Highgate 11 Point Report Card 2015

HIGHGATE ELEMENTARY SCHOOL NCLB (NO CHILD LEFT BEHIND) TITLE I LEA “REPORT CARD” (assembled January 2015)

Title I has specified eleven potential reporting areas for each school receiving Title I funds under the No Child Left Behind

(NCLB) act. This “Report Card” cycle does not have new Literacy or Math testing data due to the transition from NECAP

testing in these subjects having last been administered in autumn 2013 of the 2013-14 school year, and the upcoming

administration of the new Smarter Balanced Assessment Consortium (SBAC) assessments, which will be given in May of

2015. However, there is new data since the last reporting cycle in Science, as the Science NECAPs were last

administered in May of 2014. The reports shown below were generating using the Agency of Education (AOE) website’s

reports tool.

1. NECAP Proficiencies for ALL Highgate students, Teaching Year 2012-13, for students tested in 2013:

Here is a five year overview of NECAP Science testing administered to Highgate Grade 4 students each year,

including the last Science NECAP, administered in May 2014:

Highgate Elementary School

NECAP Proficiencies for students by gender, Teaching Year 2012-13, Testing Year 2013:

NECAP Proficiencies for students by family income (students who qualify for free/reduced lunch) , Teaching Year

2012-13, Testing Year 2013:

NECAP Proficiencies for students receiving Special Education or not, Teaching Year 2012-13, Testing Year 2013:

NECAP Proficiencies for students by race:

2. Vermont ALL students note: Due to the participation of 27 Vermont schools in the SBAC field test in lieu of

administering the fall NECAP assessments, AOE did not provide data for all Vermont students to be able to

report how Highgate students did compared to the state as a whole this year.

3. Highgate’s 2014 AYP measure:

4. Virtually 100% of Highgate’s students participate in NECAP testing, so no data is needed re: students not tested.

5. Two year trends in each grade level assessed:

6. Vermont uses only NECAP to determine AYP, so no other assessments are reported by AOE.

7. Graduation rates are only reported for schools including Grade 12.

8. AYP Identity information is included in Item 3 above.

9. HQT for Highgate Schools: 100% of Highgate’s teachers are Highly Qualified to teach.

10. Highgate does not have a sufficient number of ELL (English Language Learner) students to report ELL data.

The White Building, once

the Highgate High

School, used to house

grades 1-12. It is

currently part of

Highgate Elementary

and houses grades 5

and 6.

11. National Assessment of Education Progress (NAEP)* testing reports for Vermont:

*The National Assessment of Educational Progress (NAEP) is administered in grades four and eight in Reading

and Mathematics biennially to a representative sample of Vermont students. No scores for individual students

or schools are generated and no accountability measures are tied to performance.

This concludes our Title 1 Annual Report Card for Highgate Elementary. If you need help understanding these data,

please contact us.

Marcel Choquette, principal

Karen Casavant, assistant principal

¹ Department of Defense Education Activity (overseas and domestic schools).

Mathematics2013 S t a t e S n a p s h o t R e p o r t

VermontGrade 4

Public Schools

Overall Results

In 2013, the average score of fourth-grade students in Vermont was 248. This was higher than the average score of 241 for public school students in the nation. The average score for students in Vermont in 2013 (248) was not significantly different from their average score in 2011 (247) and was higher than their average score in 1996 (225). The score gap between higher performing students in Vermont (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 39 points in 2013. This performance gap was not significantly different from that in 1996 (41 points). The percentage of students in Vermont who performed at or above the NAEP Proficient level was 52 percent in 2013. This percentage was not significantly different from that in 2011 (49 percent) and was greater than that in 1996 (23 percent). The percentage of students in Vermont who performed at or above the NAEP Basic level was 87 percent in 2013. This percentage was not significantly different from that in 2011 (89 percent) and was greater than that in 1996 (67 percent).

Achievement-Level Percentages and Average Score Results

For information about NAEP accommodations, see http://nces.ed.gov/nationsreportcard/about/inclusion.aspx.

NOTE: Detail may not sum to totals because of rounding.

Compare the Average Score in 2013 to Other States/Jurisdictions

In 2013, the average score in Vermont (248) waslower than those in 3 states/jurisdictionshigher than those in 37 states/jurisdictionsnot significantly different from those in 11 states/jurisdictions

Average Scores for State/Jurisdiction and Nation (public)

* Significantly different (p < .05) from 2013. Significance tests were performed using unrounded numbers.

NOTE: For information about NAEP accommodations, see http://nces.ed.gov/nationsreportcard/about/inclusion.aspx.

Results for Student Groups in 2013

Reporting Groups Percent of

studentsAvg.

score

Percentages at or above Percent at

AdvancedBasic ProficientRace/Ethnicity

White 91 249 88 53 11Black 2 ‡ ‡ ‡ ‡Hispanic 1 ‡ ‡ ‡ ‡Asian 2 ‡ ‡ ‡ ‡American Indian/Alaska Native # ‡ ‡ ‡ ‡Native Hawaiian/Pacific Islander # ‡ ‡ ‡ ‡Two or more races 3 247 87 46 13

GenderMale 52 249 88 52 12Female 48 247 87 51 10

National School Lunch ProgramEligible 41 236 79 35 4Not eligible 59 256 93 63 15

# Rounds to zero. ‡ Reporting standards not met. NOTE: Detail may not sum to totals because of rounding, and because the "Information not available" category for the National School Lunch Program, which provides free/reduced-price lunches, is not displayed. Black includes African American and Hispanic includes Latino. Race categories exclude Hispanic origin.

Score Gaps for Student Groups

Data are not reported for Black students in 2013, because reporting standards were not met. Data are not reported for Hispanic students in 2013, because reporting standards were not met. In 2013, male students in Vermont had an average score that was not significantly different from female students. In 2013, students who were eligible for free/reduced-price school lunch, an indicator of low family income, had an average score that was 20 points lower than students who were not eligible for free/reduced-price school lunch. This performance gap was not significantly different from that in 1996 (21 points).

NOTE: Statistical comparisons are calculated on the basis of unrounded scale scores or percentages.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1996–2013 Mathematics Assessments.

* Significantly different (p < .05) from state's results in 2013. Significance tests were performed using unrounded numbers.

a Accommodations not permitted.

http://nces.ed.gov/nationsreportcard/pubs/stt2013/20144654.aspx

http://nces.ed.gov/nationsreportcard/about/inclusion.aspx



Mathematics2013 S t a t e S n a p s h o t R e p o r t

VermontGrade 8

Public Schools

Overall Results

In 2013, the average score of eighth-grade students in Vermont was 295. This was higher than the average score of 284 for public school students in the nation. The average score for students in Vermont in 2013 (295) was not significantly different from their average score in 2011 (294) and was higher than their average score in 1996 (279). The score gap between higher performing students in Vermont (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 47 points in 2013. This performance gap was not significantly different from that in 1996 (42 points). The percentage of students in Vermont who performed at or above the NAEP Proficient level was 47 percent in 2013. This percentage was not significantly different from that in 2011 (46 percent) and was greater than that in 1996 (27 percent). The percentage of students in Vermont who performed at or above the NAEP Basic level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (82 percent) and was greater than that in 1996 (72 percent).



a Accommodations not permitted. For information about NAEP accommodations, see http://nces.ed.gov/nationsreportcard/about/inclusion.aspx.



In 2013, the average score in Vermont (295) waslower than that in 1 state/jurisdictionhigher than those in 47 states/jurisdictionsnot significantly different from those in 3 states/jurisdictions



NOTE: For information about NAEP accommodations, see http://nces.ed.gov/nationsreportcard/about/inclusion.aspx.



studentsAvg.

score



White 92 296 85 48 14Black 2 258 45 18 2Hispanic 2 ‡ ‡ ‡ ‡Asian 2 ‡ ‡ ‡ ‡American Indian/Alaska Native 1 ‡ ‡ ‡ ‡Native Hawaiian/Pacific Islander # ‡ ‡ ‡ ‡Two or more races 2 ‡ ‡ ‡ ‡





In 2013, Black students had an average score that was 38 points lower than White students. Data are not reported for Black students in 1996, because reporting standards were not met. Data are not reported for Hispanic students in 2013, because reporting standards were not met. In 2013, male students in Vermont had an average score that was not significantly different from female students. In 2013, students who were eligible for free/reduced-price school lunch, an indicator of low family income, had an average score that was 26 points lower than students who were not eligible for free/reduced-price school lunch. This performance gap was wider than that in 1996 (17 points).

NOTE: Statistical comparisons are calculated on the basis of unrounded scale scores or percentages.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 1996–2013 Mathematics Assessments.






Reading2013 S t a t e S n a p s h o t R e p o r t

VermontGrade 4

Public Schools

Overall Results

In 2013, the average score of fourth-grade students in Vermont was 228. This was higher than the average score of 221 for public school students in the nation. The average score for students in Vermont in 2013 (228) was not significantly different from their average score in 2011 (227) and in 2002 (227). The score gap between higher performing students in Vermont (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 45 points in 2013. This performance gap was not significantly different from that in 2002 (44 points). The percentage of students in Vermont who performed at or above the NAEP Proficient level was 42 percent in 2013. This percentage was not significantly different from that in 2011 (41 percent) and in 2002 (39 percent). The percentage of students in Vermont who performed at or above the NAEP Basic level was 75 percent in 2013. This percentage was not significantly different from that in 2011 (73 percent) and in 2002 (73 percent).









studentsAvg.

score



White 91 229 76 43 12Black 2 ‡ ‡ ‡ ‡Hispanic 1 ‡ ‡ ‡ ‡Asian 2 ‡ ‡ ‡ ‡American Indian/Alaska Native # ‡ ‡ ‡ ‡Native Hawaiian/Pacific Islander # ‡ ‡ ‡ ‡Two or more races 3 218 65 32 8





Data are not reported for Black students in 2013, because reporting standards were not met. Data are not reported for Hispanic students in 2013, because reporting standards were not met. In 2013, female students in Vermont had an average score that was higher than male students by 11 points. In 2013, students who were eligible for free/reduced-price school lunch, an indicator of low family income, had an average score that was 26 points lower than students who were not eligible for free/reduced-price school lunch. This performance gap was wider than that in 2002 (20 points).

NOTE: Statistical comparisons are calculated on the basis of unrounded scale scores or percentages.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2002–2013 Reading Assessments.




Reading2013 S t a t e S n a p s h o t R e p o r t

VermontGrade 8

Public Schools

Overall Results

In 2013, the average score of eighth-grade students in Vermont was 274. This was higher than the average score of 266 for public school students in the nation. The average score for students in Vermont in 2013 (274) was not significantly different from their average score in 2011 (274) and was higher than their average score in 2002 (272). The score gap between higher performing students in Vermont (those at the 75th percentile) and lower performing students (those at the 25th percentile) was 43 points in 2013. This performance gap was not significantly different from that in 2002 (42 points). The percentage of students in Vermont who performed at or above the NAEP Proficient level was 45 percent in 2013. This percentage was not significantly different from that in 2011 (44 percent) and was greater than that in 2002 (40 percent). The percentage of students in Vermont who performed at or above the NAEP Basic level was 84 percent in 2013. This percentage was not significantly different from that in 2011 (82 percent) and in 2002 (82 percent).









studentsAvg.

score



White 92 275 84 45 6Black 2 257 70 25 2Hispanic 2 ‡ ‡ ‡ ‡Asian 2 ‡ ‡ ‡ ‡American Indian/Alaska Native 1 ‡ ‡ ‡ ‡Native Hawaiian/Pacific Islander # ‡ ‡ ‡ ‡Two or more races 2 ‡ ‡ ‡ ‡





In 2013, Black students had an average score that was 17 points lower than White students. Data are not reported for Black students in 2002, because reporting standards were not met. Data are not reported for Hispanic students in 2013, because reporting standards were not met. In 2013, female students in Vermont had an average score that was higher than male students by 11 points. In 2013, students who were eligible for free/reduced-price school lunch, an indicator of low family income, had an average score that was 21 points lower than students who were not eligible for free/reduced-price school lunch. This performance gap was not significantly different from that in 2002 (19 points).

NOTE: Statistical comparisons are calculated on the basis of unrounded scale scores or percentages.SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of Educational Progress (NAEP), various years, 2002–2013 Reading Assessments.


Documents

Highgate 11 Point Report Card 2015