WINANS ELEMENTARY SCHOOLwaverlyee.sharpschool.net/UserFiles/Servers/Server...Winans Elementary is a...

WINANS ELEMENTARY SCHOOL 5601 West Michigan Avenue - Lansing MI 48917

Office 517-321-2371 Fax 517-323-1840 Dr. Margaret Baldwin, Principal Deb Hoxie, Head Secretary Carmon Mobley, Social Worker Shelia Conrad, Student Services Secretary Dear Parents and Community Members: We are pleased to present you with the Annual Education Report (AER) which provides key information on the 2011-2012 educational progress for Winans Elementary. The AER addresses the complex reporting information required by federal and state laws. Winans’ report contains information about student assessment, Adequate Yearly Progress and teacher quality. If you have any questions about the AER, please contact Dorothy Blackwell for assistance. The AER is available to you to review electronically by visiting the following website: http://web.waverly.k12.mi.us

and visiting the Winans page or you may review a copy from the main office.

Winans Elementary students are drawn from our identified boundary area within the Waverly Community Schools. We also accept Schools of Choice students who are assigned to Winans based on the available space in each grade level. To read our most recent School Improvement Report please visit this website: (http://web.waverly.k12.mi.us/School_Improvement.htm

) Our School Improvement Plan has three goals: a reading goal, a writing goal and a math goal. These goals are used throughout the school year and reviewed and revised annually. Our PTO is given updates on our progress several times during the school year. For both 2010-2011 and 2011-2012 Winans made Adequate Yearly Progress (AYP) in English language arts and mathematics. Our school report card grade is “C.” While we are pleased to have reached this important goal, we are continuously working to improve. We appreciate the continued support of parents, staff and community in our effort.

Winans Elementary is a small 2-4 building that serves approximately 270 students. We are located on W. Michigan Avenue just west of the Snow Road intersection. Our community is diverse in income and educational background. We celebrate and embrace the depth of our diversity. Our staff is a strong group of highly trained professionals that is dedicated to excellence. Winans prides itself in creating a climate of academic and social excellence. Our school improvement efforts are ongoing and are adjusted regularly to comply with our Strategic Plan and our district-wide NCA Accreditation goals. We focus on specific strategies that will help each of our students achieve success in math, reading and writing curriculum. The results of the M.E.A.P. tests indicate that Winans students are very near or above the state average in all areas. We place a strong emphasis on the district’s character clusters of caring, honesty, responsibility and respect.

Students have many opportunities to expand their skills to be active contributors to the greater society. Students participated in community service projects, the Good News Mileage Club and The Warrior Walk and Win as well as leadership opportunities through our Student Council. Parents are a critical part of our success and they are welcome to volunteer in a variety of ways. Our Parent Teacher Organization is an active and dedicated group that sponsors a number of events that provide students and families with extracurricular activities like: assemblies, field trips, parties and walking club. Parents who are interested in volunteering should fill out the proper paperwork and contact the main office, respond to requests in classroom newsletters or sign up for a specific event at our annual Open House. Parent participation was again very high for parent teacher conferences. At Winans 97% of parents attended meetings with their child’s teacher. The remaining three percent were contacted by phone to maintain regular communication for all parents and students. Communication is the key to our partnership with parents. Classroom newsletters keep parents informed about curricular and classroom events. We work together to provide all Winans’ students with a safe and rich school experience. In closing, to paraphrase our district’s mission statement, we believe that we are the heart of the community and are committed to working with families and the greater community to help each student achieve their academic best, develop character and contribute positively to our global society. Winans’ curriculum is based on the state’s Common Core Curriculum. You may access this curriculum at the curriculum and instruction link at http://web.waverly.k12.mi.us/CurriculumandInstruction.htm

Each K-4 teacher in our district worked collaboratively to develop a common curriculum map that provided a framework for the consistency of the delivery of the curriculum.

During the 2011-2012 school year, Winans participated in Response to Intervention (RtI) training through Ingham ISD. We will continue this effort in the coming school year. We will also continue to use the AIMSweb program, which will provide us with data in both literacy and math. The program will also give us a tool to track student progress, interventions and their response to instructional and/or behavioral intervention. Student achievement data can be found at the following link: I would like to congratulate our students, staff and parents for their continued hard work and support. Winans Elementary is a great place to learn and grow!!

http://aer.data4ss.org/

Respectfully,

Dr. Margaret M. Baldwin, Principal

Winans Elementary

Annual Education Report 06/22/2012

School-Level Combined Reports Data for Ingham ISD, Waverly Community Schools, Winans Elementary School

Student Assessment Data - Michigan Educational Assessment Program (MEAP)

Subject Grade Student Group School Year % StudentsTested

State %StudentsProficient

District %StudentsProficient

School %StudentsProficient

% Advanced(Level 1)

% Proficient(Level 2)

% PartiallyProficient(Level 3)

% NotProficient(Level 4)

EnglishLanguage Arts /Reading

03 All Students 2009-10 100% 89.8% 85.3% 87.5% 20% 67.5% 10% 2.5%


03 All Students 2010-11 100% 86.8% 88.5% 84.8% 30.4% 54.3% 15.2% 0%


03 American Indianor Alaska Native

2010-11 <10 85% <10 <10 <10 <10 <10 <10


03 Asian, NativeHawaiian, orPacific Islander

2009-10 <10 95.1% 90.9% <10 <10 <10 <10 <10


03 Black or AfricanAmerican

2009-10 100% 80.6% 89.7% 100% 18.2% 81.8% 0% 0%



2010-11 100% 74.7% 87.2% 76.9% 15.4% 61.5% 23.1% 0%


03 Hispanic orLatino

2009-10 <10 84.6% 79.2% <10 <10 <10 <10 <10



2010-11 <10 79.8% 88.1% <10 <10 <10 <10 <10


03 Two or MoreRaces

2009-10 <10 88.7% 83.9% <10 <10 <10 <10 <10


03 Two or MoreRaces

2010-11 <10 86.4% 87.5% <10 <10 <10 <10 <10


03 White 2009-10 100% 92.7% 84.7% 85.7% 35.7% 50% 14.3% 0%


03 White 2010-11 100% 90.4% 89.2% 88.9% 50% 38.9% 11.1% 0%


03 Female 2009-10 100% 91.9% 89.8% 86.4% 18.2% 68.2% 13.6% 0%


03 Female 2010-11 100% 89.3% 88.3% 89.5% 31.6% 57.9% 10.5% 0%

Page 1 of 26








% Advanced(Level 1)





03 Male 2009-10 100% 87.9% 80.9% 88.9% 22.2% 66.7% 5.6% 5.6%


03 Male 2010-11 100% 84.3% 88.7% 81.5% 29.6% 51.9% 18.5% 0%


03 EconomicallyDisadvantaged

2009-10 100% 84.5% 80.9% 81.5% 14.8% 66.7% 14.8% 3.7%



2010-11 100% 80.2% 85.2% 82.1% 14.3% 67.9% 17.9% 0%


03 Limited EnglishProficient

2009-10 <10 82.2% <10 <10 <10 <10 <10 <10



2010-11 <10 71.3% <10 <10 <10 <10 <10 <10


03 Students withDisabilities

2009-10 <10 71% 50% <10 <10 <10 <10 <10



2010-11 <10 62.1% 61.3% <10 <10 <10 <10 <10


04 All Students 2009-10 100% 84.1% 82.3% 80.9% 25% 55.9% 11.8% 7.4%


04 All Students 2010-11 100% 84.1% 77.3% 56.8% 13.6% 43.2% 40.9% 2.3%


04 Asian, NativeHawaiian, orPacific Islander

2009-10 <10 90.5% <10 <10 <10 <10 <10 <10


04 Asian 2010-11 <10 91.8% <10 <10 <10 <10 <10 <10



2009-10 100% 68.6% 81.6% 82.4% 23.5% 58.8% 17.6% 0%



2010-11 100% 69.1% 71.1% 41.7% 8.3% 33.3% 58.3% 0%

Page 2 of 26








% Advanced(Level 1)






2009-10 <10 74.3% 85% <10 <10 <10 <10 <10



2010-11 <10 77.9% 79.4% <10 <10 <10 <10 <10


04 Two or MoreRaces

2009-10 100% 81.1% 81.4% 80% 35% 45% 15% 5%


04 Two or MoreRaces

2010-11 <10 83.6% 59.1% <10 <10 <10 <10 <10


04 White 2009-10 100% 88.9% 83.1% 78.9% 21.1% 57.9% 5.3% 15.8%


04 White 2010-11 100% 88.5% 85.1% 66.7% 16.7% 50% 33.3% 0%


04 Female 2009-10 100% 86.1% 78.5% 76.5% 38.2% 38.2% 14.7% 8.8%


04 Female 2010-11 100% 87% 86% 65.2% 8.7% 56.5% 34.8% 0%


04 Male 2009-10 100% 82.1% 85.7% 85.3% 11.8% 73.5% 8.8% 5.9%


04 Male 2010-11 100% 81.3% 68.9% 47.6% 19% 28.6% 47.6% 4.8%



2009-10 100% 75.7% 75% 76.5% 17.6% 58.8% 17.6% 5.9%



2010-11 100% 76.1% 72.6% 50% 7.7% 42.3% 46.2% 3.8%



2009-10 <10 64.3% <10 <10 <10 <10 <10 <10



2010-11 <10 66.5% <10 <10 <10 <10 <10 <10

Page 3 of 26








% Advanced(Level 1)






2009-10 100% 58% 41.7% 42.9% 7.1% 35.7% 28.6% 28.6%



2010-11 100% 54.2% 45.7% 35.7% 7.1% 28.6% 57.1% 7.1%

Mathematics 03 All Students 2009-10 100% 94.8% 94.4% 95% 37.5% 57.5% 5% 0%

Mathematics 03 All Students 2010-11 100% 95.3% 96% 95.7% 34.8% 60.9% 4.3% 0%

Mathematics 03 American Indianor Alaska Native

2010-11 <10 95.1% <10 <10 <10 <10 <10 <10

Mathematics 03 Asian, NativeHawaiian, orPacific Islander

2009-10 <10 98% 90.9% <10 <10 <10 <10 <10

Mathematics 03 Black or AfricanAmerican

2009-10 100% 87.7% 97.5% 100% 36.4% 63.6% 0% 0%


2010-11 100% 88.6% 95% 92.3% 23.1% 69.2% 7.7% 0%

Mathematics 03 Hispanic orLatino

2009-10 <10 92.3% 91.7% <10 <10 <10 <10 <10


2010-11 <10 93.5% 97.6% <10 <10 <10 <10 <10

Mathematics 03 Two or MoreRaces

2009-10 <10 94.3% 87.1% <10 <10 <10 <10 <10


2010-11 <10 95.8% 95.8% <10 <10 <10 <10 <10

Mathematics 03 White 2009-10 100% 96.9% 97.2% 100% 35.7% 64.3% 0% 0%

Mathematics 03 White 2010-11 100% 97.1% 95.2% 94.4% 50% 44.4% 5.6% 0%

Mathematics 03 Female 2009-10 100% 94.8% 96.6% 95.5% 31.8% 63.6% 4.5% 0%

Mathematics 03 Female 2010-11 100% 95.3% 98.9% 100% 31.6% 68.4% 0% 0%

Mathematics 03 Male 2009-10 100% 94.8% 92.1% 94.4% 44.4% 50% 5.6% 0%

Mathematics 03 Male 2010-11 100% 95.3% 93.4% 92.6% 37% 55.6% 7.4% 0%

Mathematics 03 EconomicallyDisadvantaged

2009-10 100% 91.9% 91.8% 92.6% 29.6% 63% 7.4% 0%


2010-11 100% 92.7% 94.5% 96.4% 25% 71.4% 3.6% 0%

Mathematics 03 Limited EnglishProficient

2009-10 <10 92.1% <10 <10 <10 <10 <10 <10


2010-11 <10 92.1% <10 <10 <10 <10 <10 <10

Page 4 of 26








% Advanced(Level 1)




Mathematics 03 Students withDisabilities

2009-10 <10 87.8% 80% <10 <10 <10 <10 <10


2010-11 <10 88.7% 90.3% <10 <10 <10 <10 <10

Mathematics 04 All Students 2009-10 100% 92.3% 90.5% 80.9% 30.9% 50% 17.6% 1.5%

Mathematics 04 All Students 2010-11 100% 91.5% 91.4% 90.9% 13.6% 77.3% 9.1% 0%

Mathematics 04 Asian, NativeHawaiian, orPacific Islander

2009-10 <10 96.9% <10 <10 <10 <10 <10 <10

Mathematics 04 Asian 2010-11 <10 96.8% <10 <10 <10 <10 <10 <10


2009-10 100% 82.3% 84.2% 76.5% 23.5% 52.9% 17.6% 5.9%


2010-11 100% 81.2% 86.8% 91.7% 0% 91.7% 8.3% 0%


2009-10 <10 89.3% 85% <10 <10 <10 <10 <10


2010-11 <10 88.7% 94.1% <10 <10 <10 <10 <10


2009-10 100% 91% 93% 85% 30% 55% 15% 0%


2010-11 <10 90.9% 81.8% <10 <10 <10 <10 <10

Mathematics 04 White 2009-10 100% 95.1% 92.1% 84.2% 36.8% 47.4% 15.8% 0%

Mathematics 04 White 2010-11 100% 94.3% 94.5% 100% 22.2% 77.8% 0% 0%

Mathematics 04 Female 2009-10 100% 92.9% 90.5% 79.4% 29.4% 50% 20.6% 0%

Mathematics 04 Female 2010-11 100% 91.6% 96.5% 100% 8.7% 91.3% 0% 0%

Mathematics 04 Male 2009-10 100% 91.6% 90.4% 82.4% 32.4% 50% 14.7% 2.9%

Mathematics 04 Male 2010-11 100% 91.3% 86.7% 81% 19% 61.9% 19% 0%


2009-10 100% 87.8% 87.3% 70.6% 23.5% 47.1% 26.5% 2.9%


2010-11 100% 86.9% 90.5% 88.5% 3.8% 84.6% 11.5% 0%


2009-10 <10 86.6% <10 <10 <10 <10 <10 <10


2010-11 <10 84.5% <10 <10 <10 <10 <10 <10


2009-10 100% 80% 71.4% 42.9% 0% 42.9% 57.1% 0%

Page 5 of 26








% Advanced(Level 1)





2010-11 100% 77.5% 80% 85.7% 7.1% 78.6% 14.3% 0%

Page 6 of 26



Student Assessment Data - Michigan Merit Examination (MME)





% Advanced(Level 1)




Page 7 of 26



Student Assessment Data - MI-Access : Functional Independence


State % StudentsProficient



% Surpassed(Level 1)

% Attained(Level 2)

% Emerging(Level 3)

Mathematics 03 All Students 2010-11 <10 74.7% <10 <10 <10 <10 <10

Mathematics 03 White 2010-11 <10 77.1% <10 <10 <10 <10 <10

Mathematics 03 Male 2010-11 <10 75.3% <10 <10 <10 <10 <10

Page 8 of 26



Student Assessment Data - MI-Access : Supported Independence






% Attained(Level 2)

% Emerging(Level 3)

Page 9 of 26



Student Assessment Data - MI-Access : Participation






% Attained(Level 2)

% Emerging(Level 3)

Page 10 of 26



Student Assessment Data - MEAP-Access





% Level 1 % Level 2 % Level 3

Page 11 of 26


School-Level Combined Reports Data for Ingham ISD, Waverly Community Schools, Winans ElementarySchool

AYP Detail Data

Student Group Location Subject % Tested (Goal 95%) % Proficient for AYP*

All Students State English Language Arts /Reading

98.9% 93.7%

All Students State Mathematics 98.6% 94.4%

All Students District English Language Arts /Reading

98.5% 92.6%

All Students District Mathematics 98.4% 93.9%

All Students School English Language Arts /Reading

100% 94.1%

All Students School Mathematics 100% 97.8%

American Indian or AlaskaNative

State English Language Arts /Reading

98.4% 92.1%


State Mathematics 98.1% 93.4%


District English Language Arts /Reading

<30 <30


District Mathematics <30 <30


School English Language Arts /Reading

<30 <30


School Mathematics <30 <30

Asian, Native Hawaiian, orPacific Islander


100.5% 96.5%





97.2% 88.6%


District Mathematics 100% 95.7%



<30 <30


School Mathematics <30 <30

Black or African American State English Language Arts /Reading

96.8% 87.7%

Black or African American State Mathematics 96.4% 88.9%

Black or African American District English Language Arts /Reading

98.3% 88.8%

Black or African American District Mathematics 98.5% 89.4%

Black or African American School English Language Arts /Reading

<30 <30

Black or African American School Mathematics <30 <30

Hispanic or Latino State English Language Arts /Reading

98.8% 91.7%

Hispanic or Latino State Mathematics 98.1% 93.4%

Hispanic or Latino District English Language Arts /Reading

98.9% 96.2%

Hispanic or Latino District Mathematics 98.9% 94.9%

Hispanic or Latino School English Language Arts /Reading

<30 <30

Hispanic or Latino School Mathematics <30 <30

Two or More Races State English Language Arts /Reading

99.2% 94.1%

Two or More Races State Mathematics 99% 94.9%

Two or More Races District English Language Arts /Reading

99% 90.6%

Two or More Races District Mathematics 99% 95.9%

Two or More Races School English Language Arts /Reading

<30 <30

Two or More Races School Mathematics <30 <30

White State English Language Arts /Reading

99.4% 95.1%

White State Mathematics 99.2% 95.6%Page 12 of 26



AYP Detail Data

Student Group Location Subject % Tested (Goal 95%) % Proficient for AYP*

White District English Language Arts /Reading

98.6% 94.5%

White District Mathematics 98% 95.3%

White School English Language Arts /Reading

100% 94%

White School Mathematics 100% 100%

EconomicallyDisadvantaged


98.4% 90.4%





98% 90.1%


District Mathematics 98% 93%



100% 93.5%


School Mathematics 100% 97.4%

Students with Disabilities State English Language Arts /Reading

97.8% 72.9%

Students with Disabilities State Mathematics 97.6% 78.9%

Students with Disabilities District English Language Arts /Reading

97.7% 76.1%

Students with Disabilities District Mathematics 97.3% 82.6%

Students with Disabilities School English Language Arts /Reading

<30 <30

Students with Disabilities School Mathematics <30 <30Note: 1100 Recently arrived LEP students took part in the State’s ELPA instead of the MEAP/MME/MI-Access.

Page 13 of 26



AYP Detail Data - Graduation Rate

Student Group Location Graduation Rate (High Schools only) (Goal80%)

All Students State 79.17%

All Students District 85.66%

American Indian or Alaska Native State 72%

American Indian or Alaska Native District <10

Asian State 88.17%

Asian District 90%

Black or African American State 62.13%

Black or African American District 78.41%

Hispanic or Latino State 66.1%

Hispanic or Latino District 65.38%

Native Hawaiian or Other Pacific Islander State 78.17%

Two or More Races State 71.08%

White State 84.96%

White District 92.81%

Economically Disadvantaged State 67.47%

Economically Disadvantaged District 82.26%

Students with Disabilities State 66.44%

Students with Disabilities District 89.47%

* All data based on students enrolled for a full academic year.

Page 14 of 26



AYP Detail Data - Attendance Rate

Student Group Location Attendance Rate (Goal 90%)

All Students State 94.9%

All Students District 98%

All Students School 100%

American Indian or Alaska Native State 94%

American Indian or Alaska Native District 97.4%

American Indian or Alaska Native School 100%

Asian, Native Hawaiian, or Pacific Islander State 96.6%

Asian, Native Hawaiian, or Pacific Islander District 99%

Asian, Native Hawaiian, or Pacific Islander School 100%

Black or African American State 91.9%

Black or African American District 98.2%

Black or African American School 100%

Hispanic or Latino State 94.2%

Hispanic or Latino District 98%

Hispanic or Latino School 100%

Two or More Races State 94.7%

Two or More Races District 97.9%

Two or More Races School 100%

White State 95.6%

White District 97.7%

White School 100%

Economically Disadvantaged State 93.4%

Economically Disadvantaged District 98.2%

Economically Disadvantaged School 100%

Students with Disabilities State 93.4%

Students with Disabilities District 97.8%

Students with Disabilities School 100%

* All data based on students enrolled for a full academic year.

Page 15 of 26



Michigan Annual AYP Objectives for Reading/ELA

School Year Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11

2001-02 38% 31% 42%

2002-03 38% 31% 42%

2003-04 38% 31% 42%

2004-05 48% 43% 52%

2005-06 50% 48% 46% 45% 43% 41% 52%

2006-07 50% 48% 46% 45% 43% 41% 52%

2007-08 60% 59% 57% 56% 54% 53% 61%

2008-09 60% 59% 57% 56% 54% 53% 61%

2009-10 70% 69% 68% 67% 66% 65% 71%

2010-11 78% 77% 76% 75% 74% 73% 79%

2011-12 86% 85% 84% 83% 82% 82% 86%

2012-13 93% 92% 92% 91% 91% 91% 93%

2013-14 100% 100% 100% 100% 100% 100% 100%

Page 16 of 26



Michigan Annual AYP Objectives for Mathematics

School Year Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 11

2001-02 47% 31% 33%

2002-03 47% 31% 33%

2003-04 47% 31% 33%

2004-05 56% 43% 44%

2005-06 59% 56% 53% 50% 46% 43% 44%

2006-07 59% 56% 53% 50% 46% 43% 44%

2007-08 67% 65% 62% 60% 57% 54% 55%

2008-09 67% 65% 62% 60% 57% 54% 55%

2009-10 67% 65% 62% 60% 57% 54% 55%

2010-11 75% 74% 71% 70% 67% 66% 67%

2011-12 83% 82% 81% 80% 78% 77% 78%

2012-13 91% 91% 90% 90% 89% 89% 89%

2013-14 100% 100% 100% 100% 100% 100% 100%

Page 17 of 26



School AYP Status

Title 1 Status AYP ELA/Reading Status AYP Mathematics Status AYP Overall Status Education Yes Report CardGrade

School Improvement Status Years in Improvement

Yes Met Met Met B N/A 0

Page 18 of 26



Teacher Quality Data

Other B.A. M.A. Ph.D

Professional Qualificationsof All Public Elementary andSecondary School Teachersin the School

0 10 9 0

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

Page 19 of 26




Certification Percent

Percentage of Public Elementary and Secondary School Teachers in theSchool with Emergency Certification

0%

Page 20 of 26




School Aggregate

Percentage of Core Academic Subject Elementary and SecondarySchool Classes not Taught by Highly Qualified Teachers

0%

Page 21 of 26



NAEP 2009 Grade 4 Mathematics Results

Reporting Group Percent of Students Percent below Basic Percent Basic Percent Proficient Percent Advanced

All Students 100 22 43 30 5

MaleFemale

5050

2222

4145

3029

74

National LunchProgram EligilityEligibleNot EligibleInfo not available

4356‡

3611‡

4740‡

1640‡

19‡

Race EthnicityWhiteBlackHispanicAsian Amer/Pacif IslAmerican IndianUnclassified

71205311

14522913‡‡

43395132‡‡

3791936‡‡

60119‡‡

Student classified ashaving a disabilitySDNot SD

1288

4219

3944

1731

26

Student is an EnglishLanguage LearnerELLNot ELL

397

4821

4043

1131

15

‡ Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 2009Mathematics Achievement.

Page 22 of 26



NAEP 2009 Grade 8 Mathematics Results



MaleFemale

5149

3133

3738

2424

85


3862‡

5021‡

3738‡

1231‡

110‡


7418421‡

23683811‡‡

40274530‡‡

2941531‡‡

81228‡‡


1090

7527

2239

227

17


298

5832

3237

1024

07

‡ Reporting Standards not met. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program (NAEP) 2009Mathematics Achievement.

Page 23 of 26



NAEP 2009 Grade 4 Reading Results



MaleFemale

5050

3932

3534

2126

58


4357#

5224‡

3336‡

1331‡

210‡


71195311

28654921‡‡

36263437‡‡

2871525‡‡

81217‡‡


1090

6632

2436

825

37


397

6535

2635

924

17

# Rounds to zero

‡ Reporting Standards not met. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress(NAEP), 2009 Reading Assessment.

Page 24 of 26



NAEP 2009 Grade 8 Reading Results



MaleFemale

5149

3323

4241

2332

24


3762‡

4418‡

4142‡

1436‡

14‡


74184211

215440‡‡‡

323734‡‡‡

32924‡‡‡

3#2‡‡‡


991

7323

2243

430

#3


298

6027

3342

828

#3

# Rounds to zero

‡ Reporting Standards not met. NOTE: Detail may not sum to totals because of rounding. Some apparent differences between estimates may not be statistically significant. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress(NAEP), 2009 Reading Assessment.

Page 25 of 26



Grade Subject Participation Rate forStudents withDisabilities

Standard Error Participation Rate forIEP Students

Standard Error Participation Rate forLimited EnglishProficient Students

Standard Error

4 MathReading

82.0872.05

2.7712.592

81.9872.01

2.7862.63

91.8981.16

3.0633.53

8 MathReading

76.3970.72

2.5613.239

76.2170.46

2.5783.298

93.1385.15

4.124.505

Page 26 of 26

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