Compliance hearing exhibits, 28

TEST Grade K 1 2 LRSD Observation Survey behavioral observation of literacy skitls______ LRSD Achievement Level Test (ALT) Reading, Language Arts, Math, A Science LRSD 1st Quarter CRT, October LRSD 2nd Quarter CRT, January LRSD 3rd Quarter CRT, March End of Module - Math End of Unit - Science End of Level Social Studies Test District Assessments
The Assessment Program for 2000-01 3 4 5 6 7 8 9 10 : 11 Sept. & April Sept. & April Sept. & April April Sept & April Sept & April Sept & April Sept & April Sept & April Sept & April Sept & April Algebra 1 & 2. Geometry. Trigonometry Sept & April Algebra 1 & 2. Geometry. Trigonometry Stale Benchmark: Math & Literacy End of Course Algebra I_______ End of Course Geometry End of Course Literacy SAT-9: Norm Referenced Test_________ PLAN _______________________ ___ EXPLORE_________________________ PSAT______________________________ NAEP (randomly selected schools) 7/18/00 Sept & April Algebra 1 & 2. Geometry. Trigonometry 12 Algebra 1 & 2 Geometry, Trigonometp Reading & Language Arts Reading & Language Arts As Modules are completed As Units are completed Reading & Language Arts Reading & Language /Vts As Modules are completed As Units are completed Reading & Language Arts Reading & Language Arts As Modules are completed As Units are completed Language Arts Language Arts As Modules are completed As Units are completed April April February September Revised DRAFT Language /Vts Language Arts As Modules are completed As Units are completed May September Language Arts Language Arts As Modules are completed Algebra 1 & 2, Geometry, Trigonometry Algebra 1 & 2, Geometry. Trigonometry Algebra 1 & 2, Geometry. Trigonometry /Mgebra 1 & 5 Geometry. Trigonometry May April May May May May May May May May Mav May May Oct - Feb February Septemoer Oct & Nov Oct (practice) .October February 1 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. 1ACADEMIC 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. 1 2 1-- 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 armually 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 aligrunent
supervision
mentoring/coaching
instructional technology
principles of leaming/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 state- mandated criterion-referenced examinations and other related indicators as defined by ACTAAP. 3STUDENT ASSESSMENT The third component is a student assessment program, which includes both criterion- referenced 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. Norm-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 state- mandated 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 Criterion-Referenced Primary Benchmark Intermediate Benchmark Middle Level Benchmark End-of-Course - Algebra I End-of-Course - Geometry End-of-Course - Literacy Norm-Referenced__________ Grade Level Grade 4 Grade 6 Grade 8 When Completed When Completed Grade 11 Grades 5,7, and 10 Month Administered April April April January/May January/May January/April September The Primary, Intermediate, and Middle Level Benchmark Exams, as well as the End-of- Course 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 schools 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 students transcript or permanent record. 4An 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 perfomance 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. 5Optional 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. Note
Although NAEP is optional for individual school districts, state participation is mandated by Act 999 of 1999. 6ACCOUNTABILITY FOR SCHOOLS AND STUDENTS 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 well- supported 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 tihe ways their ideas are connected. 7Basic 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 Level Advanced Proficient Basic______ Below Basic Scaled Score Ranges for Performance Levels for Mathematics Primary 250 and above 200-249 155-199 154 and below Middle Level 250 and above 200-249 149-199 148 and below Scaled Score Ranges for Performance Levels for Literacy Primary 250 and above 200-249 179-199 178 and below Middle Level 250 and above 200-249 164-199 163 and below {^Performance is subject to adjustment on a periodic basis due to statistical scaling and variability in the test.) I 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 schools 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 criterion- referenced 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 (lEP). The students lEP must stipulate that the student 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. 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 2004-05 2005 - 06 2006 - 07 2007 - 08 2008 - 09 2008 - 09 2010-11 2011 - 12 calendar: Primary Benchmark Fifth Grade Norm-Referenced Intermediate Benchmark Seventh Grade Norm-Referenced Middle Level Benchmark End of Course (where applicable) Tenth Grade Norm-Referenced End of Course Literacy 9Limited,. 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 districts 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 eiuolled 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 1 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 I 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 schools improvement plan and indicate progress made in implementing the performance indicators within that plan. 1 Arkansas School Information Site (AS-IS): The ADE plans to make school accountability data available statewide through the Departments 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 1, 1999 and annually thereafter. 10School Improvement Planning As part of the states 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 criterion- referenced exams. The initial step in the plaiming 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 Awards - 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. 11Sanctions 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 1, 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 schools 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 limited to, specific one-year goals in curriculum, instruction, assessment, and professional development. This plan could also include a mandated summer school program for students performing 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. 12Accountability 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 Performance on State- Mandated Criterion- Referenced Tests ______________Goal (Definition)_____________ 100% of a schools students shall perform at or above the proficient level in reading and writing literacy. 100% of a schools students shall perform at or above the proficient level in mathematics. Grade Level(s) 4'", 6'", and 8'" Performance on State- Mandated Criterion- Referenced Tests 100% of a schools secondary students shall perform at or above the proficient level in Algebra I. 100% of a schools secondary students shall perform at or above the proficient level in Geometry. Secondary School Drop Out Average Daily Attendance Classes Taught by an Appropriate! y Licensed Teacher Professional Development 100% of a schools secondary students shall perform at or above the proficient level in Literacy.__________________________________ At least 99% of secondary students will remain in school to complete the 12'*' grade.______________ Average daily attendance rate will be at least 95%. 100% of a schools classes will be taught by an appropriately licensed teacher. V'" through 12* Kindergarten through 12"' Kindergarten through 12'*' School Safety 100% of a schools certified staff will complete at least 30 hours of approved professional development annually.______________________ Schools will be free of drugs, weapons, and violent acts. Kindergarten through 12'*' Kindergarten through 12'*' 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 1 I 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. ! Indicator Performance on State-Mandated Criterion- Referenced Tests Performance on State-Mandated Criterion- Referenced Tests _______Tier II - State-Mandated Indicators ____________Goal (Definition)____________ The percent of students performing at or above the proficient level in reading and writing literacy on the criterion-referenced tests will meet or exceed the trend and improvement 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. The percent of secondary students performing at or above the proficient level in Algebra I will meet or exceed the trend goal each year. Grade Level(s) 4'", 6, and 8'" Secondary 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. 14Tier II - School-Selected Indicators (Schools select any 5) Indicator School Drop Out Average Daily Attendance Classes Taught by an Appropriately Licensed Teacher_____ Professional Development _________________Goal_________________ Secondary schools will improve the percentage of students who stay in school to complete the 12* grade._____________________________ Schools will improve their average daily attendance rate.__________________________ Schools will improve the percent of classes taught by an appropriately licensed teacher. Grade Level(s) Secondary All Levels All Levels School Safety Other School Selected Indicators Schools will increase the percent of certified staff who complete 60 or more hours of approved professional development annually. Schools will be free of drugs, weapons, and violent acts._____________________________ Schools will select trend or improvement goals directed to student achievement in specific sub-populations or sub-test areas. These must have prior approval of ADE. All Levels All Levels All Levels Trend and Improvement Goals on State-Mandated Criterion-Referenced Tests On average, each schools 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-Selected 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- 15referenced 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 UI 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 nanative 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. 16Sample School Narrative For the last three years, scores on the Primary Benchmark Exams reading test have exceeded the districts 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, lack of attendance, alcohol/drugs, other. A code will be used for GED participation but will not count as a dropout for ACTAAP 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 years 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 )i I I 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. 1 I 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. i I I i 18 iCiilentlai' for Data Collection and Point Assignment System 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 time 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 indicators 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. 19CMS DMMS DRA Kindergarten Results by Middle School Feeder Pattern Percent Readiness--LRSD Average: 72% FHMS HMS Mann MMS PHMS SMS Basel Chicot Clover Wakef Watson 51 56 56 47 56 King Mitch Right . Steph Wash Woodr 64: 91 92 41 . 81 69 Bale Brady Fair P. F.Park Frank Fulb McDer Steph 59 11 56 68 64 95 95 41 Brady Dodd - McDer Rominc: Terry W.Hilis Wilson ? CMS DMMS Basel 30 Chicot 27 Clover 28 Wakef 22 Watson 25 Whg Mitch Right . Steph Wash 57-
25:,, 3^ 24 36 Woodr "84 my' 61-^ Gibbs Willia Booker Carver 89 89 81 81 Chico^ D^d~ Mabelv 7 Meado Otter 56 81 61" 90 - Badgett F.Park Jeff King PH Rocke Wash Woodr 22 1 Bale T 68 Frank | 90 64 83 76 81 69 Geyer, Meado Steph Wakef -W.Hills
jWiIson 85 77 41 - ^47 75 61 DRA Grade 1 Results by Middle School Feeder Pattern Percent ReadinessLRSD Average: 54% FHMS HMS Mann MMS PHMS SMS Il Bale 67 Brady 35 Gibbs 66 Brady Fair P. F.Park Frank Fulb McDer Steph 35 63 70 58 61 80 24 McDer Romine Terry W.Uills Wilson 58 80 60. 81- 83 Willia Booker Carver 84 69 16 Chicot Dodd Mabelv Meado Otter 58 51 "tF 68 Badgett F.Park Jeff King PH Rocke Wash Woodr 06 70 69 SI 50 76 36 84 Bale Frank Geyer - Meadov Steph W^k^ W.Hilis Wilson 67 58. 47 " '70 24 22 81 * 83 CMS DMMS Basel 47 Chicot 39 King Mitch 81 49 Clover 58 Wakef 40 Watson 54 Right Steph , Wash Woodr DRA Grade 2 Results by Middle School Feeder Pattern Percent ReadinessLRSD Average: 68% FHMS HMS Mann MMS PHMS SMS Bale 72 Brady Fair P. 71 63 31 '.78 F.Park Frank Fulb McDer Steph 90 81 79 67 31 Brady Dodd = McDer.'
Romine* Terr:^^^ WMills Wilson 71 52 67- B90 Gibbs Willia Booker Carver 81 90 80 82 Chicot Dodd Mabelv Meado Otter 39 73 58 Badgett F.Park Jeff King PH Rocke Wash Woodr 12 90 71 81 45 71 63 78 Bale Frank Geyer Meado- Wakeff w.iaiiis WiEon 72 81 73 58 31- ,40 90 60 6/15/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - Districtwide by Grade Districtwide Grade Kindergarten Race Gender Female White Male Total Female Black Male Total Female Other Male Total Female Total Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.06 246 2.53 227 2.81 473 1.16 593 0.89 613 1.02 1206 1.90 68 2.00 52 1.94 120 1.73 907 1.37 892 1.55 1799 Spring Assessment 8.20 245 6.35 227 7.31 472 3.76 605 2.61 625 3.18 1230 5.93 70 5.77 52 5.86 122 5.11 920 3.73 904 4.43 1824 'Amount of Change +5.14 i +3.82 +4.51 +2.60 ' +1.72 +2.16 +4.03 +3:77 +3.92 +3.38 +2.36 +2.88 Developmental Reading Assessment Fall Assessment 7.52' 240 6.35 222 6.96 462 4.81 613 3.65 573 4.25 1186 5.94 49 6.12 50 6.03 99 5.59 902 4.50 845 5.07 1747 First Grade "Spring Assessment 26.36 246 24.48 225 25.46 471 18.30 634 14.43 584 16.44 1218 16.67 57 22.78 51 19.56 108 20.31 937 17.56 860 18.99 1797 Amount of Change +18.84 +18.13 +18.50 +13.48 - +10.79 +12.20 , +10.73 ' +16
66 +13.53 +14.72 +13.05 +13.93 Fall Assessment 25.79 231 24.57 231 25.18 462 19.68 601 16.05 604 17.86 1205 19.59 37 22.38 55 21.26 92 21.30 869 18.66 890 19.96 1759 Second Grade Spring Assessment 36.77 226 36.29 233 36.53 459 29.48 605 26.44 604 27.96 1209 29.49 45 29.68 62 29.60 107 31.36 876 29.22 899 30.27 1775 . Amount of 4 Change "+10.98' *11.72 +11.35 +9.80 +10.39 +10.10 +9:89 +7.30 +8.34 - +10.06- +10.56" +10
31 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. OS2000-Camine.KJhru^2 1 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Districtwide Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.06 246 2.53 227 2.81 473 1.16 593 0.89 613 1.02 1206 1.90 68 2.00 52 1.94 120 1.73 907 1.37 892 1.55 1799 Spring Assessment 8.20 245 6.35 227 7.31 472 3.76 605 2.61 625 3.18 1230 5.93 70 5.77 52 5.86 122 5.11 920 3.73 904 4.43 1824 Developmental Reading Assessment First Grade Second Grade An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in hrst grade. An average level of 24 or more is considered prohcient in second grade. Amount of Change +5.14 . St
'..-.+3.82 fewOs 10 +2. 16 ^4
f)3i +3.77 r-^92
*3^8 +2.36 +2/88 Fall Assessment 7.52 240 6.35 222 6.96 462 4,81 613 3.65 573 4.25 1186 5.94 49 6.12 50 6.03 99 5.59 902 4.50 845 5.07 1747 **(Spring Assessment 26.36 246 24.48 225 25.46 471 18.30 634 14.43 584 16.45 1218 16.67 57 22,78 51 19.56 108 20.31 957 17.56 860 19.00 1797
Arfiduhtjof Changer r +'l8 84 +1813 +18 50 ' +13 48 +10 79 +12 20 +10.73 +16.66 +13.53 , +14 12 +13 05 +13 93 Fall Assessment 25.79 231 24.57 231 25.18 462 19.68 601 16.05 604 17.86 1205 19.59 37 22.38 55 21.26 92 21.30 869 18.66 890 19.96 1759 -A**!Spring Assessment 36.77 226 36.29 233 36.53 459 29.48 605 26.44 604 27.96 1209 29.49 45 29.68 62 29.60 107 31.36 876 29.22 899 30.27 1775 Arnount of li. Change +10 98 , +1'1 72 . +11.35,
+9 SO'" d0 39- +io.io ' '+9.89' +7.30 +8.34 +10:08 +10 56 , +10 31 Segments of the population not testing at a proficient level are highlighted in bold. Ella by sctibol 2Ot)OI3bles 6/19A)0 Race White Black other Total Badgett Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.00 3 3.00 3 0.38 16 0.43 14 0.40 30 0.79 19 0.43 14 0.64 33 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fail to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten Spring Assessment 3.33 3 .i^eKafige: ? 1 +0 33 fW as i'3>" a First Grade Second Grade Fall Assessment 2.00 1 "Spring Assessment Amount of Change 3.33 3 1.13 16 0.92 12 1.04 28 r ^+0'6-4 : Si 1.47 19 0.92 12 1.26 31 '^i hhmmi 8 SSS5S.?SgWS '-'+0.62X-' An average level of 2 or more Is considered proficient in kindergarten. An average level of 16 or more is considered proficient in 6rst grade. An average level of 24 or more is considered proficient in second grade. 2.00 1 1.56 18 1.00 9 1.37 27 6.93 15 5.22 9 6.29 24 ^>5 38" ^"+422" +4 92 ?B /M-aI^ d-^'A 1.58 19 1.00 9 1.39 28 6.93 15 5.22 9 6.29 24 . '>'+4 2^1 ' .+4:901 Fall Assessment 8.00 1 1.00 1 4.50 2 1.44 9 1.95 19 1.79 28 "Spring Assessment 40.00 1 1.00 1 20.50 2 3.00 8 10.55 20 8.39 28 Aynountof
'Change +32.00 +16 00^^ ft' BO0IW " +6 61 s?' 2.10 10 1.90 20 1.97 30 7.11 9 10.10 21 9.20 30 fBt 20 +7I3 y Segments of the populetion not testing st a proficient level are highlighted in bold. Ella by school 2000lables 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Bale Grade Gender Female Male Total Female Mate Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.50 2 0.00 2 0.25 4 2.19 21 0.13 15 1.33 36 0.80 5 0.00 1 0.67 6 1.82 28 0.11 18 1.15 46 Kindergarten Spring Assessment 3.50 2 1.00 2 2.25 4 5.77 22 0.60 15 3.68 37 4.20 5 2.00 1 3.83 6 5.34 29 0.72 18 3.57 47 ^Xhange^Zt- l < . -Y ~ : >ryo^-' '^j2.o. 0n0n*- " V h
j f ajLO CQ + -''5- f-: +3 40 U.~JfbaOLJ[ a- +^52 g
SjaSgitySfesaC-a -v^r 4i* '\2 42<.-: S''' 5Ki Developmental Reading Assessment Fall Assessment 8.40 5 4.00 2 7.14 7 9.13 15 9.25 12 9.19 27 1.50 2 6.75 4 5.00 6 8.27 22 8.11 18 8.20 40 First Grade **Spring Assessment 25.57 7 14.00 2 23.00 9 22.53 15 21.33 12 22.00 27 8.00 2 20.00 5 16.57 7 22.21 24 20.21 19 21.33 43 Amountof ' - ,Chahgeio -r1V7 - +10 00 +^5 86 '+13^40 +12 08 ^^2*81 \ \^6 50^- s+13 25 , +11157^ ^^13'94?^ V .+42?1Q: i-jSTasSgSS: ^<3.137 Second Grade * An average level of 2 or more is considered proficient in kindergarten. ** An average level of 16 or more is considered profcient in frst grade. * An average level of 24 or more Is considered proficient in second grade. Fall Assessment 18.50 4 20.00 2 19.00 6 15.69 16 14.93 15 15.32 31 Spring Assessment 33.50 4 44.00 2 37.00 6 25.53 17 28.00 17 26.76 34 jSrnouht'of^ .Change
TfVoo r . +24'00 ' 1 f e * +18 00-^^1 '+9,84
SJ5S535 /-.+13.'O7 - +11. 4 sWsaisOK 16.25 20 15.53 17 15.92 37 27.05 21 29.68 19 28.30 40 +14.4^^ f r- " -1-3 g@8WR 1* Segments of the population not testing at a proficient level are highjighted in bold. Ella by school 2000tablas 6/19/00 Race White Black Other Total Baseline Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.00 2 0.50 2 0.75 4 0.37 19 0.13 16 0.26 35 0.43 21 0.17 18 0.31 39 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Developmental Reading Assessment Kindergarten Spring Assessment 3.00 2 3.00 2 3.00 4 1.89 19 1.43 14 1.70 33 SSmduntiSfS Change +2
oo +2
5Q- +2.25 Si' - -+1.44:7.
First Grade Second Grade Fall Assessment "Spring Assessment Amount of Change 2.00 21 1.63 16 1.84 37 S'S15Z++: ' +1.53- ' * An average level of 2 or more /s considered proficient in kindergarten. " 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. 3.00 4 3.00 4 4.90 20 2.91 23 3.84 43 4.00 1 4.00 1 4.90 20 2.96 28 3.77 48 27.00 2 27.00 2 18.33 18 9.10 21 13.36 39 18.33 18 10.65 23 14.02 41 +24 OQ +24 00 +13 45 +6 18 +9 52 eft +13 43-, +7 69 +10 25 Fall Assessment 20.67 3 16.00 2 18.80 5 16.83 12 15.77 13 16.28 25 38.00 1 "Spring Assessment 31.33 3 20.00 2 26.80 5 24.69 13 23.00 13 23.85 26 44.00 1 Afhdurit of ^Change. +10.67-.-''' +4:00.^
. +8.00' ,,+7 86'', '-<l
+7:23 +7,57 +6.00 38.00 1 18.88 16 15.80 15 17.39 31 44.00 1 27.00 17 22.60 15 24.94 32
t6:(5o:^ ' 21. ' - +'6
80v-' 0++7
55 Segmenfs of the population not testing at a proficient level are highlighted in bold. Ella by school 2000lables 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Booker Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 2.12 17 1.42 12 1.83 29 1.58 19 1.76 21 1.68 40 4.00 3 0.00 2 2.40 5 2.00 39 1.54 35 1.78 74 Kindergarten Spring Assessment 6.06 17 2.83 12 4.72 29 3.95 19 4.10 21 4.03 40 11.67 3 1.00 2 7.40 5 5.46 39 3.49 35 4.53 74 .XCharige_'' ig
ta?S!aigeiSB iy +9 V? is'
-j+5
0QWffi as Developmental Reading Assessment Fall Assessment 6.61 23 4.92 12 6.03 35 3.71 21 2.43 23 3.05 44 2.75 4 First Grade "Spring Assessment 24.83 23 23.25 12 24.29 35 19.05 21 16.38 21 17.71 42 21.00 4 Ambunt-pf , Change: +18r22 -^5. +18:33' . ,+182^ , 'i- .. +15'33' r r-
X*'-?!' +13.95 1^ Second Grade Wi O 3' 'Sr
'- 2.75 4 5.02 48 3.29 35 4.29 83 21.00 4 21.98 48 18.88 33 20.72 81 'VI8 25
l+io'giB +15 59 +1&43 Fall Assessment 29.33 24 25.12 17 27.59 41 22.36 25 16.78 18 20.02 43 24.00 2 44.00 1 30.67 3 25.71 51 21.47 36 23.95 87 Spring Assessment 37.42 24 31.88 16 35.20 40 32.64 25 27.67 18 30.56 43 30.00 2 44.00 1 34.67 3 34.78 51 30.06 35 32.86 86 change--'.
SSpssWii * An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered prohctent in 6rst grade. *** An average level of 24 or more is considered prescient in second grade. Si .+1O
53 A ,
- -ggai :^:4+<do^ .'MS: +8.58 iWW Segmenfs of the population not testing at a proficient level are highlighted in bold. Ella by school 2000tables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Brady Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.00 5 0.67 3 0.88 8 0.89 9 0.53 17 0.65 26 0.67 3 0.67 3 0.88 17 0.55 20 0.70 37 Kindergarten Spring Assessment 5.40 5 4.00 2 5.00 7 3.86 7 3.50 16 3.61 23 2.50 2 Armuri^of c Ctiah&e .v+3,33.^ Developmental Reading Assessment First Grade Second Grade +413 t - +2 95. T83S 5^ 2.50 2 4.21 14 3.56 18 3.84 32 , 1. +3 01 T - t3 W Fall Assessment 8.00 7 8.00 3 8.00 10 5.47 17 5.24 21 5.34 , 38 5.50 4 6.00 3 5.71 7 6.11 28 5.63 27 5.87 55 Spring Assessment 14.29 7 20.00 3 16.00 10 12.44 16 13.00 19 12.74 35 13.50 4 14.33 3 13.86 7 13.07 27 14.00 25 13.52 52 Amouhtiof Change^ *M*n T +6 29. -+'1Z00 +8 00 +6.97 X' I,_____________ * , +7 40 Z-1+8 00 >+833'
''"+6,97 ~ a., B D a /i* J- * An average level of 2 or more Is considered proficient in kindergarten. * /Vi 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. Fall Assessment 18.00 3 18.00 1 18.00 4 19.13 16 17.74 23 18.31 39 Spring Assessment 29.33 3 30.00 1 29.50 4 29.29 14 26.00 21 27.31 35 .-JaBHangesfe +1 T,33,*/i^ -ii'AVi: iSSaSSte 16.00 1__ 16.00 1 18.95 19 17.68 25 18.23 44 28.00 1 28.00 1 29.29 17 26.26 23 27.55 40 -ft
^r , ,+9.32 y.., Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000lablas6/19/00 Race White Black Other Total Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Carver Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 8.38 13 8.00 18 8.16 31 4.05 19 1.50 20 2.74 39 2.00 1 9.25 4 7.80 5 5.70 33 5.02 42 5.32 75 Kindergarten Spring Assessment 11.46 13 11.83 18 11.68 31 5.95 19 3.20 20 4.54 39 4.00 1 12.50 4 10.80 5 8.06 33 7.79 42 7.91 75 * 'AiTfount of?' ^Change?i '7* '\-t^,83 ',+"1I'.-.-8O'r9i'A'
-
- - - ."+1.'7O'-- ? _ i j'+O ^'i'O Ta-i >+r 3n 0n0n K'i Developmental Reading Assessment Fail Assessment 8.57 7 6.35 20 6.93 27 4.87 15 2.79 19 3.71 34 8.00 1 4.67 3 5.50 4 6.13 23 4.62 42 5.15 65 First Grade Second Grade Spring Assessment 28.00 7 26.10 20 26.59 27 20.87 15 16.95 19 18.68 34 30.00 1 31.33 3 31.00 4 23.43 23 22.33 42 22.72 65 Amounfof Changed +19 43 +19 75 +1S67,> +16-00... i:r^' - +14 16 +14j97 +22 00 +26 67 +25.50 +1730 +17171 +17 57 Fall Assessment 24.83 12 26.10 20 25.63 32 19.29 28 17.44 18 18.57 46 16.00 2 25.50 4 22.33 6 20.71 42 22.33 42 21.52 84 ***Spring Assessment 40.50 12 38.63 19 39.35 31 31.85 27 31.00 18 31.51 45 32.00 2 36.00 4 34.67 6 34.39 41 35.02 41 34.71 82 c ____ Ajnount of .'change +15 67 +12.53 +13 73 fin !"+12 57 s' +13^56-- ^,5 '-+i^+' 2 95 +16 00
". *"^10 so"' - 33 i 'XS" +13 68, +12 69 " '+13-18.
An average level of 2 or more Is considered proficient in kindergarten. An average level of 16 or more is considered pro6cienl in first grade. *** An average level of 24 or more is considered proficient in second grade. Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000tables 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Chicot Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.00 4 4.29 7 215 11 0.64 25 0.41 22 0.53 47 0.57 7 0.00 7 0.29 14 0.56 36 1.08 36 0.82 72 Kindergarten Spring Assessment 1.75 4 4.29 7 3.36 11 2.35 26 1.39 23 1.90 49 1.57 7 0.86 7 1.21 14 2.14 37 1.84 37 1.99 74 ^aChangev '
/s/1-75 - 4+-0n R6/l4 - rtWi^- las .+0.8. r-. +1-00,^ 4+0 86" \ >'0 75,7.^ : -iH-117 Developmental Reading Assessment Fall Assessment 1.75 4 1.00 5 1.33 9 1.88 24 1.75 20 1.82 44 2.00 3 1.00 4 1.43 7 1.87 31 1.52 29 1.70 60 First Grade "Spring Assessment 16.75 4 10.17 6 12.80 10 14.52 23 7.91 22 11.29 45 13.11 9 2.60 5 9.36 14 14.42 36 7.52 33 11.12 69 ' Amount of :
,Chaihge 1 "AS? Bias?! SSsi +.12
6S +64'6 3-9>47 B +11.11 ssisssafs .J-*7 93
?.+Ji'2.55
- +6
o'o- Si&Ss +942iJ Second Grade * 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. *** average level of 24 or more is considered proficient in second grade. Fall Assessment 19.00 2 17.00 2 18.00 4 16.05 21 11.57 23 13.70 44 16.00 2 16.00 2 16.30 23 12.30 27 14.14 50 "Spring Assessment 37.00 2 31.00 2 34.00 4 26.35 20 25.26 19 25.82 39 6.40 5 17.33 9 13.43 14 23.44 27 23.27 30 23.35 57 /^ount^of , ..'change-'
1^0 1+16-00 '3. 340130?^* *sffi - +13^70 ^+^2^2: .fc1i33 SSiWBi =' +9:21 Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000labtes 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race Cloverdale Grade Gender Female White Male Total Female Black Male Total Female Other Male Total Female Total Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.00 1 0.00 2 0.33 3 0.52 23 0.17 23 0.35 46 0.00 1 0.00 2 0.00 3 0.52 25 0.15 27 0.33 52 Kindergarten Spring Assessment 4.00 1 6.00 2 5.33 3 2.05 21 1.48 23 1.75 44 2.00 1 1.00 2 1.33 3 2.13 23 1.78 27 1.94 50 WmoujW^ WCfiangte^ *'-.^<+6.00 '"S'
Developmental Reading Assessment Fall Assessment First Grade Spring Assessment ^Snibuiit of change . Second Grade isss^wswiew
-.4i:5'3 [U'S '+'2'00''' PPUxsfiS 4.00 1 4.00 1 7.00 29 4.83 29 5.91 58 3.00 1 6.50 4 5.80 5 6.87 30 5.00 34 5.88 64 8.00 1 8.00 1_ 13.68 28 10.10 30 11.83 58 6.00 1 20.25 4 17.40 5 13.41 29 11.20 35 12.20 64 +4,00- +4.0& +6 6^ - ^s:2.7z. +310'0'' -'- .3l 6&^ 5SSw?i?i5!r^SWWi , . +6:55' r Ss&SSg^fci w , '+6 20
An average level of 2 or more Is considered proficient in kindergarten. An average level of 16 or more is considered proficient in nrst grade. An average level of 24 or more is considered proficient in second grade. Fall Assessment 29.00 2 3.00 1 20.33 3 27.52 27 26.75 24 27.16 51 44.00 1 44.00 1 27.62 29 26.50 26 27.09 55 Spring Assessment 20.00 1 4.00 1 12.00 2 31.30 23 25.68 19 28.76 42 T^puntsof ^Change
w -9,00 +1 00 Is aS +3^79 j1'.Q7 5^
*r'K' 44.00 1 44.00 1 30.83 24 25.52 21 28.36 45 ifi +3 21-
ijSS-ffisSSM
^,j-0'i9ffM-. giiggE Segments of the population not testing at a proricient level are highlighted in bold. Ella by school 2000tables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Dodd Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.64 11 0.50 8 0.58 19 1.00 9 0.25 8 0.65 17 0.80 20 0.38 16 0.61 36 Kindergarten Spring Assessment 6.80 10 4.89 9 5.89 19 10.67 9 2.75 8 6.94 17 hSSf '^riSuntJofsl ri'.fetSrtUFTsCi'it'.ii'a-.t. S5
32 4b: --,.=+9,675 - Developmental Reading Assessment First Grade Second Grade --7+2 50 Fall Assessment 1.33 3 11.00 4 6.86 1 2.14 7 3.00 7 2.57 14 18.00 1 Spring Assessment 16.67 3 23.00 4 20.29 7 19.29 1 19.43 7 19.36 14 30.00 1 Amount of Change -M+.ISrSOt +12 00 +13 43 +17 14 .+16'43
+1679 +12 00 Fall Assessment "Spring Assessment Afnount of -..Change, 8.63 19 3.88 17 6.39 36 sassSst T 18.00 1 3.36 11 5.91 11 4.64 22 30.00 1 19.55 11 20.73 11 20.14 22 +42'.00i +1618 +14 82 --4115 50" I- .... -iV'^ ?>7 An average level of 2 or more is considered proficient in kindergarten. " An average level of 16 or more is considered prondent in 6rst grade. * An average level of 24 or more Is considered profclent in second grade. 10.00 5 10.00 5 25.00 6 15.25 4 21.10 10 25.20 5 25.20 5 16.25 8 28.50 4 20.33 12 +15.20i +1520 -8 75, +13 25- -0 77' 4. 14.00 1 14.00 1 25.00 6 12.50 10 17.19 16 16.25 8 26.67 9 21.76 17 +14 17c^ ' +4'58 Segments of the population not testing at a proficient level are highlighted in bold Ella by school 2000tab!es6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Fair Park Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 2.12 17 1.42 12 1.83 29 1.58 19 1.76 21 1.68 40 4.00 3 0.00 2 2.40 5 2.00 39 1.54 35 1.78 74 Kindergarten Spring Assessment 6.06 17 2.83 12 4.72 29 3.95 19 4.10 21 4.03 40 11.67 3 1.00 2 7.40 5 5.46 39 3.49 35 4.53 74 Ghange a.. ' 'si
.'T2
'90.%, T < L-V -I i
w' a^>+^f251o3f77A^-ieE L' iSi' r*'. \50b-- 'Tfr t, i 2!2 9 '+2:74 < Developmental Reading Assessment Fall Assessment 6.61 23 4.92 12 6.03 35 3.71 21 2.43 23 3.05 44 2.75 4 2.75 4 5.02 48 3.29 35 4.29 83 First Grade **(Spring Assessment 24.83 23 23.25 12 24.29 35 19.05 21 16.38 21 17.71 42 21.00 4 21.00 4 21.98 48 18.88 33 20.72 81 Second Grade SjAmountiof: Ch^geat -- 418.33: , +15.33 +13.95 9^'8^5ft3 !3t Si +16^96: tW' STS: sl3
Fall Assessment 29.33 24 25.12 17 27.59 41 22.36 25 16.78 18 20.02 43 24.00 2 44.00 1 30.67 3 25.71 51 21.47 36 23.95 87 ***Spring Assessment 37.42 24 31.88 16 35.20 40 32.64 25 27.67 18 30.56 43 30.00 2 44.00 1 34.67 3 34.78 51 30.06 35 32.86 86 lounliof hange Sc"* ' , A +6.76 +7 61 - ' +10 28* '>+J0 89-. - ~ +1053* +6 00 \0-. gaitSigjaw S: +8'-58//-' S=WS? -p. -r ^+8 91 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. "* An average level of 24 or more is considered proficient in second grade. Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000labl6S 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Forest Park Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 4.55 11 3.08 12 3.78 23 1.89 9 0.00 13 0.77 22 Spring '-JpSnoun^'oC . ''S! - Assessment ?.'/. i,
-* Chh'Oa nn nge ? 8.82 11 7.25 12 8.00 23 3.22 9_ 0.50 12 1.67 21 ^.>
/4:27 ' -+417 5. A ' +4.22 +l..33s' W asw^ +0.50a- r"'- +V0b'-t8+9S?s-
,-^' Developmental Reading Assessment Fall Assessment 8.75 20 13.80 15 10.91 35 6.00 5 4.20 10 4.80 15 First Grade "Spring Assessment 27.70 20 31.13 15 29.17 35 21.60 5 15.60 10 17.60 15 jAffiouniW' CKarige +18:95 +17.33
'i, 53! .+j.T.^0. KiSSSf+SSi
5'' F
Second Grade 3.35 20 1.48 25 2.31 45 6.30 20 3.88 24 4.98 44 * An average level of 2 or more is considered proficient in kindergarten. " An average level of 16 or more is considered proficient in krst grade. An average level of 24 or more is considered proficient in second grade. j.O*OR - - f
8.20 25 9.96 25 9.08 . 50 26.48 25 24.92 25 25.70 50 8 8:28 ^1, li Fall Assessment 18.55 11 18.29 14 18.40 25 18.40 5 11.83 12 13.76 17 20.00 2 "Spring Assessment 39.09 11 36.29 14 37.52 25 34.80 5 25.33 12 28.12 17 42.00 2 3i5i>unt<of? ^Chan'gfe
-. +i9.i2' 5g!j4?i55I5 .+16.40 tefsjioi
i-TIMS? sBi^ 20.00 2 18.67 18 15.31 26 16.68 44 42.00 2 38.22 18 31.23 26 34.09 44 ^2Z(}0 ' SSgsS^SWS Segments of the population not testing al a proficient level are highlighted in bold. Ella by school 2000lables L 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Franklin Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.00 2 1.00 1 0.33 3 0.43 23 0.15 41 0.25 64 1.50 2 1.50 2 0.48 27 0.17 42 0.29 69 Kindergarten Spring Assessment 2.00 2 3.00 1 2.33 3 2.65 23 2.05 41 2.27 64 3.50 2 Amount of Change +2 00 +2 00 +2 00 T +2 22 +1 90 +2 02 +2 00 Developmental Reading Assessment Fall Assessment 14.00 1 14.00 1 6.23 30 5.96 26 6.11 56 3.00 1 First Grade Spring Assessment 44.00 1 44.00 1 24.38 32 18.82 28 21.78 60 26.00 1 Second Grade L: Amount of -.Change.. ^:|+3o.^''' Fall Assessment "Spring Assessment Amount of Change #3o
oa +18,14 +12:86 +15.68 +23.00 19.15 34 12.93 30 16.23 64 35.35 34 32.73 30 34.13 64 +16.21 +19 80 +17:89 3.50 2 2.67 27 2.07 42 2.30 69 '+2 00 +2119 - , +1.90: *2 01 J 3.00 1 6.38 32 5.96 26 6.19 58 26.00 1 25.00 34 18.82 28 22.21 62 +23 00' +18,63
+16:02i s 19.15 34 12.93 30 16.23 64 35.35 34 32.73 30 34.13 64 +"16 21 +19.80 ' ^''+17
89 V * 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. An average level of 24 or more is considered proficient in second grade. Segments of the population not testing al a proficient level are highlighted in bold. Ella by school 2000tables6/19/00 Race White Black Other Total Fulbright Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 5.33 12 2.70 23 3.60 35 2.25 4 5.31 13 4.59 17 3.00 1 3.00 1 4.56 16 3.62 37 3.91 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 Spring Assessment 18.67 12 6.91 22 11.06 34 5.40 5 7.62 13 7.00 18 ^5 +.13"33'^J? g S: assfij . +7-46:Kj sW sM5!S^KSSaSEa! teMsSfS!?RSwat^ First Grade Second Grade 12.00 1 12.00 1 14.76 17 7.31 36 9.70 53 as ^^5 x^iiia-SiBiSSS +9-00 C' A?
O0' t-'-r-fi io
2di +3.68.. ^evn!MOSW-'j V+5.79 * An average level of 2 or more is considered proficient in kindergarten. * An average level of 16 or more is considered pro6cient in first grade. *" An average level of 24 or more Is considered proficient in second grade. Fall Assessment 9.86 14 2.12 17 5.61 31 2.27 11 3.18 11 2.73 22 5.00 1 5.00 1 6.52 25 2.62 29 4.43 54 4*1Spring Assessment 25.43 14 25.27 15 25.34 29 15.40 10 17.64 11 16.57 21 Amount of Change + 15 57 , +23'. 15 SI 9^
+13.43
glW45 2^ 38.00 1__ 38.00 1 21.25 24 22.63 27 21.98 51 S33iOQ
t33L0Q
+20
0l
7:5
Fall Assessment 34.93 15 36.00 12 35.41 27 25.91 11 34.00 11 29.95 22 44.00 2 44.00 1 44.00 3 32.04 28 35.42 24 33.60 52 "Spring Assessment 40.40 15 43.33 12 41.70 27 33.60 10 36.83 12 35.36 22 44.00 2 44.00 1 44.00 3 38.15 27 40.24 25 39.15 52 Amount of ^Changew Xi +5.47 tri SS?' Z +6-.30 :'> ?a55^ +769 +5.4V: 0., "* ,0? :(i SK1?1 M2
S5VS6
Segments of the population not testing at a proficient level are highlighted tn bold. Ella by school 2000iablas 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Garland Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Kindergarten Developmental Reading Assessment First Grade Second Grade Fall Assessment Spring Assessment Amount .-^Ghangfe" gfegS Fall Assessment "Spring Assessment ' Arnountof's Ixa-Change Irl Fall Assessment "Spring Assessment * /^ount of Change-i) 0.69 16 2.29 28 1.70 44 1.00 1 1.00 1 0.69 16 2.24 29 1.69 45 1.47 17 1.41 29 1.43 46 0.00 1 0.00 1 1.47 17 1.37 30 1.40 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. * /tn average level of 24 or more is considered proficient in second grade. SsSssi 5K5!aii O'
87f'
y aiftS h:^
^0ii2fea !3We TOO SfcWs! -i U.UjiiS O
B f5^ ?*^SW?87^M 2.53 17 2.27 11 2.43 28 3.00 1 2.33 3 2.50 4 2.56 18 2.29 14 2.44 32 11.47 17 9.92 12 10.83 29 12.00 1 10.00 3 10.50 4 11.50 18 9.93 15 10.79 33 >7'64 >8.'4o: '+7.67^ BWiBSK- i-?' +8:00 +7'65 - 13.18 22 12.70 20 12.95 42 13.18 22 12.70 20 12.95 42 2.00 1 2.00 1 17.64 22 20.37 19 18.90 41 17.64 22 19.45 20 18.50 42 +4-45 +5-95 S +675?^ Ts 55 Segments of the population not testing at a proficient level are highlighted in bold. Ella by school ZOOOtables 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Geyer Springs Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Developmental Reading Assessment First Grade Second Grade Mean N Mean N Mean N Mean N Mean N Mean ~~N~ Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.00 1 5.00 2 4.33 3 0.90 20 0.80 20 0.85 40 0.00 1 0.00 1 0.00 2 0.95 22 1.13 23 1.04 45 Spring Assessment 6.00 1 15.00 2 12.00 3 2.35 20 2.70 20 2.53 40 2.00 1 1.00 1 1.50 2 2.50 22 3.70 23 3.11 45 ,^.iiQaniam, ?! K5>WTi' .. ?A5 '*'--a'
^.14.5 '+119Q ?:-^S5$.vK!35I .--r^1. ss .fe-fe^iiargteSai.'3i.. 1 t42.S7
'^ * An average level of 2 or more is considered proficient in kindergarten. * An average level of 16 or more is considered proficient in first grade. *** An average level of 24 or more is considered proficient in second grade. Fall Assessment 5.80 5 0.75 4 3.56 9 2.60 20 2.36 14 . 2.50 34 "Spring Assessment 30.40 5 17.00 4 24.44 9 20.15 20 14.08 13 17.76 33 " AmtouhVof . '..Cha'ng^.j. i+24 60 . +16'-25i," +2089 .. +17 55 +11 72 +1526
:g$^:gas. 1.25 4 1.25 4 3.24 25 1.86 22 2.60 47 11.75 4 11.75 4 22.20 25 14.19 21 18.54 46 1.10 50 <10'50^ '.
>
+18 96 +12
^-
,+15
95 Fall Assessment 20.00 3 19.33 3 19.67 6 19.17 12 14.50 20 16.25 32 "Spring Assessment 37.33 3 30.67 3 34.00 6 33.50 12 25.80 20 28.69 32 iGhanaei 11,133 +1^F33 I
^?5- +14.33 7 +11,30
:Wii WO ags 20.00 1 20.00 1 19.33 15 15.33 24 16.87 39 40.00 1 40.00 1 34.27 15 27.00 24 29.79 39 +20i&0Str , 126'00-/, 1?
+Bii- 8i +1.1<67.?. LV^.- Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000tables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Gibbs Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.00 4 0.00 3 0.00 7 0.00 4 0.00 6 0.00 10 0.00 2 0.00 2 0.00 10 0.00 9 0.00 19 Kindergarten Spring Assessment 6.33 6 10.00 6 8.17 12 5.88 8 4.58 12 5.10 20 8.67 3 iAmountofi Change - '^'+6.33 +10 00 +8 17 *5.g8.~ 3+8.67 Developmental Reading Assessment Fall Assessment 11.25 4 6.89 9 8.23 13 3.50 6 2.75 8 3.07 14 4.00 1 First Grade Second Grade 8.67 3 6.53 17 6.39 18 6.46 35 t5nWglSf +'6.53: +6 39' +6 46 4.00 1 6.36 11 4.94 17 5.50 28 "Spring Assessment 27.57 7 28.10 10 27.88 17 17.56 9 14.43 14 15.65 23 18.00 2 24.00 1 20.00 3 21.50 18 20.28 25 20.79 43 - Amount of , Change <7 +16 32 +21.21 +19 65 +14 06 +11 68 +12 58 +14 00 +16 00 -+15 34 ./+15.29
* An average level of 2 or more is considered proficient in kindergarten. ** An average level of 16 or more is considered proficient in frst grade. *" An average level of 24 or more is considered proficient in second grade. Fall Assessment 22.60 10 20.89 9 21.79 19 13.40 10 13.45 11 13.43 21 "Spring Assessment 32.89 9 37.56 9 35.22 18 28.40 10 25.45 11 26.86 21 Amount of +10 29 +16 67 '+13 43 +15 00 +12 00 +13 43 18.00 1 18.00 1 18.00 20 16.86 21 17.41 41 30.00 1 30.00 1 30.53 19 30.86 21 30.70 40 +12 00 si
+12O6
-' Si
+12 53 +14.00 '+13.29-.' Segments of the poputation not testing at a proficient level are highlighted in bold. Ella by school 2000lables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Jefferson Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 5.45 20 4.07 14 4.88 34 2.00 12 1.88 8 1.95 20 8.00 2 8.00 2 4.38 34 3.27 22 3.95 56 Kindergarten Spring Assessment 12.70 20 11.93 14 12.38 34 4.92 12 3.25 8 4.25 20 24.00 2 ^AmdyHVof,^ Clfange +7 86 n 50, ^tl 38 ^.1 ,>+2 30- J SSSBi Developmental Reading Assessment Fall Assessment 6.82 11 5.81 21 6J6 32 5.62 13 1.57 7 4.20 20 First Grade Spring Assessment 36.36 11 28.00 21 30.88 32 21.38 13 11.57 7 17.95 20 Amoimtof L . Change_ ^29 55 " i ( -it >. , , +2249 +247,2 litat S S' Mjrjj i'+ISJ'-T > ---,+IOQO ' S +13:75 "'-JI' Second Grade 24.00 2 10.62 34 8.77 22 9.89 56 13i16^0.tk iSQj 'fK6 2'4\V 595 < 6.17 24 4.75 28 5.40 52 28.25 24 23.89 28 25.90 52 t. Tt ,+22 08' '>5^v +20"50 * An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered proficient in 6rst grade. "** An average level of 24 or more is considered proficient in second grade. Fall Assessment 32.67 24 30.38 21 31.60 45 22.57 14 22.50 12 22.54 26 'Spring Assessment 38.32 19 35.90 20 37.08 39 25.64 14 29.64 11 27.40 25 of Change 4-5
52 ^a-ESjElS e58O siSa^'SSsaSiS' +7m s? 'asset's 27.00 2 27.00 2 28.95 38 27.49 35 28.25 73 20.00 1 20.00 1 32.94 33 33.25 32 33.09 65 8i & gashes :isa>tlvta5
^Gi)sacs. SSSi . 8 r^' Segments of the population not testing al a proficient level are highlighted in bold. Ella by school 2000lables6/19/00 Race Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade White Black other Total King Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.71 17 0.36 14 1.10 31 0.76 25 0.55 20 0.67 45 1.50 4 0.00 3 0.86 7 1.17 46 0.43 37 0.84 83 Kindergarten Spring Assessment 5.71 17 3.38 13 4.70 30 4.19 26 2.29 21 3.34 47 3.67 6 5.00 3 4.11 9 4.65 49 2.89 37 3.90 86 sasfeg ^CnangeaK sfeafei >S?S03^ ,j:-,t3.6O ^+9+343 - ajaas'-""- ri'! rjs?- Sii tiiJ ^2 !s i "Vs 05 feaSii Sfl Developmental Reading Assessment Fall Assessment 7.24 25 6.67 12 ., 7.05 37 5.00 24 3.09 35 3.86 59 10.67 3 9.33 3 10.00 6 6.40 52 4.32 50 5.38 102 First Grade "Spring Assessment 23.28 25 25.31 13 23.97 38 23.21 24 13.14 35 17.24 59 17.00 4 42.67 3 28.00 7 22.77 53 17.98 51 20.42 104 Second Grade * 4/7 average level of 2 or more is considered proficient in kindergarten. * 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. ?Wnpin^K5 .'fiihange r\+.t8s9T\ .S - 1 iX/sTtilS'i- "Spring Assessment 40.09 22 39.53 17 39.85 39 33.04 27 33.69 26 33.36 53 49.50 2 Fall Assessment 21.18 22 20.50 16 20.89 38 16.85 26 13.46 28 15.09 54 20.00 1 jjs^Byge- ^isJetL '+16.92' >18 -21 Siaa^ei^is :T.V 01313 ' -^'+16'fy1s9i r'' +^.23 W3333!19? -FlS.QOi y i:'T.1ft5l6 37r jigsaaaa 8 20.00 1 18.86 49 16.02 44 17.52 93 49.50 2 36.73 51 36.00 43 36.39 94 SWSQS ' '+17^87-''' asswSs 04 y.-r^ +99.98-Ms- +18 88- Segments of the population not testing al a proficient Ie vel are highlighted in bold. Ella by school 2000tables 6/19/00 Mabelvale Elem Grade Race White Black other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fail Assessment 1.50 8 2.29 7 1.87 15 0.82 17 0.50 20 0.65 37 0.00 1 0.00 1 1.00 26 0.96 27 0.98 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 Spring Assessment 6.13 8 4.14 7 5.20 15 2.47 17 2.05 20 2.24 37 3.00 1 /Amount of' ''t.^Change . .+4 63' e ''+T1 I (8J6U+ f IS. , +1 59 + +3'66 ,* First Grade Second Grade 3.00 1 3.62 26 2.59 27 3.09 53 '>''+3 00 I,.*..
... '+2 62 I-.- 7-f+JJ -6153< jMf- ? * An average level of 2 or more is considered proficient in kindergarten. An average level of 16 or more is considered prescient in 6rsl grade. * An average level of 24 or more is considered proficient in second grade. Fall Assessment 3.00 2 1.17 6 1.63 8 3.45 22 1.77 22 2.61 44 3.42 24 1.64 28 2.46 52 **lSpring Assessment 41.00 2 16.17 6 22.38 8 21.04 24 18.65 23 19.87 47 Amount of Change '+-38 00 +20 75^^ \ te 45
,+16,88^ +7 25 sss^siSJSJ^ Fall Assessment 11.14 7 11.00 5 11.08 12 8.23 13 8.30 20 8.27 33 15.00 2 Spring Assessment 24.86 7 39.00 7 31.93 14 22.15 13 19.60 20 20.61 33 41.00 2 Amount of - Change +28
00: '
i3 92
- gs Xii^so- p =:+-aai
'aa' +12133
sr +26.00 r 22.58 26 18.14 29 20.24 55 7^
+1916, X+16-50 15.00 2 9.77 22 8.84 25 9.28 47 41.00 2 24.73 22 24.63 27 24.67 49 +26.001-.
-+15.40 Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000tables 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race McDermott Grade Gender Female White Male Total Female Black Male Total Female Other Male Total Female Total Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.07 14 0.62 13 0.85 27 0.00 9 0.00 9 0.00 18 0.50 6 1.00 4 0.70 10 0.62 29 0.46 26 0.55 55 Kindergarten Spring Assessment 9.29 14 4.15 13 6.81 27 4.67 9 2.56 9 3.61 18 5.17 6 10.50 4 7.30 10 7.00 29 4.58 26 5.85 55 ' Amo'unf of 'Change i
, f -s+8-^' " 3 +3.54 sfS?9 Developmental Reading Assessment First Grade Second Grade SOS Wfttt
5QiS r +4
12.- ^5 .ill- Fall Assessment 3.45 11 8.67 9 5.80 20 2.53 17 2.55 11 2.54 28 4.75 4 3.00 2 4.17 6 3.13 32 5.09 22 3.93 54 "Spring Assessment 21.36 11 31.78 9 26.05 20 23.65 17 21.20 10 22.74 27 18.75 4 26.00 2 21.17 6 22.25 32 26.19 21 23.81 53 Amouhtof Change
+17 91 --Tffti +2311 +20 25 +21 12 +18 65 +20 21 +14 00 +23 00 +17.00^\ , Tig 13 +21 10 +19 89 Fall Assessment 27.00 10 26.00 17 26.37 27 18.94 32 16.06 17 17.94 49 12.00 2 3.33 3 6.80 5 20.45 44 19.59 37 20.06 81 Spring 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. *** An average level of 24 or more is considered proficient in second grade. Assessment 37.20 10 40.94 17 39.56 27 30.87 31 25.62 21 28.75 52 30.00 2 18.00 3 22.80 5 32.30 43 31.41 41 31.87 84 Afndunt of jehiange: ^10.20^ .^ir'Ss n'- +'13.19
-+9.56
18iO(T :t?14.67- +=M?8^ !!* = +1'182*-: +11.81'{ Segments of the population not testing al a proficient level are highlighted in bold. Ella by school 20Q0lables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Meadowcliff Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Tota! Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.00 3 0.00 5 0.38 8 2.23 13 0.11 9 1.36 22 Spring Assessment 4.00 3 1.75 4 2.71 7 6.57 14 2.22 9 4.87 23 Wou^ S+' ip>- si-aaSSia^ if fc Developmental Reading Assessment First Grade Second Grade *5 J 2.00 16 0.07 14 1.10 30 6.12 17 2.08 13 4.37 30 Be fe WSTK'Sf'"'' * An average level of 2 or more is considered proficient in kindergarten. "* An average level of 16 or more is considered proficient in 6rst grade. ** An average level of 24 or more is considered proficient in second grade. Fall Assessment 3.50 4 1.33 3 2.57 7 2.31 16 2.25 12 2.29 28 2.00 1 2.00 1 2.52 21 2.07 15 2.33 36 Spring Assessment 31.60 5 14.33 3 25.13 8 20.50 16 16.93 14 18.83 30 16.00 1 16.00 1 22.82 22 16.47 17 20.05 39 Arnouht of Change <+28-10 4-13.001 'W +22:55' !'X +1919^ ilW9 +14.00, -i ' -y-20-29 'Iff' is : 4^7772 l"'- Fall Assessment 16.67 3 15.33 3 16.00 6 17.54 13 13.77 13 15.65 26 Spring Assessment 24.67 3 22.00 3 23.33 6 25.93 14 22.33 15 24.07 29 ^Change SI I^+SW"^ +6.'67 sg< +8 39:?^' 'ifSa-S5 +8.56 +8
42 2.00 1 2.00 1 17.38 16 13.35 17 15.30 33 10.00 1 10.00 1 25.71 17 21.63 19 23.56 36 +8'.00 <n1 isafis? ... -h8.254 Segments of the population not testing at a proficient level are highjighted in bold. Ella by scboot ZOOOtables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Mitchell Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.00 1 1.00 1 1.37 19 0.90 10 1.21 29 1.35 20 0.90 10 1.20 30 Kindergarten Spring Amount of. Assessment .'. Changa 3.00 1 3.00 1 3.53 19 3.00 10 3.34 29 3.50 20 3.00 10 3.33 30 * An average level of 2 or more Is considered proficient in kindergarten. ** An average level of 16 or more is considered pro6cient in first grade. ** An average level of 24 or more is considered proficient in second grade. . +200. , Id? -+2"00 36 ,4+2'16 . +2-ID **3^wWV^S5i2Sn'a-<l%if-< fl- +2-13^ ,- Developmental Reading Assessment Fall Assessment 0.00 1 0.00 1 3.67 15 6.71 17 5.28 32 3.44 16 6.71 17 5.12 33 First Grade Spring Assessment 1.00 1 Change
Second Grade Fall Assessment Spring Assessment li^ourifof 'Change.. 1.00 1 12.36 14 13.19 16 12.80 30 11.60 15 13.19 16 12.42 31 'iiSati-kvfr:'-
+1^ +8
69: +648 4-. V6:48 K 19.60 15 19.82 17 19.72 32 40.00 1 22.00 2 28.00 3 20.88 16 20.05 19 20.43 35 23.14 14 24.82 17 24.06 31 44.00 1 25.00 2 31.33 3 24.53 15 24.84 19 24.71 34 +3 541.-" 3g
rS'.iSyi a }Jf^ ' +3
33' , ' +4'79 f',
.ii: -J i-428'"^ - Segments of the population not testing at a proficient level are highlighted in bold. EHa by school 200CH3bles6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade otter Creek Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 1.52 21 2.27 11 1.78 32 1.53 19 1.00 15 1.29 34 1.00 1 1.25 4 1.20 5 1.51 41 1.50 30 1.51 71 Spring Assessment 6.00 21 5.18 11 5.72 32 5.16 19 3.13 15 4.26 34 4.00 1 1.75 4 2.20 5 5.56 41 3.70 30 4.77 71 * An average level of 2 or more is considered proricient in kindergarten. ** /\n 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. Developmental Reading Assessment First Grade Second Grade ArfiduriVofi Change
"7^ +4.'4'8' Mi '5 63^ -{fi +-2,97 Fall Assessment 5.12 17 4.54 13 4.87 30 3.21 14 1.55 11 2.48 25 Spring Assessment 28.56 18 21.50 14 25.47 32 17.80 15 15.18 11 16.69 26 Amount of Change +23 44^ +16 96 +20 60- '-'+14
59 +-13
64--
_ ' +14 21 Fall Assessment 26.36 11 32.00 5 28.13 16 26.00 6 11.88 8 17.93 14 ***Spring Assessment 31.82 11 42.00 1 35.78 18 35.43 7 25.56 9 29.88 16 Amount of 'Change +5 45 .+10 00 +7'.'65~.' "-+.15^68! +11 95 a0
5a +1.00: ........ 6.50 2 6.50 2 4.26 31 3.42 26 3.88 57 44.00 2 44.00 2 23.e.7 33 20.59 27 22.28 60 +37 50 +37 50 +19 41 +17 17 +18 41 3.00 1 3.00 1 26.24 17 18.43 14 22.71 31 28.00 1 28.00 1 33.22 18 32.47 17 32.86 35 +25 00 +25 00 - +6 99 - +14 04 +10 i5'
C Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000lables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Pulaski Hgts Elem Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 5.00 12 3.60 5 4.59 17 0.67 15 2.71 7 1.32 22 Spring Assessment 11.75 12 6.20 5 10.12 17 2.29 14 6.14 7 3.57 21 Arhountpf Change _____uJiiig "+675 1 ' -'J'" " +2 60 Z "+5 53^ +162 , +2 25 r Developmental Reading Assessment Fall Assessment 15.13 8 8.56 16 10.75 24 3.00 10 1.58 12 2.23 22 6.00 1 First Grade **Spring Assessment 26.00 8 19.50 16 21.67 24 14.70 10 9.67 12 11.95 22 20.00 1 Change 5d0.88 Cyl +10.941 +10.92 I?' ' 1+11-70': t8.08
+973 ij! Second Grade 1.00 1 1.00 1 2.59 27 2.92 13 2.70 40 3.00 1 3.00 1 6.65 26 5.92 13 6.41 39 * An average level of 2 or more is considered proficient in kindergarlen. 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. +2 00 +2 00 ^44 06- +3 0Q(, TC ssSto 6.00 1 8.26 19 5.57 28 6.66 47 20.00 1 19.74 19 15.29 28 17.09 47 M4
0O: +1147 5' .+9-71 Fall Assessment 18.73 11 26.86 7 21.89 18 14.25 8 14.00 7 14.13 15 ***Spring Assessment 27.40 10 36.00 7 30.94 17 24.29 7 19.00 8 21.47 15 j^ounf of 'change +8 67 ,
+9
i4 ? +9.05 ,+10 04 +5 00 * +7 33 18.00 1 18.00 1 16.84 19 20.27 15 18.35 34 40.00 1 40.00 1 26.12 17 27.75 16 26.91 33 +22 00 . +22 00 +9 2 L .+7 48'
+856
H Segments of the population not testing al a proficient level are highlighted in bold. Ella by school ZOOOIables&/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Rightsell Grade Gender Female Male Total Female Male Total Female Male Total Female Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean Fall Assessment 2.00 1 2.00 1 2.62 21 2.40 15 2.53 36 Male Total N Mean N Mean N 2.59 22 2.40 15 2.51 37 Kindergarten Spring Assessment 10.00 1 ^^^Ghange^
:. Developmental Reading Assessment Fall Assessment First Grade "Spring Assessment Amount of iChange Second Grade Fall Assessment "Spring Assessment ii^ountjjf > Ghangle^ 10.00 1 5.05 21 4.40 15 4.78 36 sffiS2S&O +2,00 4 'J 5.27 22 4.40 15 4.92 37 -vv 7'^ *V 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. An average level of 24 or more is considered proficient in second grade. 7.35 23 5.81 16 6.72 39 6.00 2 6.00 2 7.24 25 5.81 16 6.68 41 14.70 23 12.93 15 14.00 38 14.70 23 12.93 15 14.00 38 - .2-4-135-.
+7 12 +7 28 28.96 25 32.36 11 30.00 36 36.88 25 40.83 12 38.16 37 A j4i^ ,+7'32-^ . 28.96 25 32.36 11 30.00 36 36.88 25 40.83 12 38.16 37 sWs - +79? +8.47 +8 16 S- -+8'.47< r-'?# +'8 16 Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000table56/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Rockefeller Grade Kindergarten Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.50 8 1.83 6 2.79 14 1.00 23 0.40 20 0.72 43 4.75 4 3.33 3 4.14 7 2.00 35 1.00 29 1.55 64 Spring yikmdunf of Assessment Change 10.50 8 3.67 6 7.57 14 3.30 23 1.90 20 2.65 43 7.25 4 8.67 3 7.86 7 5.40 35 2.97 29 4.30 64 4^7'OQ, , fl 83 -j: +1,50-."^ +^ 93 +2.50 +5 33. r*</ ssa^Bssgsisa^ h3 40 ... 11 91 y s^WssS^ Developmental Reading Assessment Fall Assessment 5.63 16 4.83 6 5.41 22 6.05 21 3.50 14 5.03 35 4.00 1 4.00 1 5.82 38 3.90 20 5.16 58 First Grade Spring Assessment 26.50 16 27.14 7 26.70 23 20.30 20 17.29 14 19.06 34 18.00 1 18.00 1 22.92 37 20.57 21 22.07 58 Second Grade * An average level of 2 or more is considered proficient in kindergarten. An average level of IB or more is considered proficient in first grade. * An average level of 24 or more is considered proficient in second grade. Amount of 'Change +20 88 t22 31 1 +21 29 '"'*^+1425' +13 79 +14 03 +14 00
10 1'16^7' J JW" ...,+16 91 Fall Assessment 44.00 6 26.75 8 34.14 14 18.55 20 18.06 18 18.32 38 Spring Assessment 44.00 6 31.75 8 37.00 14 24.15 20 26.56 18 25.29 38 ATnoiinfeof' Change.. ft- ---T-i,' -+5:po +8 50 ' +6 97- 39.00 2 39.00 2 24.42 26 22.04 28 23.19 54 44.00 2 44.00 2 28.73 26 29.29 28 29.02 54 +5 00.*^::
---5-^0^
"'+4'31^1/ rj+7'26 - ^
,+583-\ Segments of the poputation not testing et e proficient levet ere highlighted in bold. Ella by school 2000tables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Romine Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.50 2 0.00 4 0.17 6 1.00 13 0.00 18 0.42 31 0.00 4 0.00 4 0.00 8 0.74 19 0.00 26 0.31 45 Kindergarten Spring Assessment 5.50 2 1.40 5 2.57 7 3.44 16 3.09 22 3.24 38 1.50 4 1.75 4 1.63 8 3.27 22 2.65 31 2.91 53 +5 00 5, -<-+2'4O . i+3'd9' w: >SS7 J'<,+2,82 W -THSBaS
I x- +1 63' 42,s< :< .\+2'.65'
: Has ^+Z59'?. Developmental Reading Assessment Fail Assessment 11.25 4 11.25 4 11.43 23 7.36 11 10.12 34 5.25 4 6.67 3 5.86 7 10.52 21 8.11 18 9.56 45 First Grade Spring Assessment Amount of Charige
Second Grade * 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. *** An average level of 24 or more is considered proficient in second grade. 21.00 4 21.00 4 19.74 23 14.09 11 17.91 34 9.50 4 27.00 2 15.33 6 18.22 27 17.24 17 17.84 44 +9 75P +9.75^ - f8
30 +6 73 %25 +20 33 * +9 48 gww ,+7 70 !: +9,12J +8 29 Fall Assessment 44.00 2 21.2,2, 2 40.00 5 31.20 15 23.75 24 26.62 39 23.71 7 27.09 11 25.78 18 30.08 24 25.79 38 27.45 62 Spring Assessment 44.00 2 44.00 2 44.00 4 37.88 16 30.78 23 33.69 39 31.71 7 36.00 10 34.24 17 36.64 25 33.03 35 34.53 60 WtriountToF igS'&iSSiS^s^ 'Change.^ :.*Ss a
- Ir^tbo li ^+8:00^ :afS?Sy +8
91 i ^8546
"I, +6.56 '""'+7'08:'^ s Segmen/s of the population not testing at a proficient level are highlighted in bold. Ella by school 2000{ables6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black Other Total Terry Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.88 25 4.50 18 4.14 43 2.24 17 1.39 23 1.75 40 1.80 5 6.50 4 3.89 9 3.06 47 3.09 45 3.08 92 Kindergarten Spring Assessment 7.80 25 10.67 18 9.00 43 6.35 17 4.91 23 5.53 40 5.00 5 19.00 4 11.22 9 6.98 47 8.47 45 7.71 92 AmountSof
^Charigei ^+3 92 - 's? il t3?5^: \V+3 20
V+ +12,50 +733 tB Developmental Reading Assessment First Grade Second Grade """+3:91' Ci v:' +5 38 'P
1:4.63 Fall Assessment 5.07 14 3.92 13 4.52 27 3.10 20 0.95 20 2.03 40 0.00 1 11.33 3 8.50 4 3.80 35 2.89 36 3.34 71 **< Spring Assessment 26.86 14 22.94 16 24.77 30 15.30 20 7,76 21 11.44 41 4.00 1 36.00 3 28.00 4 19.60 35 15.95 40 17.65 75 Amount of Change ' +21-79t c .r r.+'IS-OI > i +20 25 '.f+.12:20: +6 81 +9 41 +4 00 +24 67 , +.1950 +15 80 > +13 06' +14 32 Fall Assessment 20.63 8 20.81 16 20.75 24 24.15 13 16.12 17 19.60 30 15.50 4 22.50 4 19.00 8 21.64 25 18.84 37 19.97 62 "Spring Assessment 37.64 11 30.82 17 33.50 28 37.20 20 28.45 22 32.62 42 38.40 5 29.43 7 33.17 12 37.50 36 29.48 46 33.00 82 Amountof. c, Change " +17 01
+.10.0.1,.^' jiyifX-iS
+1275. tJi e--+-13705^ +12 34 +13 02 +22 90 +6 93* +1417 +15 86 +10 64 +13 03 .> * An average level of 2 or more is considered proficient in kindergarlen. * 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. Segmenfs of the population not testing al a proficient level are highlighled in bold. Ella by school 2000iables6/10/00 Wakefield Grade Race Gender Fail Assessment Female White Male Total Female Black Male Total Female Other Male Total Female Total Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N 0.00 2 0.00 2 0.33 21 0.09 22 0.21 43 0.00 4 0.00 3 0.00 7 0.28 25 0.07 27 0.17 52 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Kindergarten Spring Assessment Anriodf*t of ^Change Developmental Reading Assessment First Grade Second Grade 0.00 2 0.00 2 1.86 21 0.95 22 1.40 43 1.00 4 1.00 3 1.00 7 1.72 25 0.89 27 1.29 52 0 0
I^B Kss #sas!ichinRSi
5
Fail Assessment 0.00 1 1.00 1 0.50 2 1.59 17 1.29 17 1.44 34 0.75 4 **lSpring Assessment 10.00 1 2.00 1 6.00 2 12.91 34 9.74 23 11.63 57 10.83 6 Amount of Change - Fall Assessment Spring Assessment T^dupt.pf 7Change: rSS i'5x SBaS
+0.8T aasates 0. 0.75 4 1.36 22 1.28 18 1.33 40 10.83 6 12.54 41 9.42 24 11.38 65 'S^^cgwOnoOiSsgSMss a^St5s50'.e-?, - 32 , +8 45 +10 19 .-'+10.08 ' +10 08 tt +11 17 +8 14 r"~+1006/ 10.27 22 9.95 20 10.12 42 1.00 2 7.00 4 5.00 6 9.50 24 9.46 24 9.48 48 20.52 21 19.68 19 20.13 40 7.00 2 28.00 4 21.00 6 19.35 23 21.13 23 20.24 46 B ftaSKtoOHEQlS Tv 'H-- +10.01 sOQi pHSa M'gaw : t+'T LT"*?*'' +11.67- - +10.7'6", S' 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. An average level of 24 or more is considered pro6cienl in second grade. Segments of the population not testing at a proficient level are highjighted in bold. Ella by school 2000lab/es 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Washington Grade Kindergarten Race Gender Female White Male Total Female Black Male Total Female Other Male Total Female Total Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.14 7 1.88 8 2.47 15 1.11 19 0.92 25 1.00 44 2.25 4 3.00 5 2.67 9 1.73 30 1.39 38 1.54 68 Spring Assessment 11.75 4 7.38 8 8.83 12 5.05 19 3.64 25 4.25 44 8.25 4 8.00 5 8.11 9 6.52 27 5.00 38 5.63 65 fffiuntBf
^Gtia^eaii .550 ij-S-iP is at S ^^.-5
p0 , >5 44
S isse W-' Developmental Reading Assessment Fall Assessment 6.67 3 5.33 6 5.78 9 5.11 18 2.21 19 3.62 37 8.38 8 4.14 7 6.40 15 6.17 29 3.22 32 4.62 61 First Grade "Spring Assessment 21.33 3 26.00 6 24.44 9 14.89 18 10.61 18 12.75 36 23.75 8 22.29 7 23.07 15 18.00 29 16.23 31 17.08 60 Amount of Change 3a-t14'.67. ^.118 67 "'/^.')
9:785\ as - r8 4b-. ^9 13 18 14 H6 67i m 83 '"-r^H3qi Fall Assessment 30.33 6 21.17 6 25.75 12 20.85 20 13.70 27 16.74 47 12.40 5 23.11 9 19.29 14 21.32 31 16.79 42 18.71 73 Second Grade "Spring Assessment 40.67 6 38.00 6 39.33 12 28.55 20 22.11 27 24.85 47 21.60 5 29.33 9 26.57 14 29.77 31 25.93 42 27.56 73 . Amount.of Change i +1033 SssSS -'>16,83 as US 58*
^ ->7 70 ^8 41 +8t-1-1 i!! Ss +9 20 r6 22 h7 29 h8 45 v+9ri4.>,*'* iSaSGs^j +8 85-^/ * 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. *** An average level of 24 or more is considered proficient in second grade. Segments of the population not testing at a proficient levet are highlighted in txild. Ella by school 2000l3bles6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Watson Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.00 1 0.00 1 0.41 37 1.09 35 0.74 72 0.39 38 1.09 35 0.73 73 Kindergarten Spring Assessment 0.00 1 0.00 1 2.37 38 2.29 38 2.33 76 2.31 39 2.29 38 2.30 77 * An average level of 2 or more is considered proficient in kindergarten. ** An average level of 16 or more is considered proricient in first grade. ** An average level of 24 or more is considered proficient in second grade. -Arnount?df tesGhangeg Developmental Reading Assessment Fall Assessment First Grade Spring Assessment S: Fall Assessment Second Grade Spring Assessment 'Ghartg^? 'S' M +1 96 it 5.00 1 5.00 1 5.88 24 3.20 35 4.29 59 17.03 29 8.67 36 12.40 65 Sgi SBS 'W 5^ Sjgiai 'A S
"' fl sS AigiWSft
- 11-. / -+1,91-> sss'a^
?1.20i 5.88 24 3.25 36 4.30 60 17.03 29 8.67 36 12.40 65 :5. +~l1..1g +5.42 ^SS5S - J-+8.-10. .f\. ^Vr 18.50 4 18.50 4 18.47 32 14.12 26 16.52 58 30.00 1 30.00 1 18.82 33 14.70 30 16.86 63 34.00 4 34.00 4 27.76 33 22.60 25 25.53 58 40.00 1 40.00 1 28.12 34 24.17 29 26.30 63 +15
50 ,=,+15.50 >3? W^S'+c- aiW+9S3^W W +
t9-QQ litWc )
9
47' +9W Segments of the population not testing at a prescient level are highlighled in bold. Ella by school 2000tables6/19/00 Western Hills Grade Race White Black other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.50 2 0.40 5 0.43 7 0.67 9 0.62 13 0.64 22 4.00 1 0.00 1 2.00 2 0.92 12 0.53 19 0.68 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 Spring Assessment 3.00 2 2.40 5 2.57 7 4.11 9 2.15 13 2.95 22 28.00 1 3.00 1 15.50 2 5.92 12 2.26 19 3.68 31 ^!^Wuntlo ^gghafaeaia V2 00 .6V First Grade Second Grade +i1.^ijSj +-?32' SS +3^00'^
iiJi ssjgsiJfeaafis's'S. * An average level of 2 or more is considered prescient in kindergarten. 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. Fall Assessment 6.50 6 2.67 3 5.22 9 4.29 17 3.60 15 3.97 32 Spring Assessment 28.86 7 16.67 3 25.20 10 22.24 17 20.47 15 21.41 32 :?ArriounUdf' Chanfigfa ______-fc "r t.-- +i4
oo 1 /
M6.87^ j- Fall Assessment 23.00 4 20.00 4 21.50 8 20.55 11 18.13 16 19.11 27 20.00 1 Spring Assessment , 44.00 4 42.50 4 43.25 8 39.40 10 36.25 16 37.46 26 44.00 1 Amount.'oT .. Change , +21 00 (5^? +22.50"
+21 75 +18 85 +18 13 +18 35+ +2400 14.00 1__ 14.00 1 4.87 23 4.00 19 4.48 42 28.00 1 28.00 1 24.17 24 20.26 19 22.44 43 '+,i4.oo
^4:00: 7.^ *19:30
g 44.00 +242)0'A 1 40.93 15 37.50 20 38.97 35 20.00 1 21.13 16 18.50 20 19.67 36
4. L*'' +49 81 ^6:26i +179^ +19:00 +T9-30 + Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000tabies 6/19/00 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Race White Black other Total Williams Grade Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 3.88 8 1.50 12 2.45 20 1.56 18 0.50 8 1.23 26 5.83 6 5.83 6 2.94 32 1.10 20 2.23 52 Kindergarten Spring Assessment 8.13 8 5.00 12 6.25 20 5.11 18 3.00 8 4.46 26 11,50 6 SasBn&unfeoffi sfeChange^ J&o',anss^' EK Developmental Reading Assessment First Grade Second Grade 11.50 6 7.06 32 4.20 20 5.96 52 ssffi ^3 Fall Assessment 14,53 17 14.30 10 14.44 27 7.00 12 9.65 20 8.66 32 44.00 1 34.00 1 39.00 2 12.50 30 11.94 31 12.21 61 Spring Assessment 29.88 17 34.80 10 31.70 27 28.83 12 27.21 19 27.84 31 44.00 1 44.00 1 44.00 2 29.93 30 30.30 30 30.12 60 Change 9^ a S' +17-.56 +19 18 :0
.+10.00 +5.00 ssfySiiSfS s -t17.90i< * /In average level of 2 or more is considered proficient in kindergarten. ** 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. Fall Assessment 28.40 15 31.80 20 30.34 35 27.82 17 23.29 14 25.77 31 "Spring Assessment 37.33 15 40.42 19 39.06 34 37.41 17 36.62 13 37.07 30 T^ount of Change +8 93:^' '+9 59 +13 33 +11 29 28.09 32 28.29 34 28.20 66 37.38 32 38.88 32 38.13 64 28 ', t1Q-58 +9.93 Segments of the population not testing at a proficient level are highlighted in bold. Ella by school 2000tabtes 6/19/00 Wilson Grade Race White Black Other Total Gender Female Male Total Female Male Total Female Male Total Female Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.00 2 1.00 2 0.50 4 0.75 16 1.07 29 0.96 45 0.00 1 2.00 1 1.00 2 0.63 19 1.09 32 0.92 51 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Kindergarten Spring Assessment 1.00 2 0.00 1 0.67 3 4.35 17 2.67 30 3.28 47 0.00 1 3.00 1 1.50 2 3.80 20 2.59 32 3.06 52 ain'S'unt-''QF ^thangeV .1 00 J-iS-sw& gs?
i+1.60y- & '' ' '- O''-' +1 00 !3?Ss5sSsSfflS ^^ftOiSlJ^? SWRW />+1.
50: aasifeii *2.14^ Developmental Reading Assessment Fall Assessment 2.00 3 2.00 3 2.21 14 2.78 18 2.53 32 2.18 17 2.78 18 2.49 35 First Grade "Spring Assessment 23.33 3 Amount of Change Second Grade * 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. *** An average level of 24 or more is considered proficient in second grade. Fall Assessment 25.00 2 "Spring Assessment 42.00 2 Amount of: .Change' +ioo site 23.33 3 20.00 14 23.11 18 21.75 32 20.59 17 23.11 18 21.89 35 ?y'+21 33^ . +17 79 9- +20 33 +19.22
25.00 2 17.13 15 15.17 24 15.92 39 a5 sjg
rie> +18?41 42C^ 32.00 2 32.00 2 18.06 17 16.46 26 17.09 43 42.00 2 26.56 18 25.21 24 25.79 42 4.00 1 39.00 2 21.33 3 26.95 21 26.27 26 26.57 47 +17 00/ --?S J*. * +9 42 +10 04 +9 86 +7 00 -4 67 IO ?h8.89 " +9 81 +9 48 i Segmenfs of Ihe population not testing al a proficient level are highlighted in bold. lla by school 2000tables 6/19/00 Race Woodruff Grade Gender Female White Male Total Female Black Male Total Female Other Male Total Female Total Male Total Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Mean N Fall Assessment 0.00 1 1.00 3 0.75 4 0.90 20 1.07 15 0.97 35 0.86 21 1.06 18 0.95 39 Little Rock School District SY1999-2000 Observation Survey K, 1, and 2 Fall to Spring Change - By School by Grade Kindergarten Spring Assessment 1.00 1 3.00 3 2.50 4 2.05 20 2.07 15 2.06 35 gatCChhlaannggie >3^-+2.O9,^ BWOOs j' Developmental Reading Assessment Fall Assessment 19.00 4 4.00 1 16.00 5 8.14 22 7.10 10 7.81 32 First Grade Second Grade **('Spring Amount of: Assessment > Change 34.00 3 18.00 1 30.00 4 22.86 22 23.40 10 23.03 32 iSpieS-' iW
+i5oo . '"+1400 ' +^-}4'
00 ! +147^ +1030 Fall Assessment 29.00 4 27.00 4 28.00 8 28.48 21 20.50 14 25.29 35 3.00 1 'Spring Assessment 31.50 4 36.00 4 33.75 8 37.10 20 27.43 14 33.12 34 6.00 1 T.w^- ountof' 'Change r" +2.5O^*'^' +9 00 , \+5 7^ +8 62 iis +6 gsf"''" +y83 +3 00 2.00 21 2.22 18 2.10 39 * An average level of 2 or more is considered proficient in kindergarten. ** An average level of 16 or more is considered prescient in first grade. *** An average level of 24 or more is considered pro6cient in second grade. 34.00 1 34.00 1 24.20 25 23.83 12 24.08 37 18.00 1 18.00 1 9.81 26 7.75 12 9.16 38 +16 00 Si fill 7r'- i3i>1 +16 00 +14 39 +16 08 +14 92 3.00 1 27.58 26 21.94 18 25.27 44 6.00 1 34.96 25 29.33 18 32.60 43 +3 00 +7 38 +7 39 +7 33 Segmenis of the population not testing al a proficient level are highlighted in bold. Ella by school SOOOtables BADGETT Grade* Subtest 1996- 1997 3 Total Reading Total Math 14 9 5 Total Language Complete Battery Total Reading Total Math 15 14 7 6 Black Students 19^ 1998 30 20 20 26 13 13 Precentile Diff. 11 12 6 White Students Number Tested BALE 1998^ 1999 17 16 18 18 18 13 1999- 2000 Diff. -13 -2 -8 11 1 Total Language Complete Battery 12 10 Grade* Subtest 1997 3 Total Reading Total Math 35 27 5 Total Language Complete Battery Total Reading 27 33 21 Total Math 15 14 18 2 8 20 21 Black Students wr 1998 27 17 21 24 29 27 Percentile Diff. -8 -10 -6 8 12 11 13 w 1999 2000 28 20 26 26 22 42 19 14 Total Language Complete Battery BASELINE Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery 23 34 11 31 19 27 33 0 32 18 Black Students Percentile 1996- 1997 18 19 13 20 27 20 37 27 1997- 1998 24 15 20 22 14 16 18 16 Diff. 6 -4 7 2 r13 -4
-i9- 1998- 1999 26 29 31 29 22 14 26 26 1999- 2000 16 13 21 18 1996- 1997 27 32 31 29 Percentile 1998 86 45 61 64 Diff. 59 13 30: 35 <998^ 1999 15 1 6 12 1999- 2000 Diff.> -71: "55: -52 1996-1997 1997-1998 1998-1999 1999-2000 7, iiL iSi 8 Diff. 1 3 5 ::2:: 3 28 Diff, 2 :>-i4- 11 7 6 64 51 41 47 w 1997 57 43 43 53 25 23 39 41 1996- 1997 32 28 28 32 95 83 76 84 29 40 53 44 TW:' 1998 16 29 23 25 47 43 53 53 1997- 1998 45 20 41 43 31 16 14 26 -35 -11 12 -3 41 40 32 37 White Students Percentile Diff. -41 >14: -20 -28 22 20 1'4 12 5 5 3 6 71 35: 29 31 21 23 23 21 14 14 16 20 17 18 17 16 Number Tested 199^- 1999 46 40 36 43 29 45 30 39 White Students Percentile Diff. '10: 8 13: 11 -64
-67 r62 1999- 2000 Diff. 30 11 13 18 1996-1997 1997-1998 1998-1999 76 24 76 53 :47. 21: :46
14 37 37 37 37 35 31 41 40 35 35 35 35 Number Tested 1998- 1999 59 35 61 46 31 22 28 34 1999- 2000 Diff. 14 45- 20 3 35 23 57 39 -1 t29 -5 1996-1997 1997-1998 1998-1999 14 15 13 12 1999-2000 23 16 24 21 1999-2000 25 25 25 25 15 16 18 18 16 19 19 16 31 31 31 31 BOOKER Black Students Grade* Subtest Percentile White Students Percentile Number Tested 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery BRADY Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery CARVER Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery 1996- 1997 26 23 34 30 33 32 44 38 1996- 1997 27 34 32 32 27 18 43 31 1996- 1997 43 37 40 41 37 27 40 39 1997- 1998 26 19 24 27 21 17 31 26 Diff. 0 -3 -12 -15 -12 1998- 1999- 1999 2000 Diff. 1996- 1997 1997- 1998 Diff
1998- 1999 1999- 2000 Diff. 1996-1997 1997-1998 1998-1999 1999-2000 35 28 32 34 39 28 11 25 44 38 Black Students Percentile 21 41 32 3- e 50 41 52 49 65 53 67 62 58 44 57 57 60 35 60 53 3 8 '5 -18 .-7-' 43 44 36 43 55 33 55 51 White Students Percentile 63 45 70 60 -8 -12 -15 -9 91 91 91 91 40 26 45 39 87 90 90 87 Number Tested 1997- 1998 26 25 28 27 20 13 19 20 Diff. 5-< -7 5 24 1998- 1999 30 20 26 30 23 17 21 23 Black Students Percentile 1997- 1998 36 28 35 36 22 21 30 28 Diff. -15 6 1998- 1999 41 31 33 40 51 45 47 49 1999- 2000 Diff, 1996- 1997 60 65 65 63 19 14 21 20 1999- 2000 31 24 32 32 3 0 3 Diff. 20 -21 15 atz 76 50 64 63 1996- 1997 71 71 70 70 77 64 66 72 1997- 1998 Diff. 1998- 1999 1999- 2000 Diff. 1996-1997 1997-1998 1998-1999 35 51 41 45 33 24 31 36 1997- 1998 77 71 78 76 78 70 77 75 -25 24 43 -26 -33
'27: 56 47 48 55 41 15 41 39 White Students Percentile Diff. 8 6 4 6 1T 3 42 14 37 28 -4 -11 24 24 24 24 25 16 24 25 41 40 40 40 Number Tested 1998- 1999 69 60 64 67 73 66 64 69 1999- 2000 Diff. 1996-1997 1997-1998 1998-1999 79 63 66 72 6 -3 2 3 98 102 102 98 52 47 56 53 .85 86 86 85 78 78 i 77 1 77 1999-2000 37 39 39 37 1999-2000 77 77 n 77 CHICOT Grade* Subtest 1996- 1997 3 Total Reading 22 5 Total Math 14 Black Students Percentile 1997- 1998 24 17 Diff. 2 3 1998- 1999 23 18 1999- 2000 Diff. White Students Percentile Number Tested 1996- 1997 43 57 1997- 1998 35 26 Diff. -8 -31 1998- 1999 47 39 1999- 2000 Dift 1996-1997 1997-1998 1998-1999 1999-2000 Total Language Complete Battery Total Reading Total Math 18 21 18 14 28 23 11 10 IQ 2 -7 -4 23 23 20 17 13 12 -5 7 -5 37 47 43 26 42 35 62 35 5 19 9 40 50 45 36 38 19 Total Language Complete Battery CLOVERDALE Grade* Subtest 24 21 1996- 1997 3 Total Reading Total Math 47 62 5 Total Language Complete Battery Total Reading Total Math 52 60 22 24 16 15 -8 -6 26 23 Black Students Percentile 19 16 -7 46 42 56 59 DODD Total Language Complete Battery 33 26 Grade* Subtest 1996- 1997 3 Total Reading Total Math Total Language 5 Complete Battery Total Reading Total Math Total Language Complete Battery 25 29 30 30 24 16 30 27 io 17 46 30 16 45 White Students Percentile 29 -16 56 56 56 55 16 13 21 21 48 48 48 48 Number Tested 1997- 1998 28 27 26 29 26 31 31 31 Diff. -19 :35: -26 -31 4 7 -2 ^5 1998- 1999 55 78 67 72 48 56 54 54 Black Students Percentile 1997- 1998 34 40 21 35 13 12 27 18 Diff. 9 11 -9 ^11 -3 1998- 1999 39 18 28 33 35 25 44 34 1999- 2000 Diff. 27 51 43: 22 29 26 27 1999- 2000 30 27 39 31 -26 -27 -28 Diff. 5 -22 7 >2- -5 2 ^9^ 1996- 1997 60 70 55 61 1996- 1997 54 43 47 48 41 27 33 27 1997- 1998 Diff. 1998- 1999 52 94 35 73 66 80 68 66 1997- 1998 64 67 45 59 50 40 45 49 89 92 80 91 White Students Percentile Diff, IQ: 24 :'-2:: 9 12 1999- 2000 Diff. 1996-1997 1997-1998 1998-1999 18 31 14 19 -71 ^1 t66: -72 46 47 47 46 29 35 35 33 55 55 55 53 Number Tested 1998- 1999 37 24 39 35 59 33 62 53 1999- 2000 Diff. -27 -43 -24 30 29 28 32 1996-1997 1997-1998 1998-1999 -29 -4 -34 -21 24 24 24 23 26 22 34 29 28 '29 29 28 54 56 55 53 1999-2000 52 52 52 52 1999-2000 15 16 16 15 FAIR PARK Grade* Subtest 1996- 1997 3 Total Reading 30 5 Total Math Total Language Complete Battery Total Reading Total Math Total Language Complete Battery FOREST PARK Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery FRANKLIN Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery 31 28 34 20 21 21 22 Black Students Percentile 1997- 1998 17 11 14 19 10 7 11 Diff. ^3: -20 -14 ^15 :Tt4- -10 13 >9
1996- 1997 48 52 55 53 24 26 36 3Q 1996- 1997 18 14 16 19 15 10 17 15 1998- 1999 18 8 10 16 37 21 45 37 Black Students Percentile 1999- 2000 21 11 24 21 1997- 1998 33 37 39 37 28 25 32 35 Diff. -15 -15
-16 -16 4 -1 r4 5 1998- 1999 42 37 49 44 65 51 63 60 Black Students Percentile 1997- 1998 16 13 13 17 16 15 23 20 biff. 1998- 1999 2 :-3' 2 .1 5 6 5 25 23 25 26 18 26 21 24 1999- 2000 36 29 35 33 1999- 2000 18 15 17 19 White Students Percentile Diff. -4 -3 >16 -ip
Diff. 9 0 10 -29 22 27 biff. Number Tested 1996- 1997 '407 742
0
: -11 4": 35 42 28 42 66 40 73 63 1997- 1998 61 68 72 68 58 49 60 Diff. 25 .26
44 26 -8 9 1 55 -8^ 1998- 1999 18 8 10 16 56 30 45 45 1999- 2000 Diff. -43 -62 86 74 78 74 White Students Percentile
30
44 33 29 1996-1997 1997-1998 1998-1999 1999-2000 1996- 1997 82 80 85 83 73 67 71 71 1996- 1997 83 79 71 77 10 3 4 12 1997- 1998 87 81 88 85 85 84 83 86 1997- 1998 17 4 4 16 49 13 69 35 Diff. 5 1 3: 2 12 17 12 15 1998- 1999 81 79 87 80 85 70 79 77 White Students Percentile Diff. 66. -75 -67 6t 39 10 65: 23 1998- 1999 61 94 53 73 1999- 2000 Diff. -6 -2 -1 -5 91 79 84 82 1999- 2000 78 17 80 49 6 9 5 5 Diff. 17: -77^ 27 ?-24-- 28 27 28 27 17 12 18 20 22 23 23 21 Number Tested 1996-1997 1997-1998 1998-1999 50 51 51 50 58 57 60 63 55 56 56 55 Number tested 1996-1997 1997-1998 1998-1999 17 18 17
16 1999-2000 42 44 44 42 1999-2000 34 34 34 33 17 15 24 20 40 45 45 39 39 50 50 39 FULBRIGHT Grade* Subtest 1996- 1997 3 Total Reading Total Math 34 21 5 Total Language Complete Battery Total Reading Total Math 31 33 19 18 Black Students Percentile 1997- 1998 25 13 19 24 39 22 Dift -9 22 4 1998- 1999 34 24 32 36 51 37 1999- 2000 27 17 Total Language Complete Battery GARLAND Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery GEYER SPRINGS Grade* Subtest 3 Total Reading Total Math Total Language 5 Complete Battery Total Reading Total Math Total Language Complete Battery 26 22 35 38 2-22. 42 44 Black Students Percentile 27 26 1996- 1997 29 26 27 29 12 15 17 18 1996- 1997 23 14 23 24 21 23 24 23 1997- 1998 16 13 15 19 14 12 17 17 Diff. -12 0 1998- 1999 20 13 17 21 19 26 25 23 Black Students Percentile 1999- 2000 19 20 22 24 1997- 1998 29 32 32 30 26 15 28 2Z Diff. 6 : '16: '8 1998- 1999 37 47 34 40 30 32 44 ZZ 1999- 2000 22 28 26 21 Diff. 9 ii
13 12 -24 :r20 -15 rl8 Diff. 2 2 0 -6 -3 -W Diff. 15 2 TO -^8? -4 ri 8: White Students Percentile Number Tested 1996- 1997 64 61 67 67 78 56 75 71 1996- 1997 1996- 1997 38 27 46 40 49 30 41 1997- 1998 71 59 70 69 78 58 77 71 1997- 1998 Diff. 7 -2. 3 2 0 2 2 1998- 1999 72 52 68 67 74 63 59 66 1999- 2000 Diff. 4 -7 -2 <2 1996-1997 1997-1998 19981999 71 50 63 63 White Students Percentile Diff. 1998- 1999 1999- 2000 White Students Percentile -3 -13 A 55 55 55 55 58 38 54 54 67 67 67 67 Number Tested Diff. 1996-1997 1997-1998 1997- 1998 46 65 59 51 35 26 22 31 Dift ?,8> 25 TO 1998- 1999 1999- 2000 Diff. 29 2Q 18 26 20 36 30 33 TO 12 7: 1998-1999 19992000 59 __ 62 . 62 59 1999-2000 30 33 33 30 14 12 18 17 35 18 35 35 Number Tested 19961997 1997-1998 1998-1999 32 35 35 32 26 17 28 24 44 45 45 44 22 28 28 22 1999-2000 41 41 41 41 GIBBS Grade* Subtest 1996- 1997 3 Total Reading 31 5 Total Math 25 Black Students Percentile White Students Percentile Number Tested 1997- 1998 37 35 Diff. 6 IQ 1998- 1999 33 23 1999- 2000 Diff. -12 1996- 1997 67 62 1997- 1998 67 78 Diff. 0 46' 1998- 1999 76 60 1999- 2000 Diff* 9 -18 1996-1997 1997-1998 1998-1999 1999-2000 Total Language Complete Battery Total Reading Total Math 32 34 2 35 1 64 70 6 81 11 29 53 46 36 41 44 7 -2 33 37 34 -3 66 70 4 73 3 41 40 4 6 81 69 68 38 -13 -31 71 63 84 80 13 17 Total Language Complete Battery JEFFERSON Grade* Subtest 3 Total Reading Total Math 5 Total Language Complete Battery Total Reading Total Math Total Language Complete Battery 56 56 1996- 1997 23 21 17 22 30 28 35 32 50 45 37 32 -5 74 58 16 67 80 KING Grade* Subtest 1996- 1997 3 Total Reading Total Math 39 37 5 -11 37 Black Students Percentile 41 4 77 68 ^9: 66 White Students Percentile 79 13 34 34 34 34 56 56 55 57 48 48 48 48 Number Tested Total Language 43 1997- 1998 21 20 23 24 25 18 31 26 Diff. -2 -1 6 2 5 410 -4 76' 1998- 1999 32 20 28 30 64 52 59 59 Black Students Percentile 1999- 2000 Diff. 41: O 5 6 39 30 41 37 23 -22 -18 -22 1997- 1998 32 23 27 Diff. 1998- 1999 1999- 2000 Diff. -7 43 11 414i 26 38 :41- 1996- 1997 76 71 74 72 73 58 76 71 1996- 1997 56 61 53 1997- 1998 70 63 68 69 85 61 74 74 1997- 1998 56 54 61 Diff. -6 -3 7 3 -2 3 1998- 1999 67 57 67 67 86 71 79 79 White Students Percentile Diff. 0 -7 8 1999- 2000 Diff. -3 tI-: -2 S7 68 74 77 -3 ^5: -2 1996-1997 1997-1998 1998-1999 1998- 1999 54 50 59 1999- 2000 Diff. -2 .^4 -2 Complete Battery Total Reading Total Math 41 31 "40 40 9 58 57 :S1' 54 -3 37 23 23 21 52 27 -25 66 58 :^8
: 68 68 0 -2 62 21 441: 57 53 -4 74 57 7I7 Total Language Complete Battery 37 34 29 27 -8 :7' 50 27 23 62 56 -6 63 63 0 55 26 -29 64 58
r6
69 64 -5 65 64 65 64 64 42 57 56 53 55 55 53 Number Tested 1996-1997 1997-1998 1998-1999 38 38 38 38 1999-2000 52 52 52 51 1999-2000 44 45 45 44 38 35 41 40
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.