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Annual Education Report 2014-2015

Serving portions of Livonia and Westland, Michigan

15125 Farmington Road Livonia MI 48154 734-744-2500

LIVONIA PUBLIC SCHOOLS www.livoniapublicschools.org

BOARD OF EDUCATION 2014-15

Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary

Dan Centers, Trustee Liz Jarvis, Trustee

Mark Johnson, Trustee Eileen McDonnell, Trustee

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Dr. Randy Liepa, Superintendent 2014-2015

Andrea Oquist, Superintendent

The Livonia Public Schools School District prohibits unlawful discrimination on the basis of race, color, religion, sex, national origin, age, height, weight, marital status, handicap or disability in any of its educational programs or activities. The following person has been designated to handle inquiries regarding the nondiscrimination policies: Director of Human Resources, 15125 Farmington Road, Livonia, MI 48154 (734)744-2500.

April 15, 2016 Dear Parents and Community Members: I am pleased to present you with the Livonia Public Schools’ Annual Education Report (AER) which provides key information on the 2014-2015 educational progress for the District, our schools, and our students. The AER addresses the complex reporting information required by Federal law and some requirements of state laws. Our staff is available to help you understand this information. Please contact Sheila Alles, Chief Academic Officer, for help if you need assistance. The AER is available for you to review electronically by visiting the following web site www.livoniapublicschools.org or you may review a copy by contacting the Academic Services Department in the Central Administration building. In addition to the district AER, each school in the district has a building-level AER, which is also available on the district’s web site and at their school. The district’s AER has two major sections that are required by state law. The information contained in the first section was compiled by district staff. It presents relevant information about our district, our academic programs, specialized programs, school improvement efforts, and two years of results on district developed assessments and nationally norm-referenced assessments. It also includes the district’s parent involvement policy. The second section of the report contains information provided by the Michigan Department of Education and is required to be presented in their format. It includes: Student Assessment Data – Elementary or middle school assessment results on the Michigan Student Test of Educational Progress (M-STEP), high school assessment results on the M-STEP component of the Michigan Merit Exam (MME), and assessment results for students with disabilities on Michigan’s Alternative Assessment Program (MI-Access).

• Presents achievement data for all four tested subjects (English language arts, mathematics, science, and social studies) compared to targets for all students as well as subgroups of students.

• Helps parents understand achievement progress within schools and compare these to district and state achievement.

Accountability Scorecard – Detail Data and Status Due to the transition from MEAP tests to the M-STEP test, the accountability portion of the AER is limited to assessment participation and graduation/attendance rates. Full accountability reporting will resume with the 2015-16 AER. Teacher Qualification Data

• Identifies teacher qualifications at district and school levels. • Reports percentage of core academic classes taught by teachers no considered highly qualified

to teach such classes. NAEP Data (National Assessment of Educational Progress)

• Provides state results of the national assessment in mathematics and reading every other year in grades 4 and 8.

LIVONIA PUBLIC SCHOOLS 15125 Farmington Road • Livonia • MI • 48154 Phone (734) 744-2500

http://www.livoniapublicschools.org/

I am very proud of the diligent work of our staff in providing our students with quality, meaningful, and relevant educational experiences. This was recognized by our achievement to renew district-wide accreditation through an independent review by AdvancED. We also appreciate the supportive parents and community members who have a positive influence on our schools and district. By living our district’s vision, we continue to focus on improving student achievement, which allows us to maintain our status as an outstanding school district. Sincerely,

Andrea Oquist Superintendent

SHARED VISION Livonia Public Schools stands as a lighthouse district, a beacon of excellence offering exceptional educational opportunities to all children and serving as a source of pride for our community. As a premier school system, we promote a passion for learning and a philosophy that puts the needs of children and their education first.

Climate & Environment We are a caring community that knows and lifts every child. All employees, parents and community members appreciate and honor the unique contributions each brings to our education community. Therefore, we see a school district where we…

• Provide a safe, joyful, welcoming environment for all who enter and a place where students are eager to learn.

• Respect, value, empower and trust one another. • Celebrate the uniqueness of each individual in a climate of acceptance and understanding. • Value open, honest, and two-way communication among all stakeholders (families, students,

staff and community). • Invite parents and community members to be active partners. • Benefit from facilities that are updated, well maintained and inviting, including cutting-edge

technology and equipment.

Engaged Learners An exemplary learning community inspires and motivates all students to reach their full learning potential. Therefore, we see a school district where students…

• Experience joy in learning. • Flourish in a learning environment where creativity and imagination abound. • Are encouraged to give their personal best and challenged to go beyond the ordinary. • Have their unique learning needs met. • Experience learning that connects to the real world through a variety of opportunities for

exploration. • Are assessed using reliable and timely instruments that measure what students are expected to

learn and guide instruction.

Enhancing Employee Capacity As an exemplary school district, we operate on the premise that a school district can only be as good as the people that it employs. Therefore, we have a deep commitment to holding the highest standards for ourselves and others, and to providing the opportunity to learn and grow. We see a school district where an empowered staff…

• Works cooperatively and collaboratively to expand their ability to support and improve student learning.

• Broadens the potential for success through innovative and creative ideas. • Values and seeks meaningful individual professional development. • Experiences focused professional development based on best practices and current research. • Uses state-of-the-art technology and equipment to enhance job effectiveness.

Organizational Capability We understand that the pursuit of excellence requires persistence, tenacity and courageous patience. Therefore, we see a school district where our processes support…

• Continuous improvement in all that we do. • Implementation of innovative ideas when determining structural and operational changes. • Participative problem-solving and decision-making.

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Outcomes for Our Students Our schools excel at preparing each student for his/her life journey. Therefore, we see a school district where students are…

• Persons of character who are contributing members of society and life-long learners. • Independent, confident and hopeful, with the skills to plan a successful future. • Analytical and capable decision makers. • Proficient in math, literacy and communication skills. • Prepared for future education and career opportunities.

MISSION STATEMENT

To educate, challenge, and inspire every student to achieve personal success and become a confident contributor to society. COLLECTIVE COMMITMENTS The Livonia Public Schools’ Shared Vision provides the imagination of what we hope to become and a blueprint for continuous improvement. The clarity of our Shared Vision and commitment to it is crucial to our success. We have identified the following Collective Commitments that will define the behaviors that lead us to our Shared Vision.

Learning: Our Priority 1. Learning is what we’re all about – for students, as well as adults. We are committed to both

individual and collective growth. 2. We make learning come alive through engaging and inspiring our students. 3. Individual differences matter; we strive to provide for our students’ unique needs.

Our Environment 4. We create positive, welcoming and safe environments where students, staff and parents are

eager to learn, work and visit.

Our Interactions 5. Respect and integrity are at the core of our interactions with one another. When these are

compromised, everything is compromised. 6. We model responsible, ethical behavior

Our Practices 7. We collaborate in order to produce results superior to those achieved individually. 8. We are innovative in our pursuit of excellence. We actively seek a better way. 9. We recognize and celebrate our successes.

Our Communication 10. We want everyone to have a real voice with that voices comes a responsibility to speak openly,

to listen to others, and to be part of the solution. 11. We engage in open and timely communication with each other.

Our Resources 12. We safeguard and conserve our District resources with great diligence.

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DISTRICT PROFILE

Students: The Heart of Our Mission The Livonia Public Schools School District covers 39 square miles in the cities of Livonia and Westland. We operate 27 schools or centers, serving the needs of 14,894 regular and special education students. Of that number, 6,852 are enrolled in 17 elementary schools (K-6), 2,217 students are in three middle schools (grades 7-8), 427 are in special schools, and 5,039 students are enrolled in three high schools and the Career/Technical Center (grades 9-12). The Livonia Public Schools has 10,916 eligible students and transports approximately 9,130 students each day on 116 school buses, traveling approximately 1,300,000 miles per school year. Employees Are Our Greatest Asset Meeting the many and diverse needs of our K-12 students are 913 professional instructional staff; 38 instructors; 46 principals and assistants; 350 secretaries and paraprofessionals; 3 administrative assistants; 45 building supervisors (SEALS); 284 bus drivers, maintenance workers, warehouse personnel, custodians, and food service workers; 89 community education staff; 7 central office administrators; 27 district supervisors and 47 coaches and crowd control personnel. In addition, our professional instructional support staff includes psychologists, social workers, learning specialists, elementary support teachers, speech and language therapists, resource classroom teachers, media specialists, counselors, student and family assistance specialists, occupational and physical therapists, and homebound or hospitalized service providers. About 90 percent of our certified staff has advanced educational degrees. We maintain an average district-wide pupil teacher ratio of twenty-five to one.

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For more information, visit online at: www.livoniapublicschools.org, or call us at (734) 744-2522.

District of excellenceWe take pride in educating our futureleaders, ensuring they have outstanding educational opportunities.• WeareAdvancEDDistrictAccreditedatthehighestlevel.

• OurschoolsareAdvancEDAccredited.• WeofferaCompetitiveEdgeCollegeSavingsProgramforstudents,providedbytheLPSFoundation.

• Districtgraduationrateis92.7%.• M-STEP and state datascoresexceedstate averages.

• LPSplacedonCollegeBoard’sAPDistrictHonorRoll.

• MeetsStateAccountabilityStandardsingraduationrate,academicproficiencyinallsubjectsandinstudentattendance.

• Award-winningdistrict-wideenergysavingsprogram.

outstanDing staffWe value our committed, caring staff.• 100%NCLBHighlyQualifiedteachers.• 88%of certifiedstaff holdadvanced educationaldegrees.

early chilDhooD• Full-daykindergarten.• Preschoolandparentingprograms.• YoungFivespre-kindergartenprogram.

• GreatStartReadinessProgramforat-risk4-year-olds.

facilities & technology• TheLPScommunitysupporteda$195MbondissueinMay2013fortechnologyandfacilityimprovements.

exceptional acaDemicsStudents are encouraged to give their personal best and challenged to go beyond the ordinary. K-4 ElEmEntary SchoolS K-4 JaPanESE maGnEt School 5-6 UPPEr ElEmEntary SchoolS 7-8 middlE SchoolS 9-12 hiGh SchoolS

• Curriculumisalignedwithstatecontentstandards and expectations.

• Rigorousacademicofferings.• Dualenrollmentavailableforcollegecredit.

• AcademicallyTalented&Giftedprogramsbegininfirstgrade.

• Acceleratedclassesofferedatallmiddleschools.

• HighschoolAPcoursesofferedinallcoresubjectareasinallhighschools.

• Highschoolcoursesarticulatedwithlocalcollegesanduniversities.

• Highschoolmagnetprogramsofferspecializedopportunities,including:• CareerInternProgram• Creative&PerformingArts(CAPA)Program• GlobalEducationProgram• InternationalBaccalaureateProgram• LivoniaCareerTechnicalCenter• AdvancedMathematics,Science&Computer(MSC)Program

• Before-andafter-schoolchildcare.• Enhancedmusicopportunitiesbegininsixthgrade:band,strings,vocal.

• Shared-timeprogrampartneringwithparochialschools.

• AdultandContinuingEducationprograms:GED,highschooldiploma,basicskills,jobreadiness.

safe & welcomingA safe and welcoming environment is our priority.• Child-centeredlearningenvironmentsstaffedwithcaringprofessionals.

• Positive Behavior supports district-wide.• Cameras,keylesscardentries,policeliaisons.

parent inVolVement anDcommunicationWe encourage and welcome parents to be partners in their child’s education.• PTSAmembershipisoneof thelargestinMichigan.

• DistrictCommunicationsTeam(parents,staff,administratorsmeettodiscusscommunicationissues).

• E-news,text,phonealertsystem.• Teacherwebsites.• ParentConnectforaccessing studentacademicprogress.

• Updateddistrictwebsite; interactiveFacebookcommunication.

• BoardofEducationmeetingstelevised onLPScablechannel;archivedon website.

special eDucation State renowned programs for students from birth through age 26.• Parentsmayreferchildforanevaluationatfirstdetectionordiagnosis.

• Programs/servicesforchildrenwithspeechandlanguagedelays;physicalorcognitiveimpairments;autism spectrumdisorder;hearingorvisual impairments.

EXTRA CURRICULAR PROGRAMS• Award-winningathleticprograms.

• State-of-the-artfieldhousesandathleticfieldsatallhighschools.

LivoniaPublicSchoolsstandsasalighthousedistrict,abeaconof excellenceofferingexceptionaleducationalopportunitiestoallchildrenandservingasasourceof prideforourcommunity.Asapremierschoolsystem,wepromoteapassionforlearningandaphilosophythatputstheneedsof childrenandtheireducationfirst.

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• Award-winninginstrumental and vocalmusic programs.

• Competitive robotics clubs beginning inmiddle school.• Online learning opportunities.

SCHOOL IMPROVEMENT

School Improvement Fuels Growth The District as a whole, and each school individually, uses results-driven school improvement processes to increase student achievement. Each school selects improvement goals based upon the learning needs of its students. District level improvement efforts are embodied in our District mission statement and Shared Vision. School and District improvement team membership includes staff, parents, students, and community. SHARED VISION GOAL

All students will experience a positive, safe, and welcoming environment, where both students and adults respect and value one another. Strategic Plan Focus Areas to Support Climate Goal:

• Focus Area #1: All students will know and use effective skills and strategies that empower them to successfully interact with peers and adults.

• Focus Area #2: Every LPS classroom and school environment will exhibit and promote mutually respectful and supportive interactions between adults and students, as well as adults to adults, and students to students.

• Focus Area #3: Student scores in hope, engagement, and well-being on the Gallup Poll will

reach or exceed national participant averages.

2010-2015 DISTRICT ACADEMIC GOALS

1. All students in Livonia Public Schools will be proficient in reading. 2. All students in Livonia Public Schools will be proficient in writing. 3. All students in Livonia Public Schools will be proficient in mathematics. 4. All students in Livonia Public Schools will be proficient in science.

The District School Improvement Team (DSIT) brings together representatives from all stakeholder groups to ensure that the district is engaged in continuous improvement towards the Shared Vision. The responsibilities of the DSIT are to:

• Promote, support and sustain the Shared Vision as the blueprint for our district’s success. • Establish district Shared Vision goals through the input of stakeholders in order to make

progress toward it. • Assure progress towards the Shared Vision goals and initiatives by giving input on the current

state, monitoring the progress of action plans, and tracking performance metrics. In April 2014, our district level accreditation was renewed through AdvancED, an international accrediting agency. Districts accredited by AdvancED have met standards and are engaged in continuous improvement efforts that focus on increased student learning. The renewal process included a visit to the district by a five-member AdvancED External Review Team. The team analyzed district provided evidence, artifacts and diagnostics; conducted interviews with various stakeholders and visited schools where they met with school leadership teams and observed teaching and learning in our classrooms.

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The district received a very favorable External Review Report as a result of the External Review Team’s visit. Powerful Practices were noted and Required Actions identified. The district is proud of our Powerful Practices and is developing a plan to address the Required Actions. All of our elementary schools, all our middle schools and high schools, our Career Technical Center and Western Wayne Skill Center are AdvancED accredited. As a result of district level accreditation status, the district is responsible to monitor individual school’s school improvement efforts and established a Quality Assurance Review (QAR) team for this purpose. The team created and piloted a process for monitoring school improvement efforts that includes visiting schools and providing feedback to schools on their school improvement efforts, and revised elements of the monitoring process based on feedback from team members and school staff. Each school is visited once during a five-year cycle. School visits were suspended during the 2013-14 school year due to the AdvancED External Review Team visit for accreditation renewal. QAR Team school visits were resumed in 2014-15 with team visits to Hoover Elementary, Cooper Upper Elementary, Frost Middle School and Stevenson High School.

CORE CURRICULUM

The K-12 subject area facilitators continued the District’s ongoing process of developing and implementing curriculum that is aligned with the State of Michigan Grade Level Content Expectations (GLCE’s) for social studies and science K-8, High School Content Expectations (HSCE) for grades 9-12, and the Common Core State Standards (CCSS) for K-12 Mathematics and English Language Arts (ELA). Teachers on the CCSS Implementation Team and Middle School ELA Committee played a leadership role in facilitating professional learning for K-8 teachers to support implementation of the reading and writing units of study developed by MAISA (Michigan Association of Intermediate School Administrators). These units were developed through a state-wide committee and are aligned to the CCSS for ELA. The Secondary Math curriculum is completely aligned to the Common Core Standards for Mathematics. This year we implemented a new middle school math program (Big Ideas math) for sixth, seventh and eighth grade. This program was written for the Common Core Standards for Mathematical Content and Practices. The following statements define our broad cognitive goals for students’ learning in these subjects. They reflect the state’s standards for College and Career Readiness for English language arts and mathematics and the state’s grade level content expectation for science and social studies.

K-12 goals for English language arts are: • Read closely to determine what the text says. • Make logical inferences. • Determine central ideas or themes of a text. • Cite specific textual evidence when writing or speaking to support conclusions drawn from a

text. • Interpret words and phrases as they are used in a text. • Analyze the structure of texts. • Assess how point of view or purpose shapes the content or style of a text. • Integrate and evaluate content presented in diverse formats and media. • Evaluate the argument and claims in a text. • Analyze how two or more texts address similar themes.

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• Read and comprehend increasingly complex literary and informational texts. • Write arguments to support claims with evidence from texts. • Write informative texts to convey information. • Write narratives to develop real or imagined experiences. • Produce clear and coherent writing. • Develop and strengthen writing using the writing process. • Use technology to produce and publish writing. • Conduct short as well as more sustained research projects. • Gather relevant information from multiple print and digital sources. • Draw evidence from literary or informational texts to support research. • Write routinely for a range of tasks. • Demonstrate command of the conventions of standard English grammar and usage. • Understand how language functions. • Determine the meaning of unknown words and phrases. • Demonstrate understanding of figurative language. • Acquire and use academic and domain-specific words and phrases.

The K-12 goals for mathematics are: • Develop personal management skills, confidence and a positive attitude toward the use, value

and power of mathematics. • Acquire the skills necessary to interact with others in learning and problem-solving situations. • Make sense of problems and persevere in solving them. • Construct viable mathematical arguments and critique the reasoning of others. • Learn to reason abstractly and quantitatively. • Recognize the connections among mathematical topics, other disciplines and everyday

experiences and use mathematic models to solve real-world problems. • Become competent in the selection and application of appropriate tools for solving mathematical

problems. • Attend to precision when performing mathematical calculations and communicating thoughts

and results with others. • Look closely for a pattern or structure to help make sense of mathematical problems. • Look for regularity and repeated reasoning when solving mathematical problems. • Develop number sense to demonstrate, analyze and use the various forms of real numbers,

their relationships and algorithms. • Develop mental mathematics and estimation skills. • Understand and use measurement in practical situations. • Develop geometric concepts and spatial sense. • Use probability and statistical concepts and methods to solve problems. • Interpret and apply algebraic concepts and methods to solve real life problems. • Continually evaluate the reasonableness of intermediate results and final answers.

The K-12 goals for science are: • Understand that learning science is an active process. • Understand that engaging in scientific inquiry and reasoning in a scientific context is central to

science learning. • Understand that life, physical and earth sciences are interconnected by the concepts of

patterns, cause and effect, scale and proportion, systems, models, energy and matter, structure and function, stability and change.

• Ask questions and define problems.

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• Develop and use models to help explain natural phenomena, analyze systems, and test possible solutions to new problems.

• Plan and carry out systematic scientific investigations both in the laboratory and in the field using science process skills.

• Analyze and interpret data looking for significant features and patterns in the data in order to derive meaning.

• Use mathematics and computational thinking, along with appropriate technology, to represent physical variables and their relationships.

• Construct explanations and design solutions. • Engage in scientific reasoning and argumentation using data and facts as evidence. • Communicate findings clearly and persuasively, including supporting data. • Evaluate the findings of others based on scientific evidence. • Develop scientific literacy through information processing (oral communication reading, writing);

critical thinking and problem solving strategies. • Understand that the nature of science demands responsible action in dealing with science-

related societal issues.

The K-12 goals for social studies are: Apply social studies concepts and processes as informed, thinking, capable citizens to

contribute and participate productively in their families, work community and nation. Utilize primary and secondary sources to obtain, acquire, process and organize relevant

information. Use social studies concepts and principles to communicate effectively regarding public policy

questions and issues. Participate and effectively act on social and public policy issues important to their own lives. Understand and apply recurring themes and pervasive issues in historical events and

personages across time and geographical space. Understand and analyze relationships between human society and the environment. Apply understanding of the purposes, organization and ideas of political systems and

relationships to individual and group behavior. Apply understanding of concepts and principles of economics Understand global interdependence and issues which affect people all over the world. Learn through domain specific texts to obtain social studies concepts. Analyze information and come to conclusions in an inquiry. These skills focus on gathering and

evaluating sources, and then developing claims and using evidence to support those claims. Be able to collaborate with others as they communicate and critique in public venues.

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STUDENT ACHIEVEMENT ON DISTRICT DEVELOPED ASSESSMENTS

DISTRICT LITERACY ASSESSMENTS – ELEMENTARY

Students in kindergarten are assessed on a one-on-one basis regularly during the school year to measure progress toward grade-level literacy skills. The following table, Early Literacy Benchmark - Kindergarten, shows the results of this testing for the district. Note that during the 2013-14 school year the Representing Phonemes with Letters and High Frequency Words assessments were still administered but data was not collected at the district level.

EARLY LITERACY BENCHMARK ASSESSMENT - KINDERGARTEN

Letter Identification Letter Sounds Rhyme 2014-15 94% 86% 95% 2013-14 97% 98% 96% Students in grades K-6 are assessed using the Fountas and Pinnell Benchmark Assessment System. Teachers administer running records with comprehension to students one-on-one. Kindergarten teachers administer reading records with comprehension at the end of the school year. Students in grades 1-2 are assessed a minimum of four times each year. Students in grades 3-6 are assessed a minimum of two times each year. The following table shows the percent of students at each grade level that performed at or above grade level on this assessment at the end of the school year.

FOUNTAS AND PINNELL BENCHMARK ASSESSMENTS GRADES KINDERGARTEN-6

Percent of Students that Performed At or Above Grade Level Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Spring 2015 90% 78% 80% 83% 88% 87% 88% Spring 2014 86% 80% 83% 83% 88% 91% 85%

DISTRICT LITERACY ASSESSMENT – MIDDLE SCHOOL

This year the middle school ELA teachers piloted a new district seventh and eighth grade reading objective assessment reflecting student learning that occurred with the implementation of the MAISA reading units of study. Since the assessment was given as a pilot, it was determined that revisions to the assessment will be necessary during the 2015-16 school year. Therefore, data from the reading assessment is not included. The seventh and eighth grade pre and post argument writing assessments, reflecting student learning from the MAISA argument writing units of study, were administered this year and scored based on a 20-point writing rubric. The following table shows the percentage of obtained student growth from the pre to the post assessment.

Middle School ELA

Pre and Post Argument Writing Assessment

Average Pre Writing Score

Average Post Writing Score Difference

Percentage of Growth

Grade 7 9/20 13/20 4 20% Grant 8 * 10/20 13/20 3 15% *All MACAT students were administered the Grade 8 pre and post writing assessments.

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DISTRICT MATHEMATICS ASSESSMENTS - ELEMENTARY Students were assessed in mathematics knowledge twice during the 2014-15 school year. Kindergarten students were assessed with a Pre/Post assessment created by the district and students in grades 1-5 were assessed using a Pre/Post online assessment. In September and March, students in Kindergarten were tested in September and March on Common Core State Standards for Mathematics (CCSS) strands taught within the Everyday Mathematics program. Students in grades 1-5 were tested on Common Core State Standards for Mathematics (CCSS) and reported using Grade Level Content Expectations (GLCEs) strands taught within the Everyday Mathematics program. The following data show the percentage of students who were proficient at each grade level on the Pre/Post mathematics benchmark assessment.

MATHEMATICS BENCHMARK: ELEMENTARY ASSESSMENTS GRADE Kindergarten

Percent of Students Proficient Counting &

Cardinality Geometry Measurement

& Data Number &

Operations in Base Ten

Operations & Algebraic Thinking

Totals*

2014-15 KINDERGARTEN Pre-Test 11% 35% 51% 5% 25% 11% Post-Test 87% 91% 94% N/A** 83% 90% 2013-14 Pre-Test 10% 21% 61% 4% 20% 7% Post-Test 87% 93% 94% 70% 90% 91% *Total score indicates percentage of students scoring 70% or higher. **Due to the fact the Post-Test was administered earlier in the school year than in previous years, test items reflecting content not taught were eliminated.

MATHEMATICS BENCHMARK: ELEMENTARY ASSESSMENTS GRADES 1-5

Percent of Students Proficient

Numbers & Numeration

Operations & Computations

Measurement Reference Frames Geometry

Patterns, Functions, Algebra

Data & Chance Totals*

2014-15 GRADE 1

Pre-Test 56% 60% 33% 66% 50% 44% 51% Post-Test 85% 91% 63% 86% 86% 82% 82% 2013-14 Pre-Test 57% 63% 35% 63% 51% 48% 52% Post-Test 88% 93% 70% 87% 91% 87% 86%

2014-15 GRADE 2

Pre-Test 62% 47% 68% 82% 56% 78% 62% Post-Test 78% 65% 83% 92% 69% 91% 77% 2013-14 Pre-Test 60% 45% 69% 80% 56% 77% 61% Post-Test 82% 71% 88% 95% 71% 94% 82%

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MATHEMATICS BENCHMARK: ELEMENTARY ASSESSMENTS GRADES 1-5

Percent of Students Proficient

Numbers & Numeration

Operations & Computations

Measurement Reference Frames Geometry

Patterns, Functions, Algebra

Data & Chance Totals*

GRADE 3 2014-15 Pre-Test 74% 54% 66% 56% 71% 80% 65% Post-Test 86% 78% 81% 77% 85% 89% 82% 2013-14 Pre-Test 75% 54% 69% 57% 71% 80% 66% Post-Test 86% 78% 83% 74% 84% 89% 82% GRADE 4 2014-15 Pre-Test 40% 45% 39% 66% 44% 59% 46% Post-Test 68% 64% 58% 88% 67% 74% 68% 2013-14 Pre-Test 39% 45% 39% 70% 42% 61% 46% Post-Test 71% 69% 66% 88% 70% 76% 72% GRADE 5 2014-15 Pre-Test 49% 53% 47% 54% 53% 67% 54% Post-Test 69% 71% 64% 71% 64% 78% 70% 2013-14 Pre-Test 50% 53% 49% 54% 52% 68% 54% Post-Test 70% 73% 77% 72% 66% 79% 72%

*Total score indicates proficiency in all 6 strands.

STUDENT ACHIEVEMENT ON NORM REFERENCED ASSESSMENTS

ABILITY AND ACHIEVEMENT TESTS – ELEMENTARY AND MIDDLE SCHOOL

The Cognitive Ability Test (CogAT) from Riverside Publishing was administered to third, sixth and eighth grade students.

CogAT GRADES 3, 6 & 8 Age Percentiles

Verbal Quantitative Nonverbal Composite GRADE 3

2014-2015 53 63 60 59 2013-2014 51 62 58 58

GRADE 6 2014-2015 61 63 65 65 2013-2014 56 61 63 61

GRADE 8 2014-2015 60 62 66 65 2013-2014 59 60 66 63 The Iowa Test of Basic Skills (ITBS) was administered to sixth grade students.

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ITBS ACHIEVEMENT TESTS GRADE 6

Median Grade Equivalent Score Reading Mathematics

All

Students Male Female All

Students Male Female GRADE 6

2014-2015 6.4 6.3 6.4 6.6 6.8 6.4 2013-2014 6.2 6.1 6.4 6.5 6.3 6.7

HOME/SCHOOL PARTNERSHIP One of the most important factors in a child’s success in school is the involvement of parents or guardians in the educational process. At the elementary level, 91% of parents (6,697) attended parent-teacher conferences during 2014-2015, and 96% of parents (7,148) attended parent-teacher conferences during 2013-2014. At the elementary open houses usually conducted in the fall, 79.4% attended during 2013-2014, and 83.4% attended during 2013-2014. At the secondary level, 4,760 parents (50%) of parents attended the fall parent teacher conferences and 2,487 parents (32%) attended the spring parent teacher conferences during the 2014-2015 school year. During the 2013-2014 school year, 4,840 parents (53.2%) attended the fall parent teacher conferences and 3,283 parents (34.5%) attended the spring parent teacher conferences. Our Parent Teacher Student Association (PTSA) membership of nearly 5,700 members makes the Livonia PTSA Council one of the largest in the state of Michigan. Parents participate on school improvement teams, advisory councils for Safe and Drug Free Schools and a wide variety of PTSA initiatives including the Early Literacy Volunteers (ELVS) and summer ELVS programs at our city libraries. Participation in the National Reflections Program receives tremendous support from our local PTA/PTSA units.

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PARENT INVOLVEMENT The district’s Parent Involvement Plan is available on the district’s website, which is linked to each school’s website.

BOARD POLICY IDD(1) PARENT INVOLVEMENT JUNE 20, 2011 The Board strongly encourages and welcomes the involvement of parent(s)/guardian(s) in all of the District’s educational programs. It is recognized and appreciated that parents/guardians are the “first teachers” of their children, and that their interest and involvement in the education of their children should not diminish once their child enters the schools of the District. Accordingly, the Board directs, by the adoption of this policy, that the administration shall design a program/plan that will encourage parent(s)/guardian(s) participation that may include, but not be limited to: The development and review of instructional materials; input on the ways that the District may better provide parent(s)/guardian(s) with information concerning current laws, regulations, and instructional programs; and District offerings of training programs to instruct parent(s)/guardian(s) how to become more involved in their child’s educational programs. Pursuant to state law, the Superintendent shall provide a copy of the District’s Parental Involvement plan to all parents. Reference: 20 USCA 6316, 20 USCA 6318 (No Child Left Behind Act)

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SPECIALIZED PROGRAMS The LPS school district provides educational alternatives and opportunities for students and meets special education needs in addition to the regular K-12 program. Specific information about these programs is available on the district Web site at www.livoniapublicschools.org. Elementary

At the elementary level, students may be enrolled in Alternative Classrooms for the Academically Talented (ACAT) at Webster Elementary School and special education centers at Buchanan, Cass, Coolidge, Riley, Cooper and Johnson. Preschool special education programs were located at Perrinville Early Childhood Center. Other special education programs are available in western Wayne County for our students with disabilities, based upon their individual needs. Niji-Iro Japanese Immersion Elementary School was open this year at the former Taylor Elementary School. A preschool is operated at the Jackson Center.

Middle School

Our middle school students may be enrolled in the Middle School Alternative Classrooms for the Academically Talented (MACAT) program at Frost and special education centers at Frost and Emerson as alternatives to the regular 7-8 program. Other special education programs are available in western Wayne County for our students with disabilities based upon their individual needs.

High School

In addition to the regular 9-12 program, our high school students may be enrolled in the Career Intern Program; vocational study at the Livonia Career Technical Center; International Baccalaureate (IB) program at Franklin; Mathematics, Science and Computer (MSC) program at Churchill; Creative and Performing Arts (CAPA) program at Churchill; Global Education program at Stevenson; and the special education, pre-vocational and vocational education program for students with disabilities at Franklin, Churchill and at the Western Wayne Skill Center. Other special education programs for high school students are available in western Wayne County for our students with disabilities based upon their individual needs.

Title 1

Title I services provide academic support to students in need of assistance at the following schools: Cleveland, Cooper, Garfield, Hayes, Roosevelt, Rosedale and Johnson elementary schools and Emerson middle school. Schools are identified on the basis of the percent of students receiving free and reduced lunch. Students are identified for service by teacher recommendation, academic grades and student scores on standardized tests and District benchmarks.

16

http://www.livoniapublicschools.org/

DATA FROM MICHIGAN DEPARTMENT OF EDUCATION

The explanation below is provided by Livonia Public Schools to assist you in understanding the data on the following pages provided by the Michigan Department of Education (MDE). Student Assessment Data – State assessment results at the elementary, middle and high school levels for all four tested subjects (mathematics, ELA, science and social studies) for all students as well as subgroups of students on the:

• M-STEP and MI-Access for 2014-15 and • MEAP, MME, MEAP-Access and MI-Access for 2013-14.

Accountability Details –

• Subject Data provides the percent of students tested and the percent proficient for each subject area tested (mathematics, ELA, science and social studies) at the state and district levels for all students and applicable student subgroups.

• Graduation Data provides high school graduation rates at the state and district levels for all students and applicable subgroups.

• Attendance Data provides average daily attendance rate at the state and district levels. • Accountability Status District and School Data – The MDE did not provide any data for

these categories. • Teacher Quality identifies teacher qualifications, reports percentage of core academic

classes taught by teachers not considered highly qualified to teach such classes, and lists the percentage of teachers with emerging certifications in the district.

NAEP Data (National Assessment of Education Progress)

• Provides state results of the national assessment in mathematics and reading in grades 4, 8 and 12.

17

03/23/2016

Annual Education ReportLivonia Public Schools School District

M-STEP Grades 3-8

Subject Grade Testing Group School Year State PercentStudentsProficient

DistrictPercentStudentsProficient

PercentAdvanced

PercentProficient

PercentPartiallyProficient

Percent NotProficient

ELA (M-STEP)/Reading(MEAP)

2nd GradeContent

All Students 2013-14 61.3% 70.8% 11.5% 59.4% 23.2% 6%


2nd GradeContent

American Indian 2013-14 58.4% <10 <10 <10 <10 <10


2nd GradeContent

AfricanAmerican

2013-14 37.3% 38.6% 0% 38.6% 47% 14.5%


2nd GradeContent

Asian 2013-14 76.2% 80% 12% 68% 16% 4%


2nd GradeContent

Hispanic of AnyRace

2013-14 46.9% 65.1% 9.3% 55.8% 30.2% 4.7%


2nd GradeContent

Two or MoreRaces

2013-14 61.8% 72.7% 12.1% 60.6% 12.1% 15.2%


2nd GradeContent

White 2013-14 68.8% 74.5% 13% 61.5% 20.8% 4.7%


2nd GradeContent

Female 2013-14 64.1% 77.6% 12.7% 64.9% 18.4% 4%


2nd GradeContent

Male 2013-14 58.6% 64.4% 10.3% 54.1% 27.7% 7.8%

Page 1 of A service of the Center for Educational Performance and Information (CEPI) 105

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M-STEP Grades 3-8



PercentAdvanced

PercentProficient




2nd GradeContent

EconomicallyDisadvantaged

2013-14 47.9% 55.9% 3% 53% 34.3% 9.7%


2nd GradeContent

EnglishLanguageLearners

2013-14 37.2% 50% 2.9% 47.1% 41.2% 8.8%


2nd GradeContent

Students WithDisabilities

2013-14 35.1% 41.1% 5.6% 35.6% 41.1% 17.8%


3rd GradeContent

All Students 2014-15 50% 54.7% 24.8% 29.9% 28.8% 16.5%


3rd GradeContent

All Students 2013-14 70% 78.1% 8.6% 69.5% 16.4% 5.5%


3rd GradeContent

American Indian 2014-15 44.3% <10 <10 <10 <10 <10


3rd GradeContent

American Indian 2013-14 64.3% <10 <10 <10 <10 <10


3rd GradeContent

AfricanAmerican

2014-15 23.2% 15.7% 3.4% 12.4% 41.6% 42.7%


3rd GradeContent

AfricanAmerican

2013-14 47.6% 56.5% 2.9% 53.6% 26.1% 17.4%


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M-STEP Grades 3-8



PercentAdvanced

PercentProficient




3rd GradeContent

Asian 2014-15 69.7% 70% 44% 26% 22% 8%


3rd GradeContent

Asian 2013-14 81.1% 93.9% 9.1% 84.8% 6.1% 0%


3rd GradeContent

Hispanic of AnyRace

2014-15 37.2% 50% 21.1% 28.9% 36.8% 13.2%


3rd GradeContent

Hispanic of AnyRace

2013-14 57.8% 77.6% 14.3% 63.3% 12.2% 10.2%


3rd GradeContent

Two or MoreRaces

2014-15 47.7% 45.7% 11.4% 34.3% 34.3% 20%


3rd GradeContent

Two or MoreRaces

2013-14 71.2% 82.4% 2.9% 79.4% 14.7% 2.9%


3rd GradeContent

White 2014-15 58.2% 59% 26.6% 32.4% 27.2% 13.9%


3rd GradeContent

White 2013-14 76.5% 79.3% 9.1% 70.2% 16.2% 4.5%


3rd GradeContent

Female 2014-15 54.7% 58.1% 30.2% 27.9% 26.8% 15%


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M-STEP Grades 3-8



PercentAdvanced

PercentProficient




3rd GradeContent

Female 2013-14 73% 83.1% 8.2% 74.8% 13.9% 3%


3rd GradeContent

Male 2014-15 45.5% 51.1% 19.2% 31.9% 30.8% 18.1%


3rd GradeContent

Male 2013-14 67% 73.5% 9% 64.5% 18.6% 7.8%


3rd GradeContent


2014-15 35.3% 35.6% 9.8% 25.8% 37.3% 27.1%


3rd GradeContent


2013-14 57.3% 65.4% 2.7% 62.6% 22.6% 12.1%


3rd GradeContent


2014-15 34.7% 29% 8.1% 21% 46.8% 24.2%


3rd GradeContent


2013-14 42.9% 45.5% 0% 45.5% 36.4% 18.2%


3rd GradeContent


2014-15 23.3% 27.9% 5.8% 22.1% 26.7% 45.3%


3rd GradeContent


2013-14 41.6% 44.7% 2.6% 42.1% 37.7% 17.5%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




4th GradeContent

All Students 2014-15 46.6% 48.2% 21.9% 26.3% 25.2% 26.6%


4th GradeContent

All Students 2013-14 71.7% 80.3% 22.3% 58.1% 13.6% 6.1%


4th GradeContent

American Indian 2014-15 36.9% <10 <10 <10 <10 <10


4th GradeContent

American Indian 2013-14 70.2% <10 <10 <10 <10 <10


4th GradeContent

AfricanAmerican

2014-15 21.2% 15.9% 0% 15.9% 22.7% 61.4%


4th GradeContent

AfricanAmerican

2013-14 48.7% 55.7% 1.4% 54.3% 28.6% 15.7%


4th GradeContent

Asian 2014-15 70.5% 62.1% 37.9% 24.1% 10.3% 27.6%


4th GradeContent

Asian 2013-14 80% 83.7% 32.6% 51.2% 11.6% 4.7%


4th GradeContent

Hispanic of AnyRace

2014-15 33.2% 51.1% 21.3% 29.8% 27.7% 21.3%


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M-STEP Grades 3-8



PercentAdvanced

PercentProficient




4th GradeContent

Hispanic of AnyRace

2013-14 60.8% 71.1% 20% 51.1% 22.2% 6.7%


4th GradeContent

Two or MoreRaces

2014-15 45.5% 48.8% 14.6% 34.1% 22% 29.3%


4th GradeContent

Two or MoreRaces

2013-14 72.6% 75.7% 27% 48.6% 21.6% 2.7%


4th GradeContent

White 2014-15 53.9% 51.8% 24.6% 27.2% 25.7% 22.5%


4th GradeContent

White 2013-14 78.2% 82.9% 23.4% 59.5% 11.5% 5.5%


4th GradeContent

Female 2014-15 51.5% 56.8% 28.2% 28.6% 23% 20.2%


4th GradeContent

Female 2013-14 74.2% 81.7% 23.7% 58.1% 12.9% 5.4%


4th GradeContent

Male 2014-15 41.8% 40.3% 16.1% 24.1% 27.3% 32.5%


4th GradeContent

Male 2013-14 69.2% 79% 21% 58% 14.2% 6.8%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




4th GradeContent


2014-15 30.9% 30.3% 8.6% 21.7% 30% 39.7%


4th GradeContent


2013-14 59.4% 72.8% 13.4% 59.3% 19% 8.2%


4th GradeContent


2014-15 23.7% 35.9% 10.3% 25.6% 28.2% 35.9%


4th GradeContent


2013-14 39.2% 47.8% 0% 47.8% 30.4% 21.7%


4th GradeContent


2014-15 17.2% 19.2% 6.7% 12.5% 23.3% 57.5%


4th GradeContent


2013-14 41.1% 45.7% 9.9% 35.8% 29.6% 24.7%


5th GradeContent

All Students 2014-15 48.7% 50.2% 16.4% 33.8% 25.2% 24.6%


5th GradeContent

All Students 2013-14 71.5% 79.6% 29.8% 49.8% 13.2% 7.3%


5th GradeContent

American Indian 2014-15 40.9% <10 <10 <10 <10 <10


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




5th GradeContent

American Indian 2013-14 64.6% <10 <10 <10 <10 <10


5th GradeContent

AfricanAmerican

2014-15 22.5% 23.7% 3.9% 19.7% 23.7% 52.6%


5th GradeContent

AfricanAmerican

2013-14 50% 54.1% 11.8% 42.4% 24.7% 21.2%


5th GradeContent

Asian 2014-15 71.9% 72.7% 33.3% 39.4% 18.2% 9.1%


5th GradeContent

Asian 2013-14 82.4% 84.2% 39.5% 44.7% 7.9% 7.9%


5th GradeContent

Hispanic of AnyRace

2014-15 35.4% 45.5% 16.4% 29.1% 25.5% 29.1%


5th GradeContent

Hispanic of AnyRace

2013-14 60.1% 79.6% 24.5% 55.1% 16.3% 4.1%


5th GradeContent

Two or MoreRaces

2014-15 47.6% 48.5% 24.2% 24.2% 27.3% 24.2%


5th GradeContent

Two or MoreRaces

2013-14 70.4% 79.1% 34.9% 44.2% 11.6% 9.3%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




5th GradeContent

White 2014-15 55.7% 52.3% 16.6% 35.7% 25.5% 22.2%


5th GradeContent

White 2013-14 77.7% 82.1% 31.4% 50.7% 12.1% 5.8%


5th GradeContent

Female 2014-15 54.3% 56.1% 21.7% 34.4% 25.9% 18%


5th GradeContent

Female 2013-14 74.7% 83.3% 35% 48.3% 11.5% 5.3%


5th GradeContent

Male 2014-15 43.3% 44.6% 11.3% 33.3% 24.6% 30.8%


5th GradeContent

Male 2013-14 68.4% 75.6% 24.4% 51.3% 15% 9.4%


5th GradeContent


2014-15 32.6% 30.2% 7.5% 22.8% 28.5% 41.3%


5th GradeContent


2013-14 59.2% 64.8% 13.6% 51.2% 22.6% 12.5%


5th GradeContent


2014-15 22.7% 17.2% 6.9% 10.3% 27.6% 55.2%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




5th GradeContent


2013-14 36.8% 25% 6.3% 18.8% 18.8% 56.3%


5th GradeContent


2014-15 14.6% 13.6% 7.6% 5.9% 21.2% 65.3%


5th GradeContent


2013-14 33.6% 33% 8.5% 24.5% 25.5% 41.5%


6th GradeContent

All Students 2014-15 44.7% 52.2% 15.4% 36.8% 29.2% 18.6%


6th GradeContent

All Students 2013-14 60.4% 68.8% 20.8% 48% 20.3% 10.9%


6th GradeContent

American Indian 2014-15 39.4% <10 <10 <10 <10 <10


6th GradeContent

American Indian 2013-14 48.9% <10 <10 <10 <10 <10


6th GradeContent

AfricanAmerican

2014-15 20% 39% 6.1% 32.9% 26.8% 34.1%


6th GradeContent

AfricanAmerican

2013-14 34.6% 43% 7.5% 35.5% 26.9% 30.1%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




6th GradeContent

Asian 2014-15 70.9% 74.5% 29.8% 44.7% 17% 8.5%


6th GradeContent

Asian 2013-14 75.2% 88.2% 51% 37.3% 9.8% 2%


6th GradeContent

Hispanic of AnyRace

2014-15 32% 40% 12% 28% 28% 32%


6th GradeContent

Hispanic of AnyRace

2013-14 46.8% 65.2% 6.5% 58.7% 23.9% 10.9%


6th GradeContent

Two or MoreRaces

2014-15 42.4% 44.4% 13.9% 30.6% 22.2% 33.3%


6th GradeContent

Two or MoreRaces

2013-14 59% 67.4% 19.6% 47.8% 17.4% 15.2%


6th GradeContent

White 2014-15 51.2% 53.3% 15.7% 37.6% 30.4% 16.2%


6th GradeContent

White 2013-14 67.8% 70.6% 21.3% 49.4% 20.2% 9.1%


6th GradeContent

Female 2014-15 51.1% 54.1% 17.1% 37.1% 29.4% 16.5%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




6th GradeContent

Female 2013-14 62.5% 73.9% 22.3% 51.6% 18.5% 7.6%


6th GradeContent

Male 2014-15 38.6% 50.4% 13.8% 36.6% 29.1% 20.5%


6th GradeContent

Male 2013-14 58.4% 64.1% 19.4% 44.7% 22% 13.9%


6th GradeContent


2014-15 29.1% 38.6% 7.7% 30.9% 31.2% 30.2%


6th GradeContent


2013-14 45.4% 48.6% 6.5% 42% 28.3% 23.2%


6th GradeContent


2014-15 16.2% 25% 3.1% 21.9% 50% 25%


6th GradeContent


2013-14 23% 27.3% 0% 27.3% 54.5% 18.2%


6th GradeContent


2014-15 10.3% 8.2% 1% 7.2% 24.7% 67%


6th GradeContent


2013-14 22.9% 19.4% 2% 17.3% 25.5% 55.1%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




7th GradeContent

All Students 2014-15 49.1% 52.9% 14.2% 38.7% 26.8% 20.2%


7th GradeContent

All Students 2013-14 72.7% 78.6% 34.7% 44% 15.6% 5.8%


7th GradeContent

American Indian 2014-15 39.3% <10 <10 <10 <10 <10


7th GradeContent

American Indian 2013-14 68.7% <10 <10 <10 <10 <10


7th GradeContent

AfricanAmerican

2014-15 25.2% 34.9% 4.8% 30.1% 28.9% 36.1%


7th GradeContent

AfricanAmerican

2013-14 49.7% 51.2% 13.4% 37.8% 26.8% 22%


7th GradeContent

Asian 2014-15 73.9% 69% 23.8% 45.2% 21.4% 9.5%


7th GradeContent

Asian 2013-14 84.2% 88.9% 33.3% 55.6% 11.1% 0%


7th GradeContent

Hispanic of AnyRace

2014-15 35.4% 53.8% 11.5% 42.3% 30.8% 15.4%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




7th GradeContent

Hispanic of AnyRace

2013-14 61.8% 82.4% 35.3% 47.1% 11.8% 5.9%


7th GradeContent

Two or MoreRaces

2014-15 47.9% 58.7% 10.9% 47.8% 23.9% 17.4%


7th GradeContent

Two or MoreRaces

2013-14 72.5% 75% 38.6% 36.4% 20.5% 4.5%


7th GradeContent

White 2014-15 55.4% 53.6% 14.9% 38.7% 26.8% 19.6%


7th GradeContent

White 2013-14 79.2% 80.9% 36.4% 44.4% 14.6% 4.6%


7th GradeContent

Female 2014-15 56.3% 60.7% 19% 41.7% 24.5% 14.9%


7th GradeContent

Female 2013-14 74.6% 80.7% 36.3% 44.3% 14.4% 4.9%


7th GradeContent

Male 2014-15 42.2% 44.7% 9.1% 35.6% 29.4% 25.9%


7th GradeContent

Male 2013-14 70.9% 76.4% 32.9% 43.6% 16.8% 6.7%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




7th GradeContent


2014-15 33.2% 34.6% 6% 28.6% 32.2% 33.2%


7th GradeContent


2013-14 60.1% 65.3% 21.3% 44% 25.1% 9.6%


7th GradeContent


2014-15 18.9% 18.2% 0% 18.2% 22.7% 59.1%


7th GradeContent


2013-14 35.5% 36.8% 0% 36.8% 47.4% 15.8%


7th GradeContent


2014-15 10.9% 9.7% 2.9% 6.8% 20.4% 69.9%


7th GradeContent


2013-14 33.9% 34.4% 8.3% 26% 32.3% 33.3%


8th GradeContent

All Students 2014-15 47.6% 52.4% 12% 40.4% 31.4% 16.2%


8th GradeContent

American Indian 2014-15 34.8% <10 <10 <10 <10 <10


8th GradeContent

AfricanAmerican

2014-15 23.7% 23.5% 3.1% 20.4% 37.8% 38.8%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




8th GradeContent

Asian 2014-15 71.4% 86% 44% 42% 12% 2%


8th GradeContent

Hispanic of AnyRace

2014-15 36.2% 39.2% 2% 37.3% 47.1% 13.7%


8th GradeContent

Two or MoreRaces

2014-15 44.7% 58.1% 18.6% 39.5% 18.6% 23.3%


8th GradeContent

White 2014-15 53.8% 54.2% 11.5% 42.7% 31.6% 14.3%


8th GradeContent

Female 2014-15 54.2% 60.7% 14.9% 45.8% 29.8% 9.5%


8th GradeContent

Male 2014-15 41.2% 44.9% 9.5% 35.5% 32.9% 22.2%


8th GradeContent


2014-15 31.8% 31.3% 4% 27.3% 38.8% 29.9%


8th GradeContent


2014-15 19.3% 33.3% 0% 33.3% 40% 26.7%


8th GradeContent


2014-15 9.8% 11.3% 0% 11.3% 26.4% 62.3%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient



Mathematics 2nd GradeContent

All Students 2013-14 40.1% 55.1% 15% 40.1% 22.2% 22.7%


American Indian 2013-14 33.7% <10 <10 <10 <10 <10


AfricanAmerican

2013-14 18.2% 20.2% 3.6% 16.7% 16.7% 63.1%


Asian 2013-14 66% 64% 32% 32% 24% 12%


Hispanic of AnyRace

2013-14 26.3% 46.5% 11.6% 34.9% 23.3% 30.2%


Two or MoreRaces

2013-14 38.1% 42.4% 15.2% 27.3% 33.3% 24.2%


White 2013-14 46.6% 60.2% 16% 44.2% 22.1% 17.7%


Female 2013-14 39.7% 56.2% 15.2% 41% 23% 20.8%


Male 2013-14 40.6% 54.1% 14.7% 39.3% 21.5% 24.4%



2013-14 26.9% 38.6% 5.4% 33.2% 23.7% 37.8%



2013-14 26.4% 37.1% 5.7% 31.4% 34.3% 28.6%



2013-14 22.2% 27.3% 13.1% 14.1% 24.2% 48.5%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient



Mathematics 3rd GradeContent

All Students 2014-15 48.8% 61.3% 24.4% 36.9% 24% 14.7%


All Students 2013-14 45.3% 62.5% 15.4% 47% 15.9% 21.7%


American Indian 2014-15 44.4% <10 <10 <10 <10 <10


American Indian 2013-14 37.6% <10 <10 <10 <10 <10


AfricanAmerican

2014-15 20.3% 22.7% 4.5% 18.2% 34.1% 43.2%


AfricanAmerican

2013-14 18.2% 23.5% 1.5% 22.1% 14.7% 61.8%


Asian 2014-15 73.6% 82% 48% 34% 16% 2%


Asian 2013-14 69.2% 87.9% 39.4% 48.5% 3% 9.1%


Hispanic of AnyRace

2014-15 35.7% 53.8% 17.9% 35.9% 28.2% 17.9%


Hispanic of AnyRace

2013-14 29.3% 65.3% 12.2% 53.1% 12.2% 22.4%


Two or MoreRaces

2014-15 43.6% 48.6% 22.9% 25.7% 28.6% 22.9%


Two or MoreRaces

2013-14 43.8% 55.9% 11.8% 44.1% 20.6% 23.5%


White 2014-15 57.3% 65.6% 25.6% 40% 22.9% 11.5%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




White 2013-14 52.9% 65% 16% 48.9% 16.4% 18.6%


Female 2014-15 48.1% 60.3% 24.7% 35.5% 23.9% 15.9%


Female 2013-14 43.4% 60.3% 11.3% 49% 16.5% 23.2%


Male 2014-15 49.5% 62.3% 24% 38.3% 24.2% 13.5%


Male 2013-14 47.2% 64.5% 19.2% 45.2% 15.3% 20.2%



2014-15 33.5% 40.3% 11.5% 28.8% 32.9% 26.8%



2013-14 29.5% 39.8% 6.2% 33.6% 20.8% 39.4%



2014-15 37% 54% 7.9% 46% 34.9% 11.1%



2013-14 23.1% 29.2% 0% 29.2% 25% 45.8%



2014-15 24.5% 32.9% 5.9% 27.1% 18.8% 48.2%



2013-14 23.2% 37.8% 5% 32.8% 18.5% 43.7%

Mathematics 4th GradeContent

All Students 2014-15 41.4% 50.7% 20.3% 30.3% 31.3% 18%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




All Students 2013-14 45.2% 61.8% 11.8% 50% 14.4% 23.8%


American Indian 2014-15 31.9% <10 <10 <10 <10 <10


American Indian 2013-14 35.9% <10 <10 <10 <10 <10


AfricanAmerican

2014-15 13.2% 11.4% 4.5% 6.8% 34.1% 54.5%


AfricanAmerican

2013-14 20% 22.2% 1.4% 20.8% 22.2% 55.6%


Asian 2014-15 69.7% 64.5% 38.7% 25.8% 29% 6.5%


Asian 2013-14 73.6% 79.1% 41.9% 37.2% 9.3% 11.6%


Hispanic of AnyRace

2014-15 27.1% 41.3% 15.2% 26.1% 34.8% 23.9%


Hispanic of AnyRace

2013-14 32.3% 44.4% 4.4% 40% 11.1% 44.4%


Two or MoreRaces

2014-15 38.2% 50% 9.5% 40.5% 28.6% 21.4%


Two or MoreRaces

2013-14 43.2% 51.4% 16.2% 35.1% 29.7% 18.9%


White 2014-15 49.3% 55.8% 22.6% 33.2% 30.8% 13.4%


White 2013-14 51.7% 65.9% 11.4% 54.5% 13.4% 20.7%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




Female 2014-15 40.3% 52.2% 20.9% 31.3% 30.8% 17%


Female 2013-14 44.7% 57.7% 9.2% 48.5% 16.5% 25.8%


Male 2014-15 42.4% 49.3% 19.8% 29.4% 31.7% 19%


Male 2013-14 45.7% 65.5% 14.2% 51.3% 12.5% 22%



2014-15 25.4% 32.3% 9.4% 22.9% 38% 29.7%



2013-14 29.5% 42.8% 5.2% 37.6% 20.3% 36.9%



2014-15 22.1% 36.6% 14.6% 22% 43.9% 19.5%



2013-14 23.1% 38.5% 0% 38.5% 15.4% 46.2%



2014-15 17.2% 22.5% 7.5% 15% 31.7% 45.8%



2013-14 20% 24.4% 3.7% 20.7% 18.3% 57.3%


All Students 2014-15 33.4% 45.2% 24.4% 20.8% 31.3% 23.5%


All Students 2013-14 41.5% 59.7% 17.9% 41.7% 14.5% 25.8%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




American Indian 2014-15 24.1% <10 <10 <10 <10 <10


American Indian 2013-14 27.7% <10 <10 <10 <10 <10


AfricanAmerican

2014-15 9.1% 14.5% 2.6% 11.8% 32.9% 52.6%


AfricanAmerican

2013-14 17.6% 20.7% 5.7% 14.9% 20.7% 58.6%


Asian 2014-15 64.2% 75.8% 51.5% 24.2% 18.2% 6.1%


Asian 2013-14 73.2% 68.3% 43.9% 24.4% 7.3% 24.4%


Hispanic of AnyRace

2014-15 19.5% 49.1% 17% 32.1% 32.1% 18.9%


Hispanic of AnyRace

2013-14 27.6% 52% 12% 40% 16% 32%


Two or MoreRaces

2014-15 30.5% 45.5% 27.3% 18.2% 21.2% 33.3%


Two or MoreRaces

2013-14 39.1% 65.1% 27.9% 37.2% 14% 20.9%


White 2014-15 39.7% 46.7% 25.7% 21% 31.9% 21.4%


White 2013-14 47.6% 63.7% 17.8% 45.8% 14.2% 22.1%


Female 2014-15 32.6% 45.1% 24.1% 21.1% 31.2% 23.7%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




Female 2013-14 40.9% 62.5% 17.5% 45% 13.9% 23.6%


Male 2014-15 34.1% 45.3% 24.7% 20.6% 31.4% 23.3%


Male 2013-14 42% 56.7% 18.5% 38.3% 15.1% 28.2%



2014-15 18.2% 24.2% 10.3% 13.9% 35.2% 40.6%



2013-14 25.9% 37.9% 8.3% 29.7% 19.3% 42.8%



2014-15 13.6% 26.7% 6.7% 20% 26.7% 46.7%



2013-14 18.2% 15.8% 0% 15.8% 5.3% 78.9%



2014-15 9.4% 16.2% 7.7% 8.5% 29.1% 54.7%



2013-14 14.3% 22% 4% 18% 10% 68%


All Students 2014-15 33.3% 44.7% 23.5% 21.2% 33% 22.3%


All Students 2013-14 39.2% 56.3% 10.3% 46% 19.6% 24.1%


American Indian 2014-15 25% <10 <10 <10 <10 <10


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




American Indian 2013-14 26.8% <10 <10 <10 <10 <10


AfricanAmerican

2014-15 9.4% 14.6% 4.9% 9.8% 32.9% 52.4%


AfricanAmerican

2013-14 15.3% 20.4% 1.1% 19.4% 28% 51.6%


Asian 2014-15 65.2% 70.2% 53.2% 17% 14.9% 14.9%


Asian 2013-14 69.6% 98% 52.9% 45.1% 0% 2%


Hispanic of AnyRace

2014-15 19.5% 25.5% 15.7% 9.8% 41.2% 33.3%


Hispanic of AnyRace

2013-14 25.4% 54.3% 6.5% 47.8% 28.3% 17.4%


Two or MoreRaces

2014-15 29.3% 36.1% 27.8% 8.3% 36.1% 27.8%


Two or MoreRaces

2013-14 34.8% 50% 21.7% 28.3% 23.9% 26.1%


White 2014-15 39.3% 47.8% 24% 23.8% 33.3% 18.9%


White 2013-14 45.4% 58.1% 8.4% 49.7% 19.1% 22.7%


Female 2014-15 34.1% 43.3% 20.5% 22.8% 34.6% 22%


Female 2013-14 39.9% 59.8% 11.2% 48.6% 19.2% 21%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




Male 2014-15 32.5% 46% 26.3% 19.8% 31.5% 22.5%


Male 2013-14 38.5% 53.2% 9.5% 43.7% 19.9% 26.9%



2014-15 17.6% 24.8% 11.3% 13.5% 36.9% 38.3%



2013-14 23.5% 33.3% 1.8% 31.5% 23.9% 42.8%



2014-15 11.5% 18.2% 3% 15.2% 42.4% 39.4%



2013-14 14.5% 33.3% 0% 33.3% 8.3% 58.3%



2014-15 7.8% 4.1% 3.1% 1% 23.5% 72.4%



2013-14 10.4% 15.2% 0% 15.2% 11.1% 73.7%


All Students 2014-15 33.3% 46% 20.9% 25.1% 31.1% 22.9%


All Students 2013-14 34.5% 51.4% 13.6% 37.9% 24.1% 24.5%


American Indian 2014-15 22% <10 <10 <10 <10 <10


American Indian 2013-14 21.5% <10 <10 <10 <10 <10


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




AfricanAmerican

2014-15 10.6% 19.3% 6% 13.3% 36.1% 44.6%


AfricanAmerican

2013-14 11.4% 18.3% 3.7% 14.6% 20.7% 61%


Asian 2014-15 66.4% 67.4% 44.2% 23.3% 20.9% 11.6%


Asian 2013-14 66.7% 71.4% 32.1% 39.3% 25% 3.6%


Hispanic of AnyRace

2014-15 19.3% 38.5% 15.4% 23.1% 42.3% 19.2%


Hispanic of AnyRace

2013-14 20.4% 45.1% 7.8% 37.3% 25.5% 29.4%


Two or MoreRaces

2014-15 29.2% 47.8% 28.3% 19.6% 30.4% 21.7%


Two or MoreRaces

2013-14 31.5% 56.8% 15.9% 40.9% 13.6% 29.5%


White 2014-15 39% 48% 21.2% 26.9% 30.2% 21.8%


White 2013-14 40.5% 53.9% 14.2% 39.7% 24.8% 21.3%


Female 2014-15 33% 46.9% 20.5% 26.4% 30.6% 22.5%


Female 2013-14 33.8% 51.4% 11.8% 39.6% 25.3% 23.4%


Male 2014-15 33.5% 45% 21.3% 23.6% 31.6% 23.4%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




Male 2013-14 35.3% 51.5% 15.5% 36% 22.8% 25.7%



2014-15 17.8% 29.9% 8.3% 21.6% 29.6% 40.5%



2013-14 18.7% 33.6% 5.9% 27.7% 24.2% 42.2%



2014-15 12% 26.1% 13% 13% 30.4% 43.5%



2013-14 12.3% 27.3% 4.5% 22.7% 36.4% 36.4%



2014-15 6.5% 7.8% 2.9% 4.9% 23.3% 68.9%



2013-14 8.2% 11.7% 2.1% 9.6% 17% 71.3%


All Students 2014-15 32.2% 40% 20.6% 19.4% 30.7% 29.3%


American Indian 2014-15 19.8% <10 <10 <10 <10 <10


AfricanAmerican

2014-15 9.7% 10.2% 2% 8.2% 21.4% 68.4%


Asian 2014-15 65.5% 86% 78% 8% 12% 2%


Hispanic of AnyRace

2014-15 18.9% 23.5% 7.8% 15.7% 47.1% 29.4%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




Two or MoreRaces

2014-15 28.5% 41.9% 34.9% 7% 25.6% 32.6%


White 2014-15 37.7% 41.5% 19.5% 22% 32.1% 26.3%


Female 2014-15 32.6% 41.2% 20.2% 21% 31.7% 27.1%


Male 2014-15 31.8% 38.9% 21% 17.9% 29.8% 31.3%



2014-15 17% 19.4% 7.9% 11.5% 30.9% 49.6%



2014-15 12.2% 26.7% 13.3% 13.3% 46.7% 26.7%



2014-15 5.1% 6.6% 1.9% 4.7% 17.9% 75.5%

Science 4th GradeContent

All Students 2014-15 12.4% 16.2% 5.7% 10.4% 34.5% 49.3%


All Students 2013-14 16.8% 23.8% 7.5% 16.2% 35.1% 41.1%


American Indian 2014-15 8.7% <10 <10 <10 <10 <10


American Indian 2013-14 12.6% <10 <10 <10 <10 <10


AfricanAmerican

2014-15 2% 2.3% 0% 2.3% 15.9% 81.8%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




AfricanAmerican

2013-14 3.3% 5.3% 0% 5.3% 18.7% 76%


Asian 2014-15 23.9% 29% 16.1% 12.9% 22.6% 48.4%


Asian 2013-14 30.1% 37.2% 20.9% 16.3% 32.6% 30.2%


Hispanic of AnyRace

2014-15 5.5% 12.8% 0% 12.8% 34% 53.2%


Hispanic of AnyRace

2013-14 7.7% 12.8% 0% 12.8% 29.8% 57.4%


Two or MoreRaces

2014-15 11.8% 12.2% 4.9% 7.3% 39% 48.8%


Two or MoreRaces

2013-14 15.2% 30.8% 12.8% 17.9% 30.8% 38.5%


White 2014-15 15.4% 17.9% 6.5% 11.4% 37% 45.1%


White 2013-14 20.7% 25% 7.7% 17.3% 37.2% 37.7%


Female 2014-15 10.4% 14.7% 6.1% 8.6% 36.5% 48.8%


Female 2013-14 15.9% 21% 5.8% 15.2% 34.8% 44.2%


Male 2014-15 14.3% 17.5% 5.4% 12.1% 32.6% 49.9%


Male 2013-14 17.7% 26.3% 9.1% 17.2% 35.4% 38.3%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient





2014-15 5.5% 5.6% 1.1% 4.5% 28.7% 65.7%



2013-14 8% 10.1% 2.1% 8% 33.1% 56.8%



2014-15 2.2% 4.9% 2.4% 2.4% 24.4% 70.7%



2013-14 2.9% 3.8% 0% 3.8% 11.5% 84.6%



2014-15 4.6% 4.1% 2.4% 1.6% 18.7% 77.2%



2013-14 5.6% 9.6% 3.5% 6.1% 14% 76.3%


All Students 2014-15 22.7% 31.5% 11.9% 19.6% 26.2% 42.3%


All Students 2013-14 19.8% 30.8% 14% 16.8% 31.2% 38%


American Indian 2014-15 16.9% <10 <10 <10 <10 <10


American Indian 2013-14 12.8% <10 <10 <10 <10 <10


AfricanAmerican

2014-15 5% 16.9% 6% 10.8% 21.7% 61.4%


AfricanAmerican

2013-14 3.9% 4.7% 2.4% 2.4% 21.2% 74.1%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




Asian 2014-15 43.1% 48.8% 23.3% 25.6% 16.3% 34.9%


Asian 2013-14 35.6% 53.6% 25% 28.6% 28.6% 17.9%


Hispanic of AnyRace

2014-15 11.6% 26.4% 11.3% 15.1% 34% 39.6%


Hispanic of AnyRace

2013-14 9.7% 25% 15.4% 9.6% 34.6% 40.4%


Two or MoreRaces

2014-15 21.6% 37% 15.2% 21.7% 28.3% 34.8%


Two or MoreRaces

2013-14 17.9% 36.4% 13.6% 22.7% 25% 38.6%


White 2014-15 27.4% 32% 11.8% 20.2% 26.5% 41.4%


White 2013-14 24.2% 32.5% 14.6% 17.9% 32.3% 35.2%


Female 2014-15 20.8% 30.6% 10.3% 20.3% 26.8% 42.6%


Female 2013-14 17.5% 29.4% 12% 17.4% 33.2% 37.5%


Male 2014-15 24.6% 32.4% 13.6% 18.8% 25.6% 42.1%


Male 2013-14 22% 32.2% 16% 16.2% 29.1% 38.7%



2014-15 10.9% 18.3% 4.3% 14% 20.7% 61%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient





2013-14 9.4% 16.9% 7.5% 9.5% 24.1% 59%



2014-15 2.3% 12.5% 4.2% 8.3% 16.7% 70.8%



2013-14 2.1% 13% 4.3% 8.7% 21.7% 65.2%



2014-15 4.7% 6.8% 1.9% 4.9% 8.7% 84.5%



2013-14 4.5% 8.4% 4.7% 3.7% 10.3% 81.3%

Social Studies 5th GradeContent

All Students 2014-15 22.2% 20.1% 2.7% 17.4% 62.6% 17.3%


All Students 2013-14 26.5% 32.4% 4.2% 28.2% 55.8% 11.8%


American Indian 2014-15 15.4% <10 <10 <10 <10 <10


American Indian 2013-14 21% <10 <10 <10 <10 <10


AfricanAmerican

2014-15 5.4% 4% 0% 4% 58.7% 37.3%


AfricanAmerican

2013-14 8.1% 14.8% 2.3% 12.5% 54.5% 30.7%


Asian 2014-15 38.1% 36.4% 9.1% 27.3% 57.6% 6.1%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




Asian 2013-14 45.7% 39% 12.2% 26.8% 51.2% 9.8%


Hispanic of AnyRace

2014-15 12.3% 13% 3.7% 9.3% 72.2% 14.8%


Hispanic of AnyRace

2013-14 12.6% 22% 2% 20% 66% 12%


Two or MoreRaces

2014-15 20.5% 21.2% 0% 21.2% 54.5% 24.2%


Two or MoreRaces

2013-14 24.2% 31.8% 0% 31.8% 56.8% 11.4%


White 2014-15 26.9% 21.3% 2.7% 18.7% 62.8% 15.8%


White 2013-14 31.8% 34.5% 4.3% 30.2% 55.5% 10%


Female 2014-15 20.6% 18.4% 2.6% 15.8% 66.2% 15.4%


Female 2013-14 25.2% 31.1% 3.5% 27.5% 58.8% 10.2%


Male 2014-15 23.8% 21.6% 2.7% 18.9% 59.3% 19.1%


Male 2013-14 27.8% 33.7% 4.8% 28.9% 52.7% 13.6%



2014-15 10.9% 8.6% 0% 8.6% 63.1% 28.3%



2013-14 13.2% 18.2% 2% 16.2% 62.8% 18.9%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient





2014-15 6.1% 0% 0% 0% 63.3% 36.7%



2013-14 4.7% 0% 0% 0% 57.9% 42.1%



2014-15 6.9% 10.1% 1.7% 8.4% 46.2% 43.7%



2013-14 6.8% 11.3% 2.6% 8.7% 53% 35.7%


All Students 2014-15 29.7% 36.7% 7.8% 28.9% 43.4% 20%


All Students 2013-14 25.6% 28.9% 4% 24.8% 49.8% 21.3%


American Indian 2014-15 19.4% <10 <10 <10 <10 <10


American Indian 2013-14 18.4% <10 <10 <10 <10 <10


AfricanAmerican

2014-15 9.1% 13.4% 2.1% 11.3% 41.2% 45.4%


AfricanAmerican

2013-14 6.4% 7% 0.8% 6.3% 53.1% 39.8%


Asian 2014-15 50.9% 74% 24% 50% 22% 4%


Asian 2013-14 46% 37.5% 9.4% 28.1% 56.3% 6.3%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient




Hispanic of AnyRace

2014-15 18.1% 31.4% 5.9% 25.5% 52.9% 15.7%


Hispanic of AnyRace

2013-14 14.6% 16.7% 2.1% 14.6% 50% 33.3%


Native Hawaiianor Other PacificIslander

2013-14 32.7% <10 <10 <10 <10 <10


Two or MoreRaces

2014-15 26.7% 44.2% 4.7% 39.5% 37.2% 18.6%


Two or MoreRaces

2013-14 22.9% 17% 2.1% 14.9% 63.8% 19.1%


White 2014-15 35.2% 37% 7.8% 29.2% 44.7% 18.4%


White 2013-14 31.2% 32.4% 4.5% 27.9% 48.6% 19%


Female 2014-15 25.2% 33.1% 6.1% 27% 48.1% 18.8%


Female 2013-14 22.4% 25.3% 2.5% 22.8% 52.9% 21.9%


Male 2014-15 34% 39.8% 9.3% 30.5% 39.1% 21%


Male 2013-14 28.7% 32.4% 5.6% 26.8% 46.9% 20.7%



2014-15 15.9% 17.5% 2.2% 15.3% 44% 38.5%


03/23/2016


M-STEP Grades 3-8



PercentAdvanced

PercentProficient





2013-14 12.9% 16.5% 0.6% 15.9% 51.7% 31.8%



2014-15 5.8% 0% 0% 0% 66.7% 33.3%



2013-14 5.1% 0% 0% 0% 52.9% 47.1%



2014-15 7.3% 9.4% 0.9% 8.5% 30.2% 60.4%



2013-14 6.4% 8.8% 1.5% 7.3% 37.2% 54%


03/23/2016


M-STEP Grade 11



PercentAdvanced

PercentProficient




All Students 2014-15 28.5% 36.9% 14.8% 22.1% 30.6% 32.5%


All Students 2013-14 28.8% 39.5% 10.7% 28.8% 35.8% 24.7%


American Indian 2014-15 18.3% <10 <10 <10 <10 <10


American Indian 2013-14 19.9% <10 <10 <10 <10 <10


AfricanAmerican

2014-15 8.6% 15.1% 3.2% 11.8% 31.2% 53.8%


AfricanAmerican

2013-14 5.9% 10.7% 1.2% 9.5% 29.8% 59.5%


Asian 2014-15 60.7% 66.7% 39.4% 27.3% 21.2% 12.1%


Asian 2013-14 60.7% 69% 28.6% 40.5% 26.2% 4.8%


Hispanic of AnyRace

2014-15 16% 28.6% 10.2% 18.4% 18.4% 53.1%


Hispanic of AnyRace

2013-14 14.6% 30.6% 2.8% 27.8% 33.3% 36.1%


Two or MoreRaces

2014-15 24.4% 33.3% 13.7% 19.6% 35.3% 31.4%


Two or MoreRaces

2013-14 24.5% 34.7% 6.1% 28.6% 42.9% 22.4%


White 2014-15 32.4% 38.6% 15.4% 23.2% 31.1% 30.2%


03/23/2016


M-STEP Grade 11



PercentAdvanced

PercentProficient




White 2013-14 33.5% 41.1% 11.2% 29.9% 36.5% 22.4%


Female 2014-15 29.1% 35.9% 13.1% 22.8% 32.7% 31.4%


Female 2013-14 26.5% 35.7% 7.7% 28% 39% 25.2%


Male 2014-15 27.8% 37.9% 16.6% 21.3% 28.5% 33.6%


Male 2013-14 31.1% 43% 13.4% 29.6% 32.8% 24.2%



2014-15 14.1% 24.5% 9.3% 15.2% 30.1% 45.4%



2013-14 13% 26.8% 5.7% 21.1% 35.6% 37.5%



2014-15 11.9% 25% 12.5% 12.5% 20.8% 54.2%



2013-14 6.7% 15.4% 0% 15.4% 15.4% 69.2%



2014-15 3.6% 6.2% 3.7% 2.5% 19.8% 74.1%



2013-14 4.2% 9.5% 1% 8.6% 19% 71.4%

Reading 11th GradeContent

All Students 2013-14 58.7% 64.6% 15.4% 49.2% 24.2% 11.2%


03/23/2016


M-STEP Grade 11



PercentAdvanced

PercentProficient




American Indian 2013-14 55% <10 <10 <10 <10 <10


AfricanAmerican

2013-14 31.3% 36.5% 1.2% 35.3% 34.1% 29.4%


Asian 2013-14 71.8% 76.2% 31% 45.2% 23.8% 0%


Hispanic of AnyRace

2013-14 45.5% 41.7% 5.6% 36.1% 33.3% 25%


Two or MoreRaces

2013-14 58.6% 75.5% 24.5% 51% 18.4% 6.1%


White 2013-14 65% 66.7% 15.9% 50.8% 23.4% 9.9%


Female 2013-14 62.4% 67.3% 14.8% 52.5% 23% 9.7%


Male 2013-14 55% 62% 16.1% 46% 25.4% 12.6%



2013-14 43% 52.9% 10.6% 42.2% 30.4% 16.7%



2013-14 19.4% 15.4% 0% 15.4% 15.4% 69.2%



2013-14 24.1% 37.1% 6.7% 30.5% 21% 41.9%

ELA 11th GradeContent

All Students 2014-15 49.3% 48.4% 14.6% 33.8% 28% 23.6%


03/23/2016


M-STEP Grade 11



PercentAdvanced

PercentProficient




American Indian 2014-15 48.7% <10 <10 <10 <10 <10


AfricanAmerican

2014-15 25.8% 32.3% 8.6% 23.7% 24.7% 43%


Asian 2014-15 64.8% 60.6% 30.3% 30.3% 24.2% 15.2%


Hispanic of AnyRace

2014-15 39.6% 37.5% 16.7% 20.8% 31.3% 31.3%


Two or MoreRaces

2014-15 49.1% 52.9% 15.7% 37.3% 31.4% 15.7%


White 2014-15 54.3% 49.7% 14.5% 35.2% 28% 22.2%


Female 2014-15 55.4% 53.1% 16.3% 36.8% 27.4% 19.5%


Male 2014-15 43.3% 43.5% 12.8% 30.7% 28.5% 28%



2014-15 34.6% 40.3% 11.6% 28.7% 27.2% 32.5%



2014-15 15.2% 33.3% 8.3% 25% 12.5% 54.2%



2014-15 12.6% 17.3% 1.2% 16% 23.5% 59.3%


All Students 2014-15 29.4% 32.1% 13% 19.1% 29.3% 38.6%


03/23/2016


M-STEP Grade 11



PercentAdvanced

PercentProficient




All Students 2013-14 28.4% 36.5% 12.9% 23.5% 30.9% 32.7%


American Indian 2014-15 23.7% <10 <10 <10 <10 <10


American Indian 2013-14 21.8% <10 <10 <10 <10 <10


AfricanAmerican

2014-15 7.3% 16.5% 4.4% 12.1% 23.1% 60.4%


AfricanAmerican

2013-14 5.5% 8.3% 2.4% 6% 26.2% 65.5%


Asian 2014-15 47.8% 46.9% 15.6% 31.3% 31.3% 21.9%


Asian 2013-14 48.5% 57.1% 21.4% 35.7% 31% 11.9%


Hispanic of AnyRace

2014-15 17% 24.5% 12.2% 12.2% 22.4% 53.1%


Hispanic of AnyRace

2013-14 15.5% 19.4% 2.8% 16.7% 33.3% 47.2%


Two or MoreRaces

2014-15 27.7% 35.3% 21.6% 13.7% 33.3% 31.4%


Two or MoreRaces

2013-14 27.2% 42.9% 12.2% 30.6% 32.7% 24.5%


White 2014-15 34.2% 33.2% 13.3% 19.9% 29.8% 36.9%


White 2013-14 33.4% 38.2% 13.8% 24.4% 31% 30.7%


03/23/2016


M-STEP Grade 11



PercentAdvanced

PercentProficient




Female 2014-15 26.7% 28% 9.1% 18.9% 32.2% 39.8%


Female 2013-14 24.6% 31.6% 7.7% 23.9% 32.3% 36.1%


Male 2014-15 32.1% 36.3% 17% 19.3% 26.3% 37.3%


Male 2013-14 32.2% 41.1% 17.9% 23.2% 29.5% 29.4%



2014-15 15.4% 24.1% 7.8% 16.3% 27.4% 48.5%



2013-14 14.2% 23.4% 7.3% 16.1% 31.4% 45.2%



2014-15 4.3% 16.7% 4.2% 12.5% 12.5% 70.8%



2013-14 3.3% 7.7% 0% 7.7% 15.4% 76.9%



2014-15 6.7% 12.3% 3.7% 8.6% 12.3% 75.3%



2013-14 5.5% 11.4% 5.7% 5.7% 17.1% 71.4%


All Students 2014-15 43.9% 57.5% 16.1% 41.4% 34.5% 8%


All Students 2013-14 43.9% 58.8% 16.5% 42.3% 32.2% 9%


03/23/2016


M-STEP Grade 11



PercentAdvanced

PercentProficient




American Indian 2014-15 40% <10 <10 <10 <10 <10


American Indian 2013-14 36.8% <10 <10 <10 <10 <10


AfricanAmerican

2014-15 18% 38% 10.9% 27.2% 50% 12%


AfricanAmerican

2013-14 16.6% 23.8% 2.4% 21.4% 51.2% 25%


Asian 2014-15 61.7% 81.8% 24.2% 57.6% 15.2% 3%


Asian 2013-14 61.3% 85.7% 31% 54.8% 11.9% 2.4%


Hispanic of AnyRace

2014-15 33% 46.9% 12.2% 34.7% 38.8% 14.3%


Hispanic of AnyRace

2013-14 31% 44.4% 2.8% 41.7% 44.4% 11.1%


Two or MoreRaces

2014-15 41.4% 60.8% 15.7% 45.1% 35.3% 3.9%


Two or MoreRaces

2013-14 43.7% 63.3% 28.6% 34.7% 30.6% 6.1%


White 2014-15 49.4% 58.7% 16.6% 42.1% 33.6% 7.7%


White 2013-14 50% 60.8% 16.9% 43.9% 31.1% 8.1%


Female 2014-15 40.5% 53% 10.5% 42.5% 38.1% 8.9%


03/23/2016


M-STEP Grade 11



PercentAdvanced

PercentProficient




Female 2013-14 39.7% 52.7% 10.7% 42% 37.6% 9.7%


Male 2014-15 47.2% 62.2% 22% 40.2% 30.8% 7%


Male 2013-14 48.2% 64.6% 22% 42.7% 27% 8.4%



2014-15 27.9% 49.6% 15.2% 34.4% 42.6% 7.8%



2013-14 27.5% 45.8% 9.2% 36.6% 40.1% 14.1%



2014-15 12.6% 33.3% 0% 33.3% 45.8% 20.8%



2013-14 11.6% 38.5% 0% 38.5% 15.4% 46.2%



2014-15 15% 30.9% 8.6% 22.2% 54.3% 14.8%



2013-14 10.9% 22.9% 4.8% 18.1% 51.4% 25.7%


03/23/2016


Michigan Educational Assessment Program Access (MEAP - Access)


District PercentStudentsProficient

PercentExceeded

Percent Met PercentProgressing

Mathematics 3rd All Students 2013-14 61.9% 90.9% 45.5% 45.5% 9.1%

Mathematics 3rd African American 2013-14 52.5% 100% 33.3% 66.7% 0%

Mathematics 3rd Hispanic of AnyRace

2013-14 54.1% <10 <10 <10 <10

Mathematics 3rd White 2013-14 66% 85.7% 42.9% 42.9% 14.3%

Mathematics 3rd Female 2013-14 57% 83.3% 33.3% 50% 16.7%

Mathematics 3rd Male 2013-14 64.4% 100% 60% 40% 0%

Mathematics 3rd EconomicallyDisadvantaged

2013-14 59.4% 83.3% 50% 33.3% 16.7%

Mathematics 4th All Students 2013-14 55.3% 57.9% 21.1% 36.8% 42.1%

Mathematics 4th African American 2013-14 46.3% <10 <10 <10 <10

Mathematics 4th White 2013-14 59.8% 52.9% 23.5% 29.4% 47.1%

Mathematics 4th Female 2013-14 53.7% 40% 20% 20% 60%

Mathematics 4th Male 2013-14 56.2% 64.3% 21.4% 42.9% 35.7%

Mathematics 4th EconomicallyDisadvantaged

2013-14 53.4% 60% 20% 40% 40%

Mathematics 4th English LanguageLearners

2013-14 46.2% <10 <10 <10 <10

Mathematics 5th All Students 2013-14 56.8% 58.8% 20.6% 38.2% 41.2%

Mathematics 5th African American 2013-14 44.8% 75% 25% 50% 25%

Mathematics 5th Hispanic of AnyRace

2013-14 53.2% <10 <10 <10 <10


03/23/2016





PercentExceeded


Mathematics 5th Two or MoreRaces

2013-14 50.9% <10 <10 <10 <10

Mathematics 5th White 2013-14 63% 61.5% 23.1% 38.5% 38.5%

Mathematics 5th Female 2013-14 53.3% 65% 20% 45% 35%

Mathematics 5th Male 2013-14 58.9% 50% 21.4% 28.6% 50%


2013-14 54.1% 55.6% 16.7% 38.9% 44.4%

Mathematics 6th All Students 2013-14 65.3% 68.8% 25% 43.8% 31.3%


Mathematics 6th Two or MoreRaces

2013-14 59.8% <10 <10 <10 <10

Mathematics 6th White 2013-14 70.4% 78.6% 28.6% 50% 21.4%

Mathematics 6th Female 2013-14 66.5% 100% 33.3% 66.7% 0%



2013-14 62.8% 50% 16.7% 33.3% 50%

Mathematics 7th All Students 2013-14 47.2% 50% 25% 25% 50%

Mathematics 7th African American 2013-14 35.9% 66.7% 33.3% 33.3% 33.3%


2013-14 41.7% <10 <10 <10 <10

Mathematics 7th White 2013-14 52.3% 50% 25% 25% 50%

Mathematics 7th Female 2013-14 49% <10 <10 <10 <10

Mathematics 7th Male 2013-14 46.1% 50% 16.7% 33.3% 50%


03/23/2016





PercentExceeded



2013-14 44.5% 33.3% 0% 33.3% 66.7%


2013-14 46.9% <10 <10 <10 <10

Mathematics 8th All Students 2013-14 40.9% 25% 8.3% 16.7% 75%



2013-14 38.4% <10 <10 <10 <10

Mathematics 8th White 2013-14 46% 33.3% 11.1% 22.2% 66.7%

Mathematics 8th Female 2013-14 38.2% 33.3% 0% 33.3% 66.7%



2013-14 38.1% 0% 0% 0% 100%


2013-14 37.7% <10 <10 <10 <10

Reading 3rd All Students 2013-14 38.7% 45.5% 18.2% 27.3% 54.5%

Reading 3rd African American 2013-14 30.4% 0% 0% 0% 100%

Reading 3rd Hispanic of AnyRace

2013-14 29.2% <10 <10 <10 <10

Reading 3rd White 2013-14 42.1% 83.3% 33.3% 50% 16.7%

Reading 3rd Female 2013-14 38.2% 60% 20% 40% 40%

Reading 3rd Male 2013-14 38.9% 33.3% 16.7% 16.7% 66.7%


03/23/2016





PercentExceeded


Reading 3rd EconomicallyDisadvantaged

2013-14 34.6% 33.3% 16.7% 16.7% 66.7%

Reading 4th All Students 2013-14 45.6% 38.1% 9.5% 28.6% 61.9%

Reading 4th African American 2013-14 35.2% <10 <10 <10 <10

Reading 4th White 2013-14 50.1% 36.8% 10.5% 26.3% 63.2%

Reading 4th Female 2013-14 46.2% 42.9% 0% 42.9% 57.1%

Reading 4th Male 2013-14 45.4% 35.7% 14.3% 21.4% 64.3%

Reading 4th EconomicallyDisadvantaged

2013-14 41.3% 27.3% 18.2% 9.1% 72.7%

Reading 4th English LanguageLearners

2013-14 32.4% <10 <10 <10 <10


Reading 5th African American 2013-14 48.5% 66.7% 33.3% 33.3% 33.3%

Reading 5th Hispanic of AnyRace

2013-14 53.4% <10 <10 <10 <10

Reading 5th Two or MoreRaces

2013-14 61.9% <10 <10 <10 <10

Reading 5th White 2013-14 65% 70.4% 40.7% 29.6% 29.6%

Reading 5th Female 2013-14 65.6% 88.2% 47.1% 41.2% 11.8%

Reading 5th Male 2013-14 56.7% 50% 31.3% 18.8% 50%


2013-14 56.9% 72.2% 27.8% 44.4% 27.8%

Reading 6th All Students 2013-14 58.1% 59.1% 9.1% 50% 40.9%


03/23/2016





PercentExceeded



Reading 6th Asian 2013-14 46.2% <10 <10 <10 <10


2013-14 57.2% <10 <10 <10 <10

Reading 6th Two or MoreRaces

2013-14 56.3% <10 <10 <10 <10

Reading 6th White 2013-14 62.2% 64.7% 11.8% 52.9% 35.3%

Reading 6th Female 2013-14 63.1% 87.5% 12.5% 75% 12.5%

Reading 6th Male 2013-14 55.3% 42.9% 7.1% 35.7% 57.1%


2013-14 55.2% 50% 25% 25% 50%


2013-14 48.6% <10 <10 <10 <10


Reading 7th African American 2013-14 49% 66.7% 0% 66.7% 33.3%


2013-14 58.5% <10 <10 <10 <10

Reading 7th White 2013-14 66.7% 71.4% 28.6% 42.9% 28.6%

Reading 7th Female 2013-14 66.1% <10 <10 <10 <10

Reading 7th Male 2013-14 59.3% 66.7% 22.2% 44.4% 33.3%


2013-14 59.3% 50% 0% 50% 50%


03/23/2016





PercentExceeded



2013-14 58.8% <10 <10 <10 <10

Reading 8th All Students 2013-14 69% 50% 20% 30% 50%



2013-14 58.2% <10 <10 <10 <10

Reading 8th White 2013-14 76.3% 50% 25% 25% 50%

Reading 8th Female 2013-14 71.2% 66.7% 33.3% 33.3% 33.3%

Reading 8th Male 2013-14 67.8% 42.9% 14.3% 28.6% 57.1%


2013-14 65.9% 66.7% 33.3% 33.3% 33.3%


03/23/2016


MI-Access Functional Independence



PercentSurpassed

Percent Attained PercentEmerging


All Students 2013-14 68.8% 75% 62.5% 12.5% 25%

Reading 2nd GradeContent

All Students 2013-14 77.1% 83.3% 50% 33.3% 16.7%


American Indian 2013-14 80% <10 <10 <10 <10


American Indian 2013-14 66.7% <10 <10 <10 <10


African American 2013-14 61.4% <10 <10 <10 <10




Two or MoreRaces

2013-14 75% <10 <10 <10 <10


Two or MoreRaces

2013-14 80.6% <10 <10 <10 <10


White 2013-14 72.1% 75% 58.3% 16.7% 25%


White 2013-14 79.6% 85% 50% 35% 15%


Female 2013-14 66.3% <10 <10 <10 <10


Female 2013-14 79.6% <10 <10 <10 <10


Male 2013-14 70% 84.6% 69.2% 15.4% 15.4%


03/23/2016





PercentSurpassed



Male 2013-14 76.1% 89.5% 47.4% 42.1% 10.5%



2013-14 70.8% 81.8% 72.7% 9.1% 18.2%



2013-14 76.6% 86.7% 60% 26.7% 13.3%

Mathematics 3rd Grade Content All Students 2014-15 71.1% 71.4% 28.6% 42.9% 28.6%

Mathematics 3rd Grade Content All Students 2013-14 81.3% 57.1% 35.7% 21.4% 42.9%

Reading 3rd Grade Content All Students 2013-14 76.5% 88.9% 55.6% 33.3% 11.1%

ELA 3rd Grade Content All Students 2014-15 69.2% 57.1% 42.9% 28.6% 28.6%

Mathematics 3rd Grade Content African American 2014-15 65.4% <10 <10 <10 <10


Reading 3rd Grade Content African American 2013-14 71.6% <10 <10 <10 <10

ELA 3rd Grade Content African American 2014-15 64.2% <10 <10 <10 <10

Mathematics 3rd Grade Content Asian 2013-14 84.6% <10 <10 <10 <10

Reading 3rd Grade Content Asian 2013-14 75% <10 <10 <10 <10

Mathematics 3rd Grade Content Hispanic of AnyRace

2014-15 71.7% <10 <10 <10 <10


2013-14 83.2% <10 <10 <10 <10

Reading 3rd Grade Content Hispanic of AnyRace

2013-14 67.3% <10 <10 <10 <10


03/23/2016





PercentSurpassed


ELA 3rd Grade Content Hispanic of AnyRace

2014-15 65.9% <10 <10 <10 <10

Mathematics 3rd Grade Content Two or MoreRaces

2014-15 78.1% <10 <10 <10 <10


2013-14 70.3% <10 <10 <10 <10

Reading 3rd Grade Content Two or MoreRaces

2013-14 78.6% <10 <10 <10 <10

ELA 3rd Grade Content Two or MoreRaces

2014-15 61.9% <10 <10 <10 <10

Mathematics 3rd Grade Content White 2014-15 72.9% <10 <10 <10 <10


Reading 3rd Grade Content White 2013-14 79.2% 90.9% 54.5% 36.4% 9.1%

ELA 3rd Grade Content White 2014-15 71.8% <10 <10 <10 <10

Mathematics 3rd Grade Content Female 2014-15 69.4% <10 <10 <10 <10


Reading 3rd Grade Content Female 2013-14 77.2% <10 <10 <10 <10

ELA 3rd Grade Content Female 2014-15 69.3% <10 <10 <10 <10

Mathematics 3rd Grade Content Male 2014-15 71.9% <10 <10 <10 <10

Mathematics 3rd Grade Content Male 2013-14 83.3% 50% 40% 10% 50%

Reading 3rd Grade Content Male 2013-14 76.1% 92.9% 64.3% 28.6% 7.1%

ELA 3rd Grade Content Male 2014-15 69.2% <10 <10 <10 <10


03/23/2016





PercentSurpassed


Mathematics 3rd Grade Content EconomicallyDisadvantaged

2014-15 71.7% <10 <10 <10 <10


2013-14 82.3% <10 <10 <10 <10

Reading 3rd Grade Content EconomicallyDisadvantaged

2013-14 75.1% <10 <10 <10 <10

ELA 3rd Grade Content EconomicallyDisadvantaged

2014-15 68.9% <10 <10 <10 <10

Mathematics 3rd Grade Content English LanguageLearners

2014-15 80.2% <10 <10 <10 <10


2013-14 87.8% <10 <10 <10 <10

Reading 3rd Grade Content English LanguageLearners

2013-14 65.6% <10 <10 <10 <10

ELA 3rd Grade Content English LanguageLearners

2014-15 71.9% <10 <10 <10 <10

Mathematics 4th Grade Content All Students 2014-15 72.4% 72.2% 27.8% 27.8% 44.4%


Reading 4th Grade Content All Students 2013-14 73.9% 76.5% 52.9% 23.5% 23.5%

ELA 4th Grade Content All Students 2014-15 69.7% 72.2% 27.8% 44.4% 27.8%

Science 4th Grade Content All Students 2014-15 59.1% 56.3% 43.8% 25% 31.3%

Science 4th Grade Content All Students 2013-14 47.4% 41.2% 11.8% 29.4% 58.8%

Mathematics 4th Grade Content American Indian 2014-15 81.8% <10 <10 <10 <10

ELA 4th Grade Content American Indian 2014-15 53.8% <10 <10 <10 <10


03/23/2016





PercentSurpassed


Science 4th Grade Content American Indian 2014-15 66.7% <10 <10 <10 <10

Mathematics 4th Grade Content African American 2014-15 63.6% <10 <10 <10 <10


Reading 4th Grade Content African American 2013-14 70.9% <10 <10 <10 <10

ELA 4th Grade Content African American 2014-15 64.9% <10 <10 <10 <10

Science 4th Grade Content African American 2014-15 46.7% <10 <10 <10 <10


Mathematics 4th Grade Content Hispanic of AnyRace

2013-14 61% <10 <10 <10 <10

Reading 4th Grade Content Hispanic of AnyRace

2013-14 67.3% <10 <10 <10 <10

Science 4th Grade Content Hispanic of AnyRace

2013-14 40.9% <10 <10 <10 <10

Mathematics 4th Grade Content Two or MoreRaces

2014-15 74.2% <10 <10 <10 <10

ELA 4th Grade Content Two or MoreRaces

2014-15 75% <10 <10 <10 <10

Science 4th Grade Content Two or MoreRaces

2014-15 65.5% <10 <10 <10 <10

Mathematics 4th Grade Content White 2014-15 75.6% 71.4% 28.6% 21.4% 50%

Mathematics 4th Grade Content White 2013-14 68.8% 76.9% 46.2% 30.8% 23.1%

Reading 4th Grade Content White 2013-14 76.2% 78.6% 50% 28.6% 21.4%

ELA 4th Grade Content White 2014-15 71.4% 64.3% 35.7% 28.6% 35.7%


03/23/2016





PercentSurpassed


Science 4th Grade Content White 2014-15 64% 66.7% 33.3% 33.3% 33.3%

Science 4th Grade Content White 2013-14 52.6% 50% 14.3% 35.7% 50%

Mathematics 4th Grade Content Female 2014-15 69.4% <10 <10 <10 <10


Reading 4th Grade Content Female 2013-14 75.3% <10 <10 <10 <10

ELA 4th Grade Content Female 2014-15 72.4% <10 <10 <10 <10

Science 4th Grade Content Female 2014-15 53.9% <10 <10 <10 <10


Mathematics 4th Grade Content Male 2014-15 74% 83.3% 16.7% 25% 58.3%

Mathematics 4th Grade Content Male 2013-14 66.4% 63.6% 45.5% 18.2% 36.4%

Reading 4th Grade Content Male 2013-14 73.1% 76.9% 61.5% 15.4% 23.1%

ELA 4th Grade Content Male 2014-15 68.4% 66.7% 33.3% 50% 16.7%

Science 4th Grade Content Male 2014-15 61.7% 60% 40% 20% 40%

Science 4th Grade Content Male 2013-14 48.4% 46.2% 7.7% 38.5% 53.8%

Mathematics 4th Grade Content EconomicallyDisadvantaged

2014-15 73.3% 84.6% 15.4% 30.8% 53.8%


2013-14 66% <10 <10 <10 <10

Reading 4th Grade Content EconomicallyDisadvantaged

2013-14 73.8% 63.6% 54.5% 9.1% 36.4%

ELA 4th Grade Content EconomicallyDisadvantaged

2014-15 69.7% 81.8% 18.2% 45.5% 36.4%


03/23/2016





PercentSurpassed


Science 4th Grade Content EconomicallyDisadvantaged

2014-15 60.7% 70% 30% 40% 30%


2013-14 47.9% 27.3% 9.1% 18.2% 72.7%

Mathematics 4th Grade Content English LanguageLearners

2013-14 65.4% <10 <10 <10 <10

Reading 4th Grade Content English LanguageLearners

2013-14 67.8% <10 <10 <10 <10

Science 4th Grade Content English LanguageLearners

2013-14 27.9% <10 <10 <10 <10




ELA 5th Grade Content All Students 2014-15 66.4% 50% 50% 40% 10%

Mathematics 5th Grade Content American Indian 2013-14 76.9% <10 <10 <10 <10

Reading 5th Grade Content American Indian 2013-14 64.3% <10 <10 <10 <10





Mathematics 5th Grade Content Asian or PacificIslander

2014-15 74.1% <10 <10 <10 <10


03/23/2016





PercentSurpassed


ELA 5th Grade Content Asian or PacificIslander

2014-15 62.1% <10 <10 <10 <10


2014-15 67.2% <10 <10 <10 <10

ELA 5th Grade Content Hispanic of AnyRace

2014-15 61.5% <10 <10 <10 <10


2014-15 69.4% <10 <10 <10 <10


2014-15 68.1% <10 <10 <10 <10

Mathematics 5th Grade Content White 2014-15 68.6% 25% 75% 16.7% 8.3%

Mathematics 5th Grade Content White 2013-14 76.9% <10 <10 <10 <10

Reading 5th Grade Content White 2013-14 86.9% <10 <10 <10 <10

ELA 5th Grade Content White 2014-15 71.5% 45.5% 54.5% 45.5% 0%


Mathematics 5th Grade Content Female 2013-14 72% <10 <10 <10 <10





Reading 5th Grade Content Male 2013-14 86% 85.7% 64.3% 21.4% 14.3%

ELA 5th Grade Content Male 2014-15 65.3% 53.3% 46.7% 40% 13.3%


03/23/2016





PercentSurpassed



2014-15 66.3% 30% 70% 20% 10%


2013-14 75.1% <10 <10 <10 <10


2013-14 86.6% <10 <10 <10 <10


2014-15 66% <10 <10 <10 <10


2014-15 72.2% <10 <10 <10 <10

ELA 5th Grade Content English LanguageLearners

2014-15 60.4% <10 <10 <10 <10

Mathematics 6th Grade Content All Students 2014-15 67.8% 50% 50% 33.3% 16.7%







ELA 6th Grade Content African American 2014-15 64% <10 <10 <10 <10


2013-14 73.5% <10 <10 <10 <10

Reading 6th Grade Content Two or MoreRaces

2013-14 82.6% <10 <10 <10 <10


03/23/2016





PercentSurpassed


Mathematics 6th Grade Content White 2014-15 69.4% 60% 40% 40% 20%


Reading 6th Grade Content White 2013-14 87.4% <10 <10 <10 <10






Mathematics 6th Grade Content Male 2014-15 69.7% 50% 50% 30% 20%

Mathematics 6th Grade Content Male 2013-14 65.5% <10 <10 <10 <10

Reading 6th Grade Content Male 2013-14 86% <10 <10 <10 <10

ELA 6th Grade Content Male 2014-15 66% 54.5% 45.5% 9.1% 45.5%


2014-15 69.9% 40% 60% 30% 10%


2013-14 65.7% <10 <10 <10 <10


2013-14 88.5% <10 <10 <10 <10


2014-15 69.3% 40% 60% 20% 20%


2014-15 58.4% <10 <10 <10 <10


03/23/2016





PercentSurpassed



2014-15 59.3% <10 <10 <10 <10



Reading 7th Grade Content All Students 2013-14 90.9% 100% 81.3% 18.8% 0%










Mathematics 7th Grade Content Asian 2013-14 82.6% <10 <10 <10 <10

Reading 7th Grade Content Asian 2013-14 92% <10 <10 <10 <10

Science 7th Grade Content Asian 2013-14 34.6% <10 <10 <10 <10


2013-14 70.7% <10 <10 <10 <10

Reading 7th Grade Content Hispanic of AnyRace

2013-14 87.7% <10 <10 <10 <10


03/23/2016





PercentSurpassed



2013-14 45.8% <10 <10 <10 <10


Mathematics 7th Grade Content White 2013-14 80.6% 92.3% 46.2% 46.2% 7.7%

Reading 7th Grade Content White 2013-14 93.7% 100% 76.9% 23.1% 0%

ELA 7th Grade Content White 2014-15 71.8% <10 <10 <10 <10

Science 7th Grade Content White 2014-15 57.6% <10 <10 <10 <10

Science 7th Grade Content White 2013-14 60.9% 76.9% 30.8% 46.2% 23.1%




ELA 7th Grade Content Female 2014-15 73% <10 <10 <10 <10



Mathematics 7th Grade Content Male 2014-15 70.8% 66.7% 33.3% 50% 16.7%

Mathematics 7th Grade Content Male 2013-14 78% 90% 60% 30% 10%

Reading 7th Grade Content Male 2013-14 90.1% 100% 90% 10% 0%

ELA 7th Grade Content Male 2014-15 66.6% 63.6% 36.4% 27.3% 36.4%

Science 7th Grade Content Male 2014-15 54.8% 50% 50% 41.7% 8.3%

Science 7th Grade Content Male 2013-14 56.5% 80% 40% 40% 20%


03/23/2016





PercentSurpassed



2014-15 68.9% <10 <10 <10 <10


2013-14 77.1% <10 <10 <10 <10


2013-14 90.6% <10 <10 <10 <10


2014-15 69.8% <10 <10 <10 <10


2014-15 52.4% <10 <10 <10 <10


2013-14 54.3% <10 <10 <10 <10






2014-15 78.7% <10 <10 <10 <10


2014-15 84.6% <10 <10 <10 <10

Mathematics 8th Grade Content White 2014-15 67% 27.3% 72.7% 18.2% 9.1%





03/23/2016





PercentSurpassed



ELA 8th Grade Content Male 2014-15 82.8% <10 <10 <10 <10


2014-15 67% <10 <10 <10 <10


2014-15 84.3% <10 <10 <10 <10


All Students 2013-14 67% 58.3% 16.7% 41.7% 41.7%


All Students 2014-15 80.5% 73.3% 26.7% 53.3% 20%


All Students 2013-14 90.6% 90.9% 36.4% 54.5% 9.1%


All Students 2014-15 79.5% 86.7% 13.3% 20% 66.7%


All Students 2013-14 56.1% 50% 25% 25% 50%


All Students 2014-15 53.3% 53.3% 46.7% 26.7% 26.7%


American Indian 2014-15 88.2% <10 <10 <10 <10


American Indian 2014-15 87.5% <10 <10 <10 <10


American Indian 2014-15 64.7% <10 <10 <10 <10




03/23/2016





PercentSurpassed













Two or MoreRaces

2013-14 66.7% <10 <10 <10 <10


Two or MoreRaces

2013-14 87.5% <10 <10 <10 <10


Two or MoreRaces

2013-14 50% <10 <10 <10 <10


White 2013-14 73.7% <10 <10 <10 <10


White 2014-15 85.9% 69.2% 30.8% 46.2% 23.1%


White 2013-14 93.2% <10 <10 <10 <10


White 2014-15 84.4% 84.6% 15.4% 23.1% 61.5%


White 2013-14 64.9% <10 <10 <10 <10


03/23/2016





PercentSurpassed



White 2014-15 62.8% 53.8% 46.2% 30.8% 23.1%


Female 2013-14 63.2% <10 <10 <10 <10


Female 2014-15 80% <10 <10 <10 <10


Female 2013-14 92.4% <10 <10 <10 <10


Female 2014-15 79.2% <10 <10 <10 <10


Female 2013-14 53% <10 <10 <10 <10


Female 2014-15 48.9% <10 <10 <10 <10


Male 2013-14 69.1% <10 <10 <10 <10


Male 2014-15 80.8% 72.7% 27.3% 54.5% 18.2%


Male 2013-14 89.6% <10 <10 <10 <10


Male 2014-15 79.6% 81.8% 18.2% 27.3% 54.5%


Male 2013-14 57.8% <10 <10 <10 <10


Male 2014-15 55.9% 36.4% 63.6% 18.2% 18.2%


03/23/2016





PercentSurpassed




2013-14 65.7% <10 <10 <10 <10



2014-15 80% <10 <10 <10 <10



2013-14 89.7% <10 <10 <10 <10



2014-15 78.8% <10 <10 <10 <10



2013-14 53.4% <10 <10 <10 <10



2014-15 51.3% <10 <10 <10 <10


03/23/2016


MI-Access Supported Independence



PercentSurpassed



All Students 2013-14 88.4% <10 <10 <10 <10

ELA 2nd GradeContent

All Students 2013-14 82.4% <10 <10 <10 <10






Asian 2013-14 71.4% <10 <10 <10 <10


Asian 2013-14 78.6% <10 <10 <10 <10


White 2013-14 89.7% <10 <10 <10 <10


White 2013-14 81.1% <10 <10 <10 <10


Male 2013-14 87.7% <10 <10 <10 <10


Male 2013-14 81% <10 <10 <10 <10



2013-14 87.8% <10 <10 <10 <10



2013-14 84.3% <10 <10 <10 <10


English LanguageLearners

2013-14 91.3% <10 <10 <10 <10


03/23/2016





PercentSurpassed




2013-14 87% <10 <10 <10 <10

Mathematics 3rd Grade Content All Students 2014-15 73.8% <10 <10 <10 <10


ELA 3rd Grade Content All Students 2014-15 80.6% <10 <10 <10 <10

ELA 3rd Grade Content All Students 2013-14 80% <10 <10 <10 <10



Mathematics 3rd Grade Content Asian or PacificIslander

2014-15 66.7% <10 <10 <10 <10

ELA 3rd Grade Content Asian or PacificIslander

2014-15 57.1% <10 <10 <10 <10


2013-14 77.8% <10 <10 <10 <10


2013-14 81.5% <10 <10 <10 <10


2013-14 90% <10 <10 <10 <10


2013-14 100% <10 <10 <10 <10





03/23/2016





PercentSurpassed












2013-14 89.1% <10 <10 <10 <10


2013-14 81% <10 <10 <10 <10


2013-14 82.1% <10 <10 <10 <10

ELA 3rd Grade Content English LanguageLearners

2013-14 75% <10 <10 <10 <10

Mathematics 4th Grade Content All Students 2014-15 79.2% <10 <10 <10 <10


ELA 4th Grade Content All Students 2014-15 83.3% <10 <10 <10 <10


Science 4th Grade Content All Students 2014-15 89.3% <10 <10 <10 <10


03/23/2016





PercentSurpassed


Science 4th Grade Content All Students 2013-14 81% <10 <10 <10 <10








2014-15 100% <10 <10 <10 <10


2014-15 91.7% <10 <10 <10 <10

Science 4th Grade Content Asian or PacificIslander

2014-15 83.3% <10 <10 <10 <10











03/23/2016





PercentSurpassed









Science 4th Grade Content Male 2014-15 89.4% <10 <10 <10 <10



2014-15 80.6% <10 <10 <10 <10


2013-14 86.1% <10 <10 <10 <10


2014-15 84.5% <10 <10 <10 <10


2013-14 77% <10 <10 <10 <10


2014-15 91.3% <10 <10 <10 <10


2013-14 81.2% <10 <10 <10 <10


2014-15 88.6% <10 <10 <10 <10


03/23/2016





PercentSurpassed



2014-15 94.3% <10 <10 <10 <10

Science 4th Grade Content English LanguageLearners

2014-15 91.2% <10 <10 <10 <10






Mathematics 5th Grade Content African American 2013-14 88% <10 <10 <10 <10




2014-15 90.9% <10 <10 <10 <10


2014-15 90.9% <10 <10 <10 <10


2014-15 71.4% <10 <10 <10 <10


2013-14 85.7% <10 <10 <10 <10


2014-15 85.3% <10 <10 <10 <10


2013-14 85.2% <10 <10 <10 <10


03/23/2016





PercentSurpassed



2013-14 <10 <10 <10 <10 <10


2013-14 <10 <10 <10 <10 <10














2014-15 84.1% <10 <10 <10 <10


2013-14 92.2% <10 <10 <10 <10


2014-15 87.9% <10 <10 <10 <10


03/23/2016





PercentSurpassed



2013-14 87.6% <10 <10 <10 <10


2014-15 85.7% <10 <10 <10 <10


2014-15 89.3% <10 <10 <10 <10


Mathematics 6th Grade Content All Students 2013-14 88% 70% 20% 50% 30%


ELA 6th Grade Content All Students 2013-14 81% 80% 20% 60% 20%














03/23/2016





PercentSurpassed


Mathematics 6th Grade Content Male 2014-15 81% <10 <10 <10 <10





2014-15 80.4% <10 <10 <10 <10


2013-14 87.7% 70% 20% 50% 30%


2014-15 80.6% <10 <10 <10 <10


2013-14 82.1% 80% 20% 60% 20%

Mathematics 7th Grade Content All Students 2014-15 79% 100% 0% 90% 10%

Mathematics 7th Grade Content All Students 2013-14 92.6% 100% 45.5% 54.5% 0%

ELA 7th Grade Content All Students 2014-15 79.9% 90% 10% 50% 40%

ELA 7th Grade Content All Students 2013-14 83.4% 100% 63.6% 36.4% 0%

Science 7th Grade Content All Students 2014-15 84.2% 90% 10% 60% 30%


Mathematics 7th Grade Content American Indian 2014-15 <10 <10 <10 <10 <10

ELA 7th Grade Content American Indian 2014-15 <10 <10 <10 <10 <10

Science 7th Grade Content American Indian 2014-15 <10 <10 <10 <10 <10



03/23/2016





PercentSurpassed








2014-15 71% <10 <10 <10 <10


Mathematics 7th Grade Content White 2013-14 92% <10 <10 <10 <10


ELA 7th Grade Content White 2013-14 81% <10 <10 <10 <10

Science 7th Grade Content White 2014-15 85% <10 <10 <10 <10











03/23/2016





PercentSurpassed







2014-15 80% <10 <10 <10 <10


2013-14 93.5% <10 <10 <10 <10


2014-15 82.8% <10 <10 <10 <10


2013-14 84.5% <10 <10 <10 <10


2014-15 85.8% <10 <10 <10 <10


2013-14 79.4% <10 <10 <10 <10






2014-15 68% <10 <10 <10 <10


2014-15 68% <10 <10 <10 <10


03/23/2016





PercentSurpassed









2014-15 80.2% 100% 0% 60% 40%


2014-15 81% 80% 20% 30% 50%


All Students 2013-14 89.1% 78.6% 42.9% 35.7% 21.4%


All Students 2014-15 85.1% 76.5% 23.5% 64.7% 11.8%


All Students 2013-14 84.3% 85.7% 35.7% 50% 14.3%


All Students 2014-15 87% 76.5% 23.5% 41.2% 35.3%


All Students 2013-14 87.8% 85.7% 21.4% 64.3% 14.3%


All Students 2014-15 69% 58.8% 41.2% 41.2% 17.6%




03/23/2016





PercentSurpassed







Two or MoreRaces

2013-14 81.3% <10 <10 <10 <10


Two or MoreRaces

2014-15 90% <10 <10 <10 <10


Two or MoreRaces

2013-14 87.5% <10 <10 <10 <10


Two or MoreRaces

2014-15 80% <10 <10 <10 <10


Two or MoreRaces

2013-14 93.8% <10 <10 <10 <10


Two or MoreRaces

2014-15 50% <10 <10 <10 <10


White 2013-14 89.9% 83.3% 50% 33.3% 16.7%


White 2014-15 85.4% 72.7% 27.3% 72.7% 0%


White 2013-14 84.8% 91.7% 41.7% 50% 8.3%


White 2014-15 87.5% 72.7% 27.3% 45.5% 27.3%


White 2013-14 87% 91.7% 25% 66.7% 8.3%


03/23/2016





PercentSurpassed



White 2014-15 70.8% 54.5% 45.5% 45.5% 9.1%


Female 2013-14 90.6% <10 <10 <10 <10


Female 2014-15 85.6% <10 <10 <10 <10


Female 2013-14 85.4% <10 <10 <10 <10


Female 2014-15 90.8% <10 <10 <10 <10


Female 2013-14 91.1% <10 <10 <10 <10


Female 2014-15 72.4% <10 <10 <10 <10


Male 2013-14 88.3% <10 <10 <10 <10


Male 2014-15 84.8% <10 <10 <10 <10


Male 2013-14 83.7% <10 <10 <10 <10


Male 2014-15 85.1% <10 <10 <10 <10


Male 2013-14 86% <10 <10 <10 <10


Male 2014-15 67.3% <10 <10 <10 <10


03/23/2016





PercentSurpassed




2013-14 92.5% <10 <10 <10 <10



2014-15 87.4% 81.8% 18.2% 63.6% 18.2%



2013-14 87.4% <10 <10 <10 <10



2014-15 91.8% 81.8% 18.2% 27.3% 54.5%



2013-14 90.3% <10 <10 <10 <10



2014-15 73.6% 72.7% 27.3% 54.5% 18.2%


03/23/2016


MI-Access Participation



PercentSurpassed



All Students 2013-14 77.4% <10 <10 <10 <10


All Students 2013-14 73% <10 <10 <10 <10


White 2013-14 74.5% <10 <10 <10 <10


White 2013-14 71.5% <10 <10 <10 <10


Male 2013-14 76.3% <10 <10 <10 <10


Male 2013-14 70.3% <10 <10 <10 <10



2013-14 80.8% <10 <10 <10 <10



2013-14 74.2% <10 <10 <10 <10


Mathematics 3rd Grade Content All Students 2013-14 70.5% 100% 75% 25% 0%

ELA 3rd Grade Content All Students 2014-15 62.3% <10 <10 <10 <10

ELA 3rd Grade Content All Students 2013-14 70% 100% 16.7% 83.3% 0%






03/23/2016





PercentSurpassed


Mathematics 3rd Grade Content Asian 2013-14 80% <10 <10 <10 <10

ELA 3rd Grade Content Asian 2013-14 66.7% <10 <10 <10 <10


2013-14 75% <10 <10 <10 <10


2013-14 71.9% <10 <10 <10 <10


2013-14 <10 <10 <10 <10 <10


2013-14 <10 <10 <10 <10 <10








ELA 3rd Grade Content Female 2013-14 65% <10 <10 <10 <10






03/23/2016





PercentSurpassed



2014-15 55.2% <10 <10 <10 <10


2013-14 71.3% <10 <10 <10 <10


2014-15 60.6% <10 <10 <10 <10


2013-14 69.6% <10 <10 <10 <10





Science 4th Grade Content All Students 2014-15 61% <10 <10 <10 <10




Science 4th Grade Content African American 2013-14 71% <10 <10 <10 <10







03/23/2016





PercentSurpassed




ELA 4th Grade Content Male 2014-15 62% <10 <10 <10 <10



2014-15 56% <10 <10 <10 <10


2013-14 59.7% <10 <10 <10 <10


2014-15 66.5% <10 <10 <10 <10


2013-14 61.7% <10 <10 <10 <10


2014-15 62.8% <10 <10 <10 <10


2013-14 69.2% <10 <10 <10 <10









03/23/2016





PercentSurpassed




2014-15 51.9% <10 <10 <10 <10


2014-15 48.1% <10 <10 <10 <10


2014-15 71.4% <10 <10 <10 <10


2014-15 78.6% <10 <10 <10 <10

Mathematics 5th Grade Content White 2014-15 53% <10 <10 <10 <10













2014-15 52.4% <10 <10 <10 <10


03/23/2016





PercentSurpassed



2013-14 59.3% <10 <10 <10 <10


2014-15 59.9% <10 <10 <10 <10


2013-14 71.8% <10 <10 <10 <10






2014-15 38.5% <10 <10 <10 <10


2014-15 30.8% <10 <10 <10 <10







2014-15 75% <10 <10 <10 <10


2014-15 57.1% <10 <10 <10 <10


03/23/2016





PercentSurpassed



2014-15 60% <10 <10 <10 <10








ELA 7th Grade Content Male 2014-15 53% <10 <10 <10 <10



ELA 8th Grade Content All Students 2014-15 63% <10 <10 <10 <10






2014-15 67.8% <10 <10 <10 <10


2014-15 63.3% <10 <10 <10 <10


03/23/2016





PercentSurpassed



All Students 2014-15 70.4% <10 <10 <10 <10


All Students 2014-15 72.1% <10 <10 <10 <10


All Students 2014-15 60.8% <10 <10 <10 <10








White 2014-15 70.4% <10 <10 <10 <10


White 2014-15 71.6% <10 <10 <10 <10


White 2014-15 60.5% <10 <10 <10 <10


Female 2014-15 64.9% <10 <10 <10 <10


Female 2014-15 69.2% <10 <10 <10 <10


Female 2014-15 60.8% <10 <10 <10 <10


Male 2014-15 73.8% <10 <10 <10 <10


03/23/2016





PercentSurpassed



Male 2014-15 73.8% <10 <10 <10 <10


Male 2014-15 60.7% <10 <10 <10 <10



2014-15 70.1% <10 <10 <10 <10



2014-15 71.7% <10 <10 <10 <10



2014-15 59.6% <10 <10 <10 <10


03/23/2016


Accountability Details Subject Data

Testing Group Subject State Tested Total State PercentProficient

District TestedTotal

District PercentProficient*

All Students Mathematics 98.1% 36.5% 99.1% N/A

All Students ELA 98.1% 48.5% 99.2% N/A

All Students Science 97.5% 22.2% 98.9% N/A

All Students Social Studies 97.4% 31.8% 99.1% N/A

American Indian Mathematics 98.2% 27.8% <30 N/A

American Indian ELA 98% 41.5% <30 N/A

American Indian Science 97.8% 17.7% <30 N/A

American Indian Social Studies 97.2% 25.2% <30 N/A

African American Mathematics 96.5% 13.5% 99.4% N/A

African American ELA 96.5% 24.5% 99.4% N/A

African American Science 95.4% 6.1% 98.6% N/A

African American Social Studies 95.2% 11% 98.9% N/A

Asian Mathematics 99.1% 66.3% 99% N/A

Asian ELA 98.7% 70.2% 98.7% N/A

Asian Science 99% 38% 98.2% N/A

Asian Social Studies 98.8% 49.6% 99.2% N/A

Hispanic of Any Race Mathematics 98.3% 23.7% 98.3% N/A

Hispanic of Any Race ELA 98.3% 36.1% 99.7% N/A

Hispanic of Any Race Science 97.9% 11.7% 98.7% N/A

Hispanic of Any Race Social Studies 97.5% 20.2% 98.1% N/A

Native Hawaiian orOther PacificIslander

Mathematics 99.8% 40.8% N/A N/A


ELA 99.3% 53.3% N/A N/A


Science 99.6% 21.9% N/A N/A


Social Studies 99.3% 33% N/A N/A

Two or More Races Mathematics 98.5% 33.6% 100% N/A

Two or More Races ELA 98.5% 46.9% 100% N/A


03/23/2016


Accountability Details Subject Data

Testing Group Subject State Tested Total State PercentProficient

District TestedTotal

District PercentProficient*

Two or More Races Science 98.5% 20.1% 100% N/A

Two or More Races Social Studies 98.1% 28.3% 100% N/A

White Mathematics 98.5% 42.5% 99.1% N/A

White ELA 98.5% 55% 99.2% N/A

White Science 98.1% 26.6% 98.9% N/A

White Social Studies 98% 37.3% 99.1% N/A


Mathematics 97.6% 22.5% 99.2% N/A


ELA 97.6% 33.7% 99.4% N/A


Science 96.8% 11.7% 98.9% N/A


Social Studies 96.5% 17.8% 98.8% N/A


Mathematics 98.6% 20.3% 97.2% N/A


ELA 98.2% 24% 99.2% N/A


Science 98.2% 3.9% 97.9% N/A


Social Studies 97.9% 8.1% 97.4% N/A


Mathematics 97.2% 21.8% 98.6% N/A


ELA 96.6% 24.7% 98.4% N/A


Science 96.5% 15.4% 98.3% N/A


Social Studies 95% 13.9% 98.9% N/A

Note: 1062 Recently arrived LEP students took part in the State’s WIDA instead of the M-STEP/MME/MI-Access.


03/23/2016


Accountability Details Graduation Data

Testing Group Statewide District

All Students 78.6% 92.7%

American Indian 64.8% N/A

African American 64.5% 82.7%

Asian 89.1% 91.7%

Hispanic of Any Race 68.8% 89.7%

Migrant 63.2% N/A

Native Hawaiian or Other Pacific Islander 78.9% N/A

Two or More Races 74.2% 93.3%

White 82.9% 93.8%

Female 82.9% N/A

Male 74.4% N/A

Economically Disadvantaged 65.6% 82.9%

English Language Learners 68.2% N/A

Students With Disabilities 55.1% 59.0%

Homeless 54.0% N/A

* All data based on students enrolled for a full academic year.


03/23/2016


Accountability Details Attendance Data

Testing Group Statewide District

All Students 94.7% 96.6%

* All data based on students enrolled for a full academic year.


03/23/2016


Accountability Status District Data

DistrictName

ReadingStatus

ReadingScore

WritingStatus

WritingScore

MathStatus

Math Score ScienceStatus

ScienceScore

SocialStudiesStatus

SocialStudiesScore

OverallStatus

OverallScore

No Data to Display


03/23/2016


Accountability Status School Data

DistrictName

SchoolName

Title 1Status

ReadingStatus

ReadingScore

WritingStatus

WritingScore

MathStatus

MathScore

ScienceStatus

ScienceScore

SocialStudiesStatus

SocialStudiesScore

OverallStatus

OverallScore

No Data to Display


03/23/2016


Teacher Quality - Qualification

Other B.A. M.A. P.H.D.

ProfessionalQualifications of All PublicElementary andSecondary SchoolTeachers in the District

4 184 735 10

Professional Qualifications are defined by the State and may include information such as the degrees of public school teachers (e.g.,percentage of teachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers

Teacher Quality - Class

District Aggregate High-Poverty Schools Low-Poverty Schools

Percentage of Core AcademicSubject Elementary andSecondary School Classes notTaught by Highly QualifiedTeachers

0.0% 0.0% 0.0%

Teacher Quality - Provisional

Certification Percent

Percentage of Public Elementary and Secondary School Teachersin the District with Emergency Certification

0%


03/23/2016


NAEP Grade 4 Math

Percent ofStudents

Percent belowBasic

Percent Basic Percent Proficient Percent Advanced

All Students 100 23 77 34 5

MaleFemale

5149

2223

7877

3632

64

National LunchProgram EligibilityEligibleNot EligibleInfo not available

4753#

3610‡

6490‡

1749‡

19‡

Race/EthnicityWhiteBlackHispanicAsianAmericanIndian/Alaska NativeNativeHawaiian/PacificIslanderTwo or More Races

7215641#3

15533811‡‡‡

85476289‡‡‡

39102158‡‡‡

5&#35319‡‡&#8225

Student classified ashaving a disabilitySDNot SD

1288

4719

5381

1437

15

Student is an EnglishLanguage LearnerELLNot ELL

595

4222

5878

1635

15

‡ Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to totalbecause of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for EducationStatistics. National Assessment of Educational Progress (NAEP) 2015 Mathematics Achievement.


03/23/2016


NAEP Grade 8 Math

Percent ofStudents

Percent belowBasic



MaleFemale

5149

3134

3939

2321

76


4555#

4819‡

3940‡

1230‡

211‡


6920431#2

23663811‡‡‡

43294418‡‡‡

2651539‡‡‡

7#432‡‡‡


1189

7727

1941

324

#7


397

5432

3339

1122

27

‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to totalbecause of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for EducationStatistics. National Assessment of Educational Progress (NAEP) 2015 Mathematics Achievement.


03/23/2016


NAEP Grade 12 Math

Percent ofStudents

Percent belowBasic



MaleFemale

5149

3235

4142

2622

11


35640

54220

37440

9320

020

Race/EthnicityWhiteBlackHispanicAsianAmerican IndianNativeHawaiian/PacificIslanderTwo or More Races

761453101

26685826000

42273332000

305935000

2007000


991

7830

1943

325

02


298

033

041

024

02

‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to totalbecause of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for EducationStatistics. National Assessment of Educational Progress (NAEP) 2015 Mathematics Achievement.


03/23/2016


NAEP Grade 4 Reading

Percent ofStudents

Percent belowBasic



MaleFemale

5050

3934

6166

2631

56


4852#

5024‡

5076‡

1640‡

18‡


7214641#3

32664916‡‡30

68345184‡‡70

3291749‡‡37

61115‡‡8


1288

7632

2468

731

#6


496

5236

4864

1629

25

# Rounds to zero‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to totalbecause of rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for EducationStatistics, National Assessment of Educational Progress (NAEP), 2015 Reading Assessment.


03/23/2016



Percent ofStudents

Percent belowBasic



MaleFemale

5149

2920

4542

2534

24


4555#

3714‡

4543‡

1739‡

14‡

Race/EthnicityWhiteBlackHispanicAsian/Pacific IslanderAmericanIndian/Alaska NativeTwo or More Races

69204312

18472713‡‡

44444135‡‡

3492941‡‡

3&#35310‡‡


1090

6420

3045

532

#3


397

5723

3744

630

#3



03/23/2016



Percent ofStudents

Percent belowBasic



MaleFemale

5050

3120

3737

2837

46


35641

37190

39360

22380

270

Race/EthnicityWhiteBlackHispanicAsianAmerican IndianNativeHawaiian/PacificIslanderTwo or More Races

761453100

20523421000

38364426000

36122141000

60112000


793

6623

2538

834

15


298

025

037

033

05



03/23/2016


NAEP Participation Data

Grade Subject Participation Ratefor Students withDisabilities

Standard Error Participation Ratefor Limited EnglishProficient Students

Standard Error

4 MathReading

8773

1.93.7

9590

2.02.5

8 MathReading

8476

3.63.3

8483

5.24.0


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