sweet home central school district the new york state ... · 2009–10 2010–11 2011–12 124 233...

July 31, 2013

The New York State Report Card

2011–12

The New York State Report Card is an important part of the Board of Regents’ effort to raise learning standards for all students. It provides information to the public on school/district enrollment and staff, student performance, and other measures of school and district performance. Knowledge gained from the report card on a school’s or district’s strengths and weaknesses can be used to improve instruction and services to students. State assessments are designed to help ensure that all students reach high learning standards. They show whether students are getting the knowledge and skills they need to succeed at the elementary, middle, and commencement levels and beyond. The State requires that students who are not making appropriate progress toward the standards receive academic supports.

This report includes:

1 Profile This section shows comprehensive data relevant to this school’s or district’s learning environment, including information about enrollment, attendance and suspensions, and staff.

2 Student Performance This section shows student performance on standardized assessments at the elementary, middle, and commencement levels.

3 Student Outcomes This section shows outcomes for graduates and non-completers, including post-graduation plans of completers.

For more information: Office of Information and Reporting Services New York State Education Department Room 863 EBA Albany, NY 12234 Email: [email protected]

District SWEET HOME CENTRAL SCHOOLDISTRICT

District ID 14-02-07-06-0000Superintendent ANTHONY DAYTelephone (716) 250-1402Grades PK-12, UE, USNeed/ResourceCapacity Category Average Need Districts

July 31, 2013

1 Profile

Enrollment

Pre-K

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Ungraded Elementary

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

Ungraded Secondary

Total K–12

Average Class Size

Common Branch

Grade 8

English

Mathematics

Science

Social Studies

Grade 10

English

Mathematics

Science

Social Studies

Enrollment Information Enrollment counts are as of Basic Educational Data System (BEDS) day, which is typically the first Wednesday of October of the school year. Students who attend BOCES programs on a part-time basis are included in a school’s and district's enrollment. Students who attend BOCES on a full-time basis or who are placed full time by the district in an out-of-district placement are not included in a school’s or district's enrollment. The state public enrollment includes public school districts, charter schools, and NYSED-operated programs. Students classified by districts as "pre-first" are included in first grade counts. Kindergarten and Pre-K counts include half- and full-day students.

Average Class Size Information Average Class Size is the total registration in specified classes divided by the number of those classes with registration. Common Branch refers to self-contained classes in Grades 1–6.

District SWEET HOME CENTRAL SCHOOL DISTRICT District ID 14-02-07-06-0000

2009–10 2010–11 2011–12124

233

238

247

250

256

255

252

0

274

260

283

333

281

326

0

3488

136

224

242

248

243

266

253

254

0

252

292

261

289

339

294

10

3467

122

225

231

241

248

251

258

251

21

254

258

290

263

278

326

20

3415

2009–10 2010–11 2011–1218

20

20

21

21

24

23

23

19

22

23

23

22

21

23

18

20

19

22

21

21

22

25

24

23

23

July 31, 2013

1 Profile

Demographic Factors

# % # % # %

Eligible for Free Lunch

Reduced Price Lunch

Limited English Proficient

Racial/Ethnic Origin

American Indian or Alaska Native

Black or African American

Hispanic or Latino

Asian or Native Hawaiian/Other Pacific Islander

White

Multiracial

Attendance and Suspensions

# % # % # %

Annual Attendance Rate

Student Suspensions

Demographic Factors Information Eligible for Free Lunch and Reduced-Price Lunch percentages are determined by dividing the number of approved lunch applicants by the Basic Educational Data System (BEDS) enrollment in full-day Kindergarten through Grade 12.

Attendance and Suspensions Information Annual Attendance Rate is determined by dividing the school’s (or district's) total actual attendance by the total possible attendance for a school year. A school’s (or district's) actual attendance is the sum of the number of students in attendance on each day the school (or district's schools) was open during the school year. Possible attendance is the sum of the number of enrolled students who should have been in attendance on each day the school (or schools) was open during the school year. The state’s Annual Attendance Rate is a weighted average of all district-level attendance rates. Student Suspension rate is determined by dividing the number of students who were suspended from school (not including in-school suspensions) for one full day or longer anytime during the school year by the Basic Educational Data System (BEDS) day enrollments for that school year. A student is counted only once, regardless of whether the student was suspended one or more times during the school year.


2009–10 2010–11 2011–12

848

324

74

10

604

107

150

2615

2

24%

9%

2%

0%

17%

3%

4%

75%

0%

875

311

67

11

592

140

152

2569

3

25%

9%

2%

0%

17%

4%

4%

74%

0%

974

333

90

10

616

158

178

2440

13

29%

10%

3%

0%

18%

5%

5%

71%

0%

2008–09 2009–10 2010–11

45

93%

1% 43

93%

1% 89

93%

3%

July 31, 2013

1 Profile

Teacher Qualifications

Total Number of Teachers

Percent with No Valid Teaching Certificate

Percent Teaching Out of Certification

Percent with Fewer than Three Years of Experience

Percentage with Master’s Degree Plus 30 Hours or Doctorate

Total Number of Core Classes

Percent Not Taught by Highly Qualified Teachers in This School*

Percent Not Taught by Highly Qualified Teachers in This District**

Percent Not Taught by Highly Qualified Teachers in High-Poverty Schools Statewide

Percent Not Taught by Highly Qualified Teachers in Low-Poverty Schools Statewide

Total Number of Classes

Percent Taught by Teachers Without Appropriate Certification

*Not available at the district or statewide level. **Not available for charter schools or at the statewide level.

Teacher Turnover Rate

Staff Counts

*Not available at the school level.

Turnover Rate of Teachers with Fewer than Five Years of Experience

Turnover Rate of All Teachers

Total Other Professional Staff

Total Paraprofessionals*

Assistant Principals

Principals

Teacher Qualifications Information The Percent Teaching Out of Certification for public schools is the percent doing so on more than an incidental basis; that is, the percent teaching for more than five periods per week outside certification.

Core Classes are primarily K–6 common branch, English, mathematics, science, social studies, art, music, and foreign languages. To be Highly Qualified, a teacher must have at least a Bachelor’s degree, be certified to teach in the subject area or otherwise in accordance with state standards, and show subject matter competency. In public schools, a teacher who taught one class outside of the certification area(s) is counted as Highly Qualified provided that 1) the teacher had been determined by the school or district through the HOUSSE process or other state-accepted methods to have demonstrated acceptable subject knowledge and teaching skills and 2) the class in question was not the sole assignment reported. Credit for incidental teaching does not extend beyond a single assignment. Independent of Highly Qualified Teacher status, any assignment for which a teacher did not hold a valid certificate still registers as teaching out of certification.

In charter schools, a teacher is counted as Highly Qualified if the teacher has at least a Bachelor’s degree, is certified to teach, and shows subject matter competency. Enabling legislation considers charter school teachers to be certified if they hold any valid teaching certificate. Enabling legislation also permits up to 30 percent (with a maximum of five) of charter school teachers to be without certification and to be considered Highly Qualified if they meet all remaining criteria.

High-poverty and low-poverty schools are those schools in the upper and lower quartiles, respectively, for percentage of students eligible for a free or reduced-price lunch.

Teacher Turnover Rate Information Teacher Turnover Rate for a specified school year is the number of teachers in that school year who were not teaching in the following school year divided by the number of teachers in the specified school year, expressed as a percentage.

Staff Counts Information Other Professionals includes administrators, guidance counselors, school nurses, psychologists, and other professionals who devote more than half of their time to non-teaching duties.


2009–10 2010–11 2011–12

315

0%

1%

4%

10%

803

N/A

0%

6%

1%

1188

1%

304

0%

0%

2%

11%

726

N/A

0%

5%

0%

1143

0%

294

0%

0%

1%

10%

688

N/A

0%

4%

1%

1018

0%

2008–09 2009–10 2010–11

33%

10%

30%

9%

11%

10%

2009–10 2010–11 2011–12

31

94

5

6

28

81

3

6

28

86

3

6

July 31, 2013

2 Student Performance

This section contains annual assessment data for students at the elementary, middle, and commencement levels as well as the performance of secondary-level cohorts on standardized achievement assessments.

New York State Testing Program (NYSTP) Assessments The New York State Testing Program assessments are administered in English language arts (ELA) and mathematics in grades 3 through 8. The Performance Level Descriptors for these assessments are provided below:

English Language Arts Level 1: Below Standard Student performance does not demonstrate an understanding of the English language arts knowledge and skills expected at this grade level. Level 2: Meets Basic Standard Student performance demonstrates a partial understanding of the English language arts knowledge and skills expected at this grade level. Level 3: Meets Proficiency Standard Student performance demonstrates an understanding of the English language arts knowledge and skills expected at this grade level. Level 4: Exceeds Proficiency Standard Student performance demonstrates a thorough understanding of the English language arts knowledge and skills expected at this grade level.

Mathematics Level 1: Below Standard Student performance does not demonstrate an understanding of the mathematics content expected at this grade level. Level 2: Meets Basic Standard Student performance demonstrates a partial understanding of the mathematics content expected at this grade level. Level 3: Meets Proficiency Standard Student performance demonstrates an understanding of the mathematics content expected at this grade level. Level 4: Exceeds Proficiency Standard Student performance demonstrates a thorough understanding of the mathematics content expected at this grade level. New York State Alternate Assessment (NYSAA) The New York State Alternate Assessments are administered in English language arts (ELA) and mathematics to ungraded students with severe cognitive disabilities whose ages are equivalent to graded students in grades 3 through 8 and secondary level. They are administered in science to students with disabilities age equivalent to graded students in grades 4, 8, and secondary level. And they are administered in social studies at the secondary level only. New York State English as a Second Language Achievement Tests (NYSESLAT) The New York State English as a Second Language Achievement Tests are administered in grades K through 12 to limited English proficient students. Secondary-Level Cohorts A secondary-level cohort consists of all students who first entered grade 9 anywhere or, in the case of ungraded students with disabilities, reached their seventeenth birthday in a particular year. The 2008 cohort consists of all students who first entered grade 9 anywhere or, in the case of ungraded students with disabilities, reached their seventeenth birthday between July 1, 2008 and June 30, 2009. The 2007 cohort consists of all students who first entered grade 9 anywhere or, in the case of ungraded students with disabilities, reached their seventeenth birthday between July 1, 2007 and June 30, 2008. For more detailed information on cohort definitions, see Secondary-Level Cohort Definitions at http://www.p12.nysed.gov/irs/sirs/.


July 31, 2013

2 Student Performance 100%

Results by Student Group

Percentage scoring at level(s): Percentage scoring at level(s):

2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals

General-Education Students

Students with Disabilities

English Proficient

Limited English Proficient Economically Disadvantaged Not Disadvantaged

Migrant

Not Migrant

Other Assessments

Number scoring at level(s): Number scoring at level(s):

2–4 3–4 4 2–4 3–4 4


Results in Grade 3 English Language Arts

Percentage scoring at level(s):

2-4 3-4 4

NY State PublicPercentage scoring at level(s):

2-4 3-4 4

This District

2012 Mean Score: 6642011 Mean Score: 665

*Range: 644–780 663–780 694–780

87% 86%

52%60%

9% 3%

86% 87%

56% 56%

7% 5%

Number of Tested Students: 220 131 23206 144 8

2011–12

2010–11

2011–12 School Year 2010–11 School Year

TotalTested

TotalTested

252 87% 52% 9% 240 86% 60% 3%

105

147

149

14

13173

216

241

11245

7115137

252

86%

88%

–76%

71%

–91%

–94%90%

18%87%86%79%94%

87%

56%

49%

–37%

43%

–56%

–63%54%

9%53%14%34%67%

52%

14%

5%

–2%

7%

–12%

–6%

10%

0%9%0%3%

15%

9%

117

123

249

8

12169

10234

6235

573

167

240

88%

84%

–71%

–

92%91%

70%88%

17%86%60%77%90%

86%

66%

54%

–37%

–

58%68%

40%62%

0%61%0%

48%65%

60%

3%

4%

–0%

–

0%5%

0%3%

0%3%0%1%4%

3%

NOTESThe – symbol indicates that data for a group of students have been suppressed. If a group has fewer than five students,data for that group and the next smallest group(s) are suppressed to protect the privacy of individual students.* These ranges are for 2011–12 data only. Ranges for 2010–11 data are available in the 2010–11 Accountability and Overview Reports.


TotalTested

TotalTested

New York State Alternate Assessment

(NYSAA): Grade 3 Equivalent0 2 – – –

New York State English as a Second Language

Achievement Test (NYSESLAT)†: Grade 30 N/A N/A N/A 0 N/A N/A N/A

Total Total

Recently Arrived LEP Students NOT Tested on

the ELA NYSTP: Grade 30 N/A N/A N/A 0 N/A N/A N/A

† These counts represent recently arrived LEP students who used the NYSESLAT to fulfill the English language arts participation requirement.

July 31, 2013




2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Migrant

Not Migrant

Other Assessments


2–4 3–4 4 2–4 3–4 4


Results in Grade 3 Mathematics


2-4 3-4 4


2-4 3-4 4

This District


*Range: 662–770 684–770 707–770

94% 92%

64% 59%

14% 14%

91% 91%

61% 60%

13% 13%


2011–12

2010–11


TotalTested

TotalTested

251 94% 64% 14% 243 92% 59% 14%

105

146

149

13

13173

216

240

11244

7117134

251

94%

93%

–84%

–

100%97%

–88%96%

36%93%

100%91%96%

94%

63%

64%

–37%

–

85%71%

–56%66%

9%64%43%46%79%

64%

16%

13%

–8%

–

31%16%

–0%

15%

0%15%0%6%

22%

14%

117

126

249

8

14170

10236

7235

873

170

243

93%

90%

–86%

–

93%94%

90%94%

29%93%63%90%92%

92%

59%

60%

–20%

–

79%71%

30%61%

0%60%50%47%65%

59%

12%

15%

–4%

–

29%16%

0%14%

0%13%25%5%

17%

14%



TotalTested

TotalTested


(NYSAA): Grade 3 Equivalent0 2 – – –

July 31, 2013




2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Migrant

Not Migrant

Other Assessments


2–4 3–4 4 2–4 3–4 4




2-4 3-4 4


2-4 3-4 4

This District


*Range: 637–775 671–775 722–775

93% 96%

64% 61%

4% 4%

91% 92%

59% 57%

5% 2%


2011–12

2010–11


TotalTested

TotalTested

254 93% 64% 4% 256 96% 61% 4%

128

126

256

8

14173

111

241

13246

8103151

254

95%

92%

–93%

–

93%94%

–91%96%

38%94%75%89%96%

93%

68%

60%

–39%

–

71%73%

–36%67%

0%65%25%50%73%

64%

4%

3%

–0%

–

0%5%

–0%4%

0%4%0%2%5%

4%

117

139

56

12

10178

243

13250

670

186

256

97%

94%

95%

100%

70%97%

98%

62%96%67%91%97%

96%

65%

58%

41%

42%

70%68%

63%

15%62%0%

49%66%

61%

3%

5%

0%

0%

10%5%

4%

0%4%0%1%5%

4%



TotalTested

TotalTested


(NYSAA): Grade 4 Equivalent2 – – – 4 – – –



Total Total




July 31, 2013




2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Migrant

Not Migrant

Other Assessments


2–4 3–4 4 2–4 3–4 4




2-4 3-4 4


2-4 3-4 4

This District


*Range: 636–800 676–800 707–800

96% 98%

68% 71%

32% 33%

95% 94%

69% 67%

30% 27%


2011–12

2010–11


TotalTested

TotalTested

256 96% 68% 32% 256 98% 71% 33%

128

128

256

8

14175

111

243

13248

8104152

256

96%

96%

–91%

–

100%97%

–100%98%

62%96%

100%93%98%

96%

66%

70%

–46%

–

79%75%

–45%71%

15%69%25%51%80%

68%

29%

36%

–11%

–

21%42%

–9%

34%

0%33%13%23%39%

32%

117

139

56

12

10178

243

13250

670

186

256

99%

97%

98%

100%

90%98%

100%

69%98%83%97%98%

98%

72%

71%

55%

58%

80%77%

75%

8%73%17%60%76%

71%

27%

38%

16%

33%

50%38%

35%

8%34%0%

26%36%

33%



TotalTested

TotalTested



July 31, 2013




2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Migrant

Not Migrant

Other Assessments


2–4 3–4 4 2–4 3–4 4


Results in Grade 4 Science


2-4 3-4 4


2-4 3-4 4

This District


Range: 45–100 65–100 85–100

97% 98%88% 86%

59%

33%

97% 98%89% 88%

57% 52%


2011–12

2010–11


TotalTested

TotalTested

252 97% 88% 59% 252 98% 86% 33%

126

126

256

6

14173

19

239

13244

8101151

252

96%

98%

–98%

–

100%97%

–89%98%

77%97%

100%97%97%

97%

89%

87%

–79%

–

86%92%

–67%90%

38%89%38%79%93%

88%

60%

59%

–29%

–

57%71%

–33%62%

8%61%13%43%70%

59%

116

136

56

12

10174

240

12246

669

183

252

98%

98%

96%

92%

90%99%

99%

83%98%

100%96%99%

98%

84%

88%

71%

67%

90%91%

87%

58%86%67%78%89%

86%

34%

32%

14%

25%

50%39%

35%

0%34%0%

17%39%

33%

NOTESThe – symbol indicates that data for a group of students have been suppressed. If a group has fewer than five students,data for that group and the next smallest group(s) are suppressed to protect the privacy of individual students.


TotalTested

TotalTested



July 31, 2013




2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Migrant

Not Migrant

Other Assessments


2–4 3–4 4 2–4 3–4 4




2-4 3-4 4


2-4 3-4 4

This District


*Range: 648–795 668–795 700–795

94% 93%

66%56%

4% 4%

89% 89%

58% 54%

5% 4%


2011–12

2010–11


TotalTested

TotalTested

258 94% 66% 4% 253 93% 56% 4%

119

139

59

11

9179

245

13253

5104154

258

94%

94%

93%

82%

89%95%

95%

69%94%

100%91%95%

94%

67%

65%

56%

45%

78%70%

69%

8%68%0%

49%78%

66%

3%

5%

0%

9%

22%4%

4%

0%4%0%3%5%

4%

118

135

139

10

6197

7234

19251

275

178

253

92%

93%

–85%

90%

–95%

86%94%

74%––

85%96%

93%

58%

55%

–44%

50%

–59%

43%59%

21%––

47%60%

56%

5%

4%

–3%

0%

–5%

0%5%

0%––

5%4%

4%



TotalTested

TotalTested


(NYSAA): Grade 5 Equivalent5 5 5 4 5 5 5 3



Total Total




July 31, 2013




2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Migrant

Not Migrant

Other Assessments


2–4 3–4 4 2–4 3–4 4




2-4 3-4 4


2-4 3-4 4

This District


*Range: 640–780 676–780 707–780

93% 97%

68% 64%

32%22%

93% 94%

67% 66%

28% 23%


2011–12

2010–11


TotalTested

TotalTested

256 93% 68% 32% 253 97% 64% 22%

118

138

59

11

9177

243

13251

5104152

256

92%

94%

90%

82%

89%95%

94%

69%93%

100%89%95%

93%

67%

70%

59%

45%

89%72%

71%

15%70%0%

52%80%

68%

26%

36%

14%

27%

44%37%

33%

0%32%0%

17%41%

32%

118

135

139

10

6197

7234

19251

275

178

253

97%

98%

–92%

100%

–98%

100%98%

84%––

95%98%

97%

62%

65%

–51%

30%

–69%

43%66%

32%––

49%70%

64%

16%

27%

–8%

10%

–26%

14%24%

5%––

19%24%

22%



TotalTested

TotalTested


(NYSAA): Grade 5 Equivalent5 5 5 4 5 5 5 5

July 31, 2013




2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Migrant

Not Migrant

Other Assessments


2–4 3–4 4 2–4 3–4 4




2-4 3-4 4


2-4 3-4 4

This District


*Range: 644–785 662–785 694–785

93% 92%

60% 65%

3% 2%

89% 88%

56% 56%

2% 4%


2011–12

2010–11


TotalTested

TotalTested

248 93% 60% 3% 256 92% 65% 2%

117

131

39

12

6191

231

17244

4100148

248

93%

92%

85%

92%

83%95%

96%

53%––

88%96%

93%

61%

60%

49%

42%

67%63%

64%

6%––

48%68%

60%

4%

2%

0%

0%

0%4%

3%

0%––

2%3%

3%

124

132

152

9

9185

10239

17253

356

200

256

94%

90%

–94%

78%

–93%

80%95%

47%––

82%95%

92%

71%

60%

–58%

22%

–70%

20%69%

6%––

43%72%

65%

3%

2%

–2%

0%

–2%

0%3%

0%––

0%3%

2%



TotalTested

TotalTested


(NYSAA): Grade 6 Equivalent5 5 5 5 4 – – –



Total Total




July 31, 2013




2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Migrant

Not Migrant

Other Assessments


2–4 3–4 4 2–4 3–4 4




2-4 3-4 4


2-4 3-4 4

This District


*Range: 640–780 674–780 700–780

95% 95%

75%66%

42%29%

92% 92%

65% 63%

31% 26%


2011–12

2010–11


TotalTested

TotalTested

250 95% 75% 42% 256 95% 66% 29%

118

132

39

12

6193

232

18245

5102148

250

93%

96%

90%

92%

83%96%

97%

67%95%

100%91%97%

95%

75%

76%

56%

58%

67%80%

80%

17%76%40%61%85%

75%

40%

44%

21%

25%

50%47%

45%

6%42%20%30%50%

42%

124

132

152

9

9185

10239

17252

455

201

256

96%

93%

–92%

89%

–95%

100%99%

35%––

82%98%

95%

67%

66%

–52%

33%

–71%

80%71%

6%––

42%73%

66%

29%

30%

–21%

0%

–32%

40%31%

0%––

11%34%

29%



TotalTested

TotalTested


(NYSAA): Grade 6 Equivalent5 5 5 5 4 – – –

July 31, 2013




2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Migrant

Not Migrant

Other Assessments


2–4 3–4 4 2–4 3–4 4




2-4 3-4 4


2-4 3-4 4

This District


*Range: 642–790 665–790 698–790

94% 95%

49% 47%

2% 2%

92% 91%

52% 48%

4% 4%


2011–12

2010–11


TotalTested

TotalTested

254 94% 49% 2% 255 95% 47% 2%

123

131

158

11

8176

9236

18250

489

165

254

97%

91%

–91%

82%

–95%

100%96%

61%––

90%96%

94%

59%

40%

–33%

18%

–56%

56%53%

0%––

25%62%

49%

2%

2%

–0%

0%

–2%

11%2%

0%––

1%2%

2%

124

131

44

8

11192

235

20252

375

180

255

98%

93%

93%

88%

100%96%

99%

50%––

95%96%

95%

52%

43%

39%

38%

82%48%

51%

5%––

37%52%

47%

2%

2%

2%

0%

0%2%

2%

0%––

1%2%

2%



TotalTested

TotalTested





Total Total




July 31, 2013




2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Migrant

Not Migrant

Other Assessments


2–4 3–4 4 2–4 3–4 4




2-4 3-4 4


2-4 3-4 4

This District


*Range: 639–800 670–800 694–800

95% 97%

73% 70%

36% 33%

91% 92%

65% 65%

31% 30%


2011–12

2010–11


TotalTested

TotalTested

259 95% 73% 36% 256 97% 70% 33%

128

131

158

11

10179

11241

18250

993

166

259

98%

92%

–90%

82%

–97%

100%98%

56%95%

100%89%98%

95%

75%

72%

–62%

55%

–77%

100%78%

6%74%44%59%81%

73%

34%

37%

–24%

0%

–40%

64%38%

0%36%33%22%43%

36%

124

132

44

8

11193

236

20252

475

181

256

97%

97%

98%

100%

100%96%

100%

65%––

97%97%

97%

69%

70%

61%

50%

82%72%

74%

20%––

61%73%

70%

30%

36%

9%

13%

27%40%

36%

0%––

21%38%

33%



TotalTested

TotalTested



July 31, 2013




2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Migrant

Not Migrant

Other Assessments


2–4 3–4 4 2–4 3–4 4




2-4 3-4 4


2-4 3-4 4

This District


*Range: 628–790 658–790 699–790

94% 96%

51% 49%

2% 1%

93% 92%

50% 47%

2% 2%


2011–12

2010–11


TotalTested

TotalTested

259 94% 51% 2% 291 96% 49% 1%

125

134

46

10

11190

212

237

22257

2105154

259

98%

90%

98%

–

100%93%

–92%99%

41%––

91%96%

94%

51%

51%

28%

–

82%55%

–42%55%

5%––

37%60%

51%

1%

2%

0%

–

0%2%

–8%2%

0%––

1%2%

2%

143

148

55

17

13205

114

269

22289

292

199

291

99%

92%

93%

100%

–96%

–93%99%

55%––

97%95%

96%

64%

36%

29%

53%

–53%

–71%53%

5%––

33%57%

49%

1%

1%

0%

0%

–2%

–0%1%

0%––

0%2%

1%



TotalTested

TotalTested





Total Total




July 31, 2013




2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Migrant

Not Migrant

Other Assessments


2–4 3–4 4 2–4 3–4 4




2-4 3-4 4


2-4 3-4 4

This District


*Range: 639–775 674–775 704–775

94% 96%

74%59%

21% 15%

93% 91%

61% 60%

20% 18%


2011–12

2010–11


TotalTested

TotalTested

239 94% 74% 21% 292 96% 59% 15%

115

124

44

10

10174

111

217

22236

394

145

239

95%

94%

91%

–

100%94%

–100%99%

45%––

93%95%

94%

72%

76%

59%

–

90%78%

–55%79%

23%––

64%81%

74%

22%

21%

5%

–

30%26%

–9%

24%

0%––

12%28%

21%

143

149

55

17

13206

114

270

22289

392

200

292

98%

93%

93%

94%

–96%

–100%98%

68%––

93%97%

96%

68%

50%

40%

35%

–65%

–64%63%

9%––

41%67%

59%

17%

13%

2%

12%

–17%

–29%16%

0%––

8%18%

15%



TotalTested

TotalTested



July 31, 2013




2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Migrant

Not Migrant

Other Assessments


2–4 3–4 4 2–4 3–4 4


Results in Grade 8 Science


2-4 3-4 4


2-4 3-4 4

This District

98% 98%85% 87%

50% 44%

93% 94%

73% 72%

30% 28%


2011–12

2010–11


TotalTested

TotalTested

188 97% 79% 32% 216 97% 82% 26%

93

95

42

10

6129

17

167

21185

39296

188

99%

96%

98%

100%

–97%

–100%100%

76%––

97%98%

97%

81%

78%

71%

70%

–81%

–100%86%

29%––

74%84%

79%

30%

34%

24%

20%

–35%

–43%36%

0%––

25%39%

32%

101

115

50

15

9141

110

195

21213

378

138

216

98%

97%

96%

100%

–97%

–100%100%

71%––

97%97%

97%

83%

82%

76%

73%

–86%

–80%87%

38%––

76%86%

82%

23%

29%

20%

13%

–29%

–30%28%

10%––

15%32%

26%

NOTESThe – symbol indicates that data for a group of students have been suppressed. If a group has fewer than five students,data for that group and the next smallest group(s) are suppressed to protect the privacy of individual students.


TotalTested

TotalTested



Regents Science 72 72 72 70 74 74 74 73

July 31, 2013


Statewide 2010–11 Results on the National Assessment of Educational Progress (NAEP)

% Below Basic % Basic % Proficient % Advanced

Grade 4 Reading

Grade 8 Reading

Grade 4 Mathematics

Grade 8 Mathematics

NOTES *Reporting standards not met. **Rounds to 0.

Statewide 2010–11 NAEP Participation Rates for LEP Students and Students with Disabilities

Participation Rate

Grade 4 Reading



Grade 8 Reading



Grade 4 Mathematics



Grade 8 Mathematics



NOTE

The National Assessment of Educational Progress (NAEP), developed in 1969, is a nationally representative assessment of the performance of United States’ students in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. The NAEP assessment is administered to a sampling of schools across New York State. Teachers, principals, parents, policymakers, and researchers use NAEP results to assess progress and develop ways to improve education in the United States. As part of a federal requirement, NYSED is publishing these statewide results on NAEP. There are no consequences for schools, teachers, or students based on NAEP results.


32%

24%

20%

30%

33%

41%

44%

40%

26%

31%

31%

23%

9%

4%

5%

7%

84%

85%

77%

84%

91%

90%

92%

91%

July 31, 2013


100%



2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Economically Disadvantaged

Not Disadvantaged

Migrant

Not Migrant

NOTES


Total Cohort Results in Secondary-Level English LanguageArts after Four Years of Instruction

This District


2-4 3-4 4

NY State Public


2-4 3-4 4

95% 93% 92% 90%

41% 41%

84% 83% 82% 80%

38% 35%2008 Cohort

2007 Cohort

2008 Cohort 2007 Cohort

Numberof Students

Numberof Students

339 95% 92% 41% 290 93% 90% 41%140

1991

5510

12

261

11307

32334

598

241

339

97%

94%–

93%–

92%

96%

100%97%

78%96%

80%95%

95%

95%

94%

90%–

84%–

92%

93%

91%95%

59%92%

80%91%

92%

92%

53%

33%–

24%–

67%

43%

45%45%

3%41%

20%35%

44%

41%

140

1501

4913

15

212

14268

22288

278

212

290

94%

91%–

90%–

93%

94%

79%95%

64%–

–88%

94%

93%

92%

87%–

80%–

93%

93%

64%93%

45%–

–82%

92%

90%

51%

31%–

12%–

60%

48%

14%44%

5%–

–22%

48%

41%

The – symbol indicates that data for a group of students have been suppressed. If a group has fewer than five students,data for that group and the next smallest group(s) are suppressed to protect the privacy of individual students.

July 31, 2013


100%



2–4 3–4 4 2–4 3–4 4

All Students

Female

Male



Hispanic or Latino


White

Multiracial

Small Group Totals



English Proficient


Economically Disadvantaged

Not Disadvantaged

Migrant

Not Migrant

NOTES


Total Cohort Results in Secondary-Level Mathematics afterFour Years of Instruction

This District


2-4 3-4 4

NY State Public


2-4 3-4 4

97% 93% 94% 92%

22%32%

87% 86% 82% 81%

22% 25%2008 Cohort

2007 Cohort

2008 Cohort 2007 Cohort

Numberof Students

Numberof Students

339 97% 94% 22% 290 93% 92% 32%140

1991

5510

12

261

11307

32334

598

241

339

99%

95%–

91%–

92%

98%

100%99%

75%97%

80%98%

96%

97%

97%

92%–

85%–

83%

97%

100%98%

59%95%

80%93%

95%

94%

22%

21%–

7%–

17%

26%

0%23%

3%22%

0%13%

25%

22%

140

1501

4913

15

212

14268

22288

278

212

290

94%

92%–

88%–

93%

96%

71%97%

50%–

–87%

95%

93%

94%

91%–

84%–

93%

95%

71%96%

50%–

–85%

95%

92%

36%

28%–

12%–

53%

37%

0%34%

0%–

–22%

35%

32%

The – symbol indicates that data for a group of students have been suppressed. If a group has fewer than five students,data for that group and the next smallest group(s) are suppressed to protect the privacy of individual students.

July 31, 2013


2008 Total Cohort Results in Secondary-Level Global History and Geography, U.S. History and Government, and Science after Four Years of Instruction

All Students General-Education Students Students with Disabilities

Coh

ort

Enr

ollm

ent

Percentage of students scoring: C

ohor

t E

nrol

lmen

t

Percentage of students scoring: C

ohor

t E

nrol

lmen

t

Percentage of students scoring:

55-64 65-84 85-100 55-64 65-84 85-100 55-64 65-84 85-100

Global History and Geography

U.S. History and Government

Science

New York State Alternate Assessments (NYSAA) 2011-12

All Students Total

Tested Number of students scoring at Level:

Secondary Level 1 2 3 4

English Language Arts

Mathematics

Social Studies

Science

NOTES The — symbol indicates that data for a group of students have been suppressed. If a group has fewer than five students, data for that group and the next smallest group(s) are

suppressed to protect the privacy of individual students.


339

339

339

4%

5%

3%

44%

27%

43%

41%

61%

49%

307

307

307

2%

3%

2%

45%

26%

42%

44%

66%

53%

32

32

32

25%

28%

16%

38%

34%

59%

13%

13%

9%

4

4

4

4

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

July 31, 2013


Regents Exams All Students General-Education Students Students with Disabilities

Total Tested

Percentage of students scoring at or above:

Total Tested


Total Tested


55 65 85 55 65 85 55 65 85

Comprehensive English

Integrated Algebra

Geometry

Algebra 2/Trigonometry

Global History and Geography


Living Environment

Physical Setting/Earth Science

Physical Setting/Chemistry

Physical Setting/Physics

NOTE The — symbol indicates that data for a group of students have been suppressed. If a group has fewer than five students, data for that group and the next smallest group(s) are suppressed to protect the privacy of individual students.


2011–12

2010–11

2009–102011–12

2010–11

2009–102011–12

2010–11

2009–102011–12

2010–11

2009–10

2011–12

2010–11

2009–10

2011–12

2010–11

2009–102011–12

2010–11

2009–10

2011–12

2010–11

2009–102011–12

2010–11

2009–102011–12

2010–11

2009–10

323

355

293347

349

349297

302

310215

247

131

319

346

366

304

344

294322

316

327

234

305

347193

226

21376

81

33

93%

95%

96%95%

92%

95%93%

92%

92%87%

77%

71%

91%

87%

90%

91%

97%

96%95%

97%

93%

91%

85%

87%96%

95%

88%87%

85%

79%

85%

83%

89%84%

81%

84%82%

77%

77%66%

62%

57%

78%

75%

81%

85%

90%

91%91%

91%

88%

78%

76%

79%81%

81%

59%76%

73%

67%

36%

38%

40%22%

24%

21%21%

15%

17%23%

17%

20%

29%

37%

39%

55%

60%

61%50%

54%

42%

39%

41%

41%17%

11%

9%30%

28%

12%

285

324

273327

309

315287

293

297215

245

128

288

305

327

273

316

273302

287

296

220

276

316192

226

20975

80

33

98%

96%

96%97%

96%

96%94%

92%

92%87%

–

–

94%

92%

92%

96%

98%

97%98%

99%

96%

93%

90%

91%–

95%

––

–

79%

92%

88%

91%87%

87%

89%84%

78%

79%66%

–

–

82%

83%

85%

92%

94%

92%94%

97%

93%

82%

83%

84%–

81%

––

–

67%

40%

41%

42%24%

27%

23%22%

16%

18%23%

–

–

32%

42%

43%

61%

65%

64%52%

60%

47%

42%

46%

45%–

11%

––

–

12%

38

31

2020

40

3410

9

130

2

3

31

41

39

31

28

2120

29

31

14

29

311

0

41

1

0

53%

77%

85%75%

60%

79%80%

78%

92%

–

–

61%

49%

69%

55%

86%

86%50%

79%

68%

50%

31%

52%–

––

–

39%

32%

65%35%

35%

41%20%

44%

46%

–

–

39%

22%

54%

23%

43%

76%45%

41%

48%

21%

14%

32%–

––

–

0%

3%

5%0%

0%

0%0%

0%

0%

–

–

0%

0%

10%

0%

14%

14%10%

3%

0%

0%

0%

3%–

––

–

July 31, 2013


Regents Competency Tests All Students General-Education Students Students with Disabilities

Total Tested Percent Passing:



Mathematics

Science

Reading

Writing

Global Studies




2011–12

2010–11

2009–102011–12

2010–11

2009–102011–12

2010–11

2009–102011–12

2010–11

2009–102011–12

2010–11

2009–102011–12

2010–11

2009–10

14

9

109

11

60

5

54

5

620

11

128

6

4

57%

78%

70%33%

45%

0%

40%

60%–

80%

83%30%

64%

8%38%

50%

–

0

0

20

0

00

1

00

1

10

0

00

1

0

–

–

–

–

–

14

9

89

11

60

4

54

4

520

11

128

5

4

57%

78%

–33%

45%

0%

–

60%–

–

–30%

64%

8%38%

–

–

July 31, 2013


New York State English as a Second Language Achievement Test (NYSESLAT)

All Students General-Education Students Students with Disabilities

Total Tested

Percent of students scoring in each performance level:

Total Tested


Total Tested


Beg

in.

Inte

rm.

Adv.

Prof

.

Beg

in.

Inte

rm.

Adv.

Pr

of.

Beg

in.

Inte

rm.

Adv.

Prof

.

Listening and Speaking (Grades K–1)

Reading and Writing (Grades K–1)

Listening and Speaking (Grades 2–4)

Reading and Writing (Grades 2–4)









2011–12

2010–11

2009–10

2011–12

2010–11

2009–10

2011–12

2010–11

2009–10

2011–12

2010–11

2009–10

2011–12

2010–11

2009–10

2011–12

2010–11

2009–10

2011–12

2010–11

2009–10

2011–12

2010–11

2009–102011–12

2010–11

2009–10

2011–12

2010–11

2009–10

40

32

23

40

32

23

26

22

24

26

22

24

9

4

10

9

4

10

11

6

4

11

6

416

15

9

16

15

9

3%

0%

4%

18%

9%

17%

0%

0%

0%

4%

5%

0%

0%

–

0%

0%

–

0%

0%

0%

–

18%

17%

–0%

7%

0%

0%

0%

0%

13%

6%

13%

40%

28%

39%

4%

14%

4%

27%

23%

17%

0%

–

10%

11%

–

10%

9%

17%

–

18%

17%

–13%

20%

0%

56%

60%

22%

30%

38%

35%

20%

19%

30%

35%

23%

25%

35%

50%

46%

67%

–

40%

56%

–

40%

18%

33%

–

45%

33%

–56%

33%

56%

38%

7%

44%

55%

56%

48%

23%

44%

13%

62%

64%

71%

35%

23%

38%

33%

–

50%

33%

–

50%

73%

50%

–

18%

33%

–31%

40%

44%

6%

33%

33%

39

32

22

39

32

22

24

20

23

24

20

23

8

4

10

8

4

10

9

5

2

9

5

215

15

9

15

15

9

–

0%

–

–

9%

–

–

–

–

–

–

–

–

–

0%

–

–

0%

–

–

–

–

–

––

7%

0%

–

0%

0%

–

6%

–

–

28%

–

–

–

–

–

–

–

–

–

10%

–

–

10%

–

–

–

–

–

––

20%

0%

–

60%

22%

–

38%

–

–

19%

–

–

–

–

–

–

–

–

–

40%

–

–

40%

–

–

–

–

–

––

33%

56%

–

7%

44%

–

56%

–

–

44%

–

–

–

–

–

–

–

–

–

50%

–

–

50%

–

–

–

–

–

––

40%

44%

–

33%

33%

1

0

1

1

0

1

2

2

1

2

2

1

1

0

0

1

0

0

2

1

2

2

1

21

0

0

1

0

0

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

––

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

––

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

––

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

–

––

–

July 31, 2013

3 Student Outcomes

High School Completers All Students General-Education Students Students with Disabilities Number of

Students Percentage of Graduates

Number of Students

Percentage of Graduates

Number of Students

Percentage of Graduates

Total Graduates

Receiving a Regents Diploma

Receiving a Regents Diploma with Advanced Designation

Receiving an Individualized Education Program (IEP) Diploma

NOTE Students receiving Regents diplomas and Regents diplomas with advanced designation are considered graduates; recipients of IEP diplomas are not.

High School Non-completers All Students General-Education Students Students with Disabilities Number of

Students Percentage of Students

Number of Students

Percentage of Students

Number of Students


Dropped Out

Entered Approved High School Equivalency Preparation Program

Total Non-completers

Post-secondary Plans of 2011–12 Completers All Students General-Education Students Students with Disabilities Number of

Students Percentage of Students

Number of Students


Number of Students


To 4-year College

To 2-year College

To Other Post-secondary

To the Military

To Employment

To Adult Services

To Other Known Plans

Plan Unknown


2011–122010–112009–102011–122010–112009–102011–122010–112009–102011–122010–112009–10

310270293298263281124135161

45

10

96%97%96%40%50%55%N/AN/AN/A

286257273285256268122134161

000

100%100%98%43%52%59%

241320137

1321045

10

54%54%65%8%8%0%

N/AN/AN/A

2011–122010–112009–102011–122010–112009–102011–122010–112009–10

121324370

152024

1%1%2%0%0%0%1%1%2%

71321360

101921

1%1%2%0%0%0%1%1%2%

503010513

4%0%2%0%1%0%4%1%2%

169

105

5

3

9

0

2

21

54%

33%

2%

1%

3%

0%

1%

7%

166

90

3

3

8

0

2

14

58%

31%

1%

1%

3%

0%

1%

5%

3

15

2

0

1

0

0

7

11%

54%

7%

0%

4%

0%

0%

25%

sweet home central school district the new york state ... · 2009–10 2010–11 2011–12 124 233...

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