62 17.08 +12.46 65 T 61 60 Second Grade Fall ***Spring Amount of Assessment Assessment Chanae 30.33 40.67 +10.33 6 6 21.17 38.00 +16.83 6 6 25.75 39.33 +13.58 12 12 20.85 28.55 +7.70 20 20 13.70 22.11 +8.41 27 27 16.74 24.85 +8.11 47 47 12.40 21.60 +9.20 5 5 23.11 29.33 +6.22 9 9 19.29 26.57 +7.29 14 14 21 .32 29.77 +8.45 31 31 16.79 25.93 +9.14 42 42 18.71 27.56 +8.85 73 73 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade . Segments of the population not testing at a proficient level are highlighted in bold. , ... An average level of 24 or more is considered proficient in second grade. Ella by school 2000tables 6119100 Watson Grade Race Gender Fall Assessment Female Mean 0.00 N 1 White Male Mean N Total Mean 0.00 N 1 Female Mean 0.41 N 37 Black Male Mean 1.09 N 35 Total Mean 0.74 N 72 Female Mean N Other Male Mean N Total Mean N Female Mean 0.39 N 38 Total Male Mean 1.09 N 35 Total Mean 0.73 N 73 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 0.00 0 1 5.00 1 0.00 0 5.00 1 1 2.37 +1 .96 5.88 17.03 +11.16 38 24 29 2.29 +1.20 3.20 8.67 +5.47 38 35 36 2.33 +1.59 4.29 12.40 +8.11 76 59 65 2.31 +1.91 5.88 17.03 +11 .16 39 24 29 2.29 +1.20 3.25 8.67 +5.42 38 36 36 2.30 +1 .57 4.30 12.40 +8.10 77 60 65 Second Grade ~ Fall ***Spring Ajnount of Assessment Assessment Chanae 18.50 34.00 +15.50 4 4 18.50 34.00 +15.50 4 4 18.47 27.76 +9.29 32 33 14.12 22.60 +8.48 26 25 16.52 25.53 +9.02 58 58 30.00 40.00 +10.00 1 1 30.00 40.00 +10.00 1 1 18.82 28.12 +9.30 33 34 14.70 24.17 +9.47 30 29 16.86 26.30 +9.44 63 63 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not tesung al a proficient level are highlighted in bold. An average level of 24 or more is considered proficient in second grade. Bia by school 2000tabJes 6119/00 Western Hills Grade Race Gender Fall Assessment Female Mean 0.50 N 2 White Male Mean 0.40 N 5 Total Mean 0.43 N 7 Female Mean 0.67 N 9 Black Male Mean 0.62 N 13 Total Mean 0.64 N 22 Female Mean 4.00 N 1 Other Male Mean 0.00 N 1 Total Mean 2.00 N 2 Female Mean 0.92 N 12 Total Male Mean 0.53 N 19 Total Mean 0.68 N 31 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 3.00 +2.50 6.50 28.86 +22.36 2 6 7 2.40 +2.00 2.67 16.67 +14.00 5 3 3 2.57 +2.14 5.22 25.20 +19.98 7 9 10 4.11 +3.44 4.29 22.24 +17.94 9 17 17 2.15 +1.54 3.60 20.47 +16.87 13 15 15 2.95 +2.32 3.97 21.41 +17.44 22 32 32 28.00 +24.00 1 3.00 +3.00 14.00 28.00 +14.00 1 1 1 15.50 +13.50 14.00 28.00 +14.00 2 1 1 5.92 +5.00 4.87 24.17 +19.30 12 23 24 2.26 +1.74 4.00 20.26 +16.26 19 19 19 3.68 +3.00 4.48 22.44 +17.97 31 42 43 Second Grade ' Fall ***Spring Amount of Assessment Assessment Chanae 23.00 44.00 +21.00 4 4 20.00 42.50 +22.50 4 4 21.50 43.25 +21.75 8 8 20.55 39.40 +18.85 11 10 18.13 36.25 +18.13 16 16 19.11 37.46 +18.35 27 26 20.00 44.00 +24.00 1 1 20.00 44.00 +24.00 1 1 21.13 40.93 +19.81 16 15 18.50 37.50 +19.00 20 20 19.67 38.97 +19.30 36 35 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are highlighted in bold. , An average level of 24 or more is considered proficient in second grade. Efla by school 2000tables 6119100 Williams Grade Race Gender Fall Assessment Female Mean 3.88 N 8 White Male Mean 1.50 N 12 Total Mean 2.45 N 20 Female Mean 1.56 N 18 Black Male Mean 0.50 N 8 Total Mean 1.23 N 26 Female Mean 5.83 N 6 Other Male Mean N Total Mean 5.83 N 6 Female Mean 2.94 N 32 Total Male Mean 1.10 N 20 Total Mean 2.23 N 52 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 8.13 +4.25 14.53 29.88 +15.35 8 17 17 5.00 +3.50 14.30 34.80 +20.50 12 10 10 6.25 +3.80 14.44 31.70 +17.26 20 27 27 5.11 +3.56 7.00 28.83 +21.83 18 12 12 3.00 +2.50 9.65 27.21 +17.56 8 20 19 4.46 +3.23 8.66 27.84 +19.18 26 32 31 11.50 +5.67 44.00 44.00 0 6 1 1 34.00 44.00 +10.00 1 1 11.50 +5.67 39.00 44.00 +5.00 6 2 2 7.06 +4.13 12.50 29.93 +17.43 32 30 30 4.20 +3.10 11.94 30.30 +18.36 20 31 30 5.96 +3.73 12.21 30.12 +17.90 52 61 60 Second Grade , Fall ***Spring Amount of Assessment Assessment Cham1e 28.40 37.33 +8.93 15 15 31.80 40.42 +8.62 20 19 30.34 39.06 +8.72 35 34 27.82 37.41 +9.59 17 17 23.29 36.62 +13.33 14 13 25.77 37.07 +11.29 31 30 28.09 37.38 +9.28 32 32 28.29 38.88 +10.58 34 32 28.20 38.13 +9.93 66 64 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are hig~'.ighted in bold. An average level of 24 or more is considered proficient in second grade. Ella by school 2000tables 6119100 Wilson Grade Race Gender Fall Assessment Female Mean 0.00 N 2 White Male Mean 1.00 N 2 Total Mean 0.50 N 4 Female Mean 0.75 N 16 Black Male Mean 1.07 N 29 Total Mean 0.96 N 45 Female Mean 0.00 N 1 Other Male Mean 2.00 N 1 Total Mean 1.00 N 2 Female Mean 0.63 N 19 Total Male Mean 1.09 N 32 Total Mean 0.92 N 51 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 1.00 +1.00 2.00 23.33 +21.33 2 3 3 0.00 -1.00 1 0.67 +0.17 2.00 23.33 +21.33 3 3 3 4.35 +3.60 2.21 20.00 +17.79 17 14 14 2.67 +1.60 2.78 23.11 +20.33 30 18 18 3.28 +2.32 2.53 21.75 +19.22 47 32 32 0.00 0 1 3.00 +1.00 1 1.50 .. 2 +0.50 3.80 +3.17 2.18 20.59 +18.41 20 17 17 2.59 I 2.78 23.11 +1.50 +20.33 32 ' 18 18 3.06 ' 2.49 21.89 +2.14 +19.40 52 35 35 Second Grade ., Fall ***Spring A,nount of Assessment Assessment Chanae 25.00 42.00 +17.00 2 2 25.00 42.00 +17.00 2 2 17.13 26.56 +9.42 15 18 15.17 25.21 +10.04 24 24 15.92 25.79 +9.86 39 42 4.00 1 32.00 39.00 +7.00 2 2 32.00 27.33 2 3 -4.67 18.06 26.95 +8.89 17 21 16.46 26.27 +9.81 26 26 17.09 26.57 +9.48 43 47 An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in first grade. Segments of the population not testing at a proficient level are hig~'.ighted in bold. An average level of 24 or more is considered proficient in second grade. Ella by school 20001ab/es 6119/00 Little Rock School District Woodruff Grade Race Gender Fall Assessment Female Mean 0.00 N 1 White Male Mean 1.00 N 3 Total Mean 0.75 N 4 Female Mean 0.90 N 20 Black Male Mean 1.07 N 15 Total Mean 0.97 N 35 Female Mean N Other Male Mean N Total Mean N Female Mean 0.86 N 21 Total Male Mean 1.06 N 18 Total Mean 0.95 N 39 SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten First Grade *Spring Amount of Fall **Spring Amount of Assessment Chanae Assessment Assessment Chanae 1.00 +1.00 19.00 34.00 +15.00 1 4 3 3.00 +2.00 4.00 18.00 +14.00 3 1 1 2.50 +1 .75 16.00 30.00 +14.00 4 5 4 2.05 +1 .15 8.14 22.86 +14.73 20 22 22 2.07 +1 .00 7.10 23.40 +16.30 15 10 10 2.06 +1 .09 7.81 23.03 +15.22 35 32 32 18.00 34.00 +16.00 1 1 18.00 34.00 +16.00 1 1 2.00 +1.14 9.81 24.20 +14.39 21 26 25 2.22 +1 .17 7.75 23.83 +16.08 18 12 12 2. 10 +1 .15 9. 16 24.08 +14.92 39 38 37 Second Grade Fall ***Spring Amount of Assessment Assessment Chanae 29.00 31.50 +2.50 4 4 27.00 36.00 +9.00 4 4 28.00 33.75 +5.75 8 8 28.48 37.10 +8.62 21 20 20.50 27.43 +6.93 14 14 25.29 33.12 +7.83 35 34 3.00 6.00 +3.00 1 1 3.00 6.00 +3.00 1 1 27.58 34.96 +7.38 26 25 21.94 29.33 +7.39 18 18 25.27 32.60 +7.33 44 43 An average level of 2 or more is considered proficient in kindergarten. Segments of the population not testing at a proficient level are highlighted in bold. An average level of 16 or more is considered proficient in first grade. An average level of 24 or more is considered proficient in second grade. Ena by school 2000tables SAT-9 BADGETT Black Students White Students Number Tested Grade* Subtest Precentile Percentile 1996- 1991- 1998- 1~~~- 1996- 1991- 1998- 1999- 1997 1998 Diff. 1999 2000 Diff. 1997 1998 Diff. 1999 2000 Diff. 1996-1997 1997-1998 1998-1999 1999-2000 ' 3 Total Reading 14 30 16 17 -13 27 86 59 15 -71 Total Math 9 20 11 16 -4 32 45 13 1 -44 Total Language 15 20 5 18 -2 31 61 30 6 -55 Complete Battery 14 26 12 18 -8 29 64 35 12 -52 5 Total Reading 7 13 6 18 11 7 64 29 -35 41 5 71 21 14 17 14 Total Math 6 13 7 13 7 6 51 40 ,11 40 5 35 23 14 18 15 Total Language 12 14 2 20 11 9 41 53 12 32 3 29 23 16 17 , 13 Complete Battery 10 18 8 21 13 8 47 44 -3 37 6 31 21 20 16 12 BALE Black Students White Students Number Tested Grade* Subtest Percentile Percentile 1~~6- 1~~,- 1~~0- 1~~~- 19~6- 1~~,- ~~o- 1999- 1997 1998 Diff. 1999 2000 Diff. 1997 1998 Diff. 1999 2000 Piff, 1996-1997 1997-1998 1998-1999 1999-2000 3 Total Reading 35 27 -8 28 1 57 16 -41 46 30 Total Math 27 17 -10 20 3 43 29 -14 40 11 Total Language 27 21 -6 26 5 43 23 -20 36 13 Complete Battery 33 24 -9 26 2 53 25 -28 43 18 5 Total Reading 21 29 8 22 19 3 25 47 22 29 76 47 37 35 35 23 Total Math 15 27 12 42 14 28 23 43 20 45 24 21 37 31 35 16 Total Language 23 34 11 31 19 12 39 53 14 30 76 46 37 41 35 24 Complete Battery 27 33 6 32 18 14 41 53 12 39 53 14 37 40 35 21 BASELINE Black Students White Students Number Tested Grade* Subtest Percentile Percentile 1996- 1997- Diff. 1998- 1999- Diff. 1996- 1997- Diff. 1998- 1999- 1997 1998 1999 2000 1997 1998 1999 2000 Diff. 1996-1997 1997-1998 1998-1999 1999-2000 3 Total Reading 18 24 6 26 2 32 45 13 59 14 Total Math 19 15 -4 29 14 28 20 -8 35 15 Total Language 13 20 7 31 11 28 41 13 61 20 Complete Battery 20 22 2 29 7 32 43 11 46 3 5 Total Reading 27 14 -13 22 16 6 95 31 -64 31 35 -4 25 15 16 31 Total Math 20 16 -4 14 13 1 83 16 -67 22 23 -1 25 16 19 31 Total Language 37 18 -19 26 21 5 76 14 -62 28 57 -29 25 18 19 31 Complete Battery 27 16 -11 26 18 8 84 26 -58 34 39 -5 25 18 16 31 BOOKER Black Students White Students Number Tested Grade* Subtest Percentile Percentile 1996- 1997- Diff. 1998- 1999- Diff. 1996- 1997- Diff. 1998- 1999- Diff. 1996-1997 1997-1998 1998-1999 1999-2000 1997 1998 1999 2000 1997 1998 1999 2000 3 Total Reading 26 26 0 35 50 58 8 43 Total Math 23 19 -4 28 41 44 3 44 Total Language 34 24 -10 32 52 57 5 36 Complete Battery 30 27 -3 34 49 57 8 43 5 Total Reading 33 21 -12 39 28 1t 65 60 -5 55 63 -8 91 40 87 78 Total Math 32 17 -15 25 21 4 53 35 -18 33 45 -12 91 26 90 78 Total language 44 31 -13 44 41 3 67 60 -7 55 70 -15 91 45 90 t 77 Complete Battery 38 26 -12 38 32 6 62 53 -9 51 60 -9 91 39 87 \ 77 BRADY Black Students White Students Number Tested Grade* Subtest Percentile Percentile 1996- 1997- Diff. 1998- 1999- Diff. 1996- 1997- Diff. 1998- 1999- .Diff. 1997-1998 1998-1999 1997 1998 1999 2000 1997 1998 1999 2000 1996-1997 1999-2000 3 Total Reading 27 26 -1 30 60 35 -25 56 Total Math 34 25 -9 20 65 51 -14 47 Total Language 32 28 -4 26 65 41 -24 48 Complete Battery 32 27 -5 30 63 45 -18 55 5 Total Reading 27 20 -7 23 19 -4 76 33 -43 41 42 1 24 25 41 37 Total Math 18 13 -5 17 14 -3 50 24 -26 15 14 -1 24 16 40 39 Total Language 43 19 -24 21 21 0 64 31 -33 41 37 -4 24 24 40 39 Complete Battery 31 20 -11 23 20 -3 63 36 -27 39 28 -11 24 25 40 37 CARVER Black Students White Students Number Tested Grade Subtest Percentile Percentile 1996- 1997- 1998- 1999- 1996- 1
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<dcterms_creator>Little Rock School District</dcterms_creator>