##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal

Official School Name

School Mailing Address
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Tel. [( 910 ) 277-4364]{.underline} Fax [( 910 ) 277-4349]{.underline}

Website/URL [www.scsnc.org/schools/wpp
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline} Email
[bammons@scsnc.org]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

*Private Schools: If the information requested is not applicable, write
N/A in the space.*

Name of Superintendent [Dr. Shirley Prince]{.underline}

District Name [Scotland County Schools]{.underline} Tel. [( 910 )
276-1138]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district:

  -------------------- --------------------------------------------------
  9                    Elementary schools

  3                    Middle schools

  0                    Junior high schools

  1                    High schools

  1                    Alternative Schools

  14                   TOTAL
  -------------------- --------------------------------------------------

2\. District Per Pupil Expenditure: [\$1438.70]{.underline}

Average State Per Pupil Expenditure: [\$1645.00]{.underline}

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ X\] Small city or town in a rural area
>
> \[ \] Rural

4\. [5]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students enrolled at each grade level or its equivalent in
applying school:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **K**       35        32                     **67**       **7**                             

  **1**       46        35                     **81**       **8**                             

  **2**       29        24                     **53**       **9**                             

  **3**       31        27                     **58**       **10**                            

  **4**       28        20                     **48**       **11**                            

  **5**       33        42                     **75**       **12**                            

  **6**                                                     Other                             

  **382**                           **TOTAL                                                   
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

  ------------- ---------------------------------------------------------
  46.2          \% White

  43.7          \% Black or African American

  .8            \% Hispanic or Latino

  1.8           Asian/Pacific Islander

  6.1           American Indian/Alaskan native

  1.4           Multi-Racial

                **100% Total**
  ------------- ---------------------------------------------------------

6\. Racial/ethnic composition of

the students in the school:

7\. Student turnover, or mobility rate, during the past year:
[16]{.underline} %

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 22
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 46
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        68
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    414
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     16
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    16%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [.8]{.underline}
%

[3]{.underline} Total Number Limited English Proficient

Number of languages represented: [2]{.underline}

Specify languages:

Spanish

Arabic

9\. Students eligible for free/reduced-priced meals: [46]{.underline} %

[185]{.underline} Total Number Students Who Qualify

> If this method is not a reasonably accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: [18]{.underline} %

[73]{.underline} Total Number of Students Served

Indicate below the number of students with disabilities according to
conditions designated in the Individuals with Disabilities Education
Act.

  ----- ------------------------ -- ----- ---------------------------------
  7     Autism                            Orthopedic Impairment

        Deafness                          Other Health Impaired

        Deaf-Blindness              26    Specific Learning Disability

        Hearing Impairment          17    Speech or Language Impairment

  14    Mental Retardation                Traumatic Brain Injury

        Multiple Disabilities             Visual Impairment Including
                                          Blindness

  1     Developmentally Delayed     1     Behavioral Emotionally Disabled
  ----- ------------------------ -- ----- ---------------------------------

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

  ----------------------------------------- ---------- -------- ----------
  Administrator(s)                          2                   

  Classroom teachers                        25                  

  Special resource teachers/specialists     6                   

  Paraprofessionals                         14                  

  Support staff                             9                   1

  Total number                              56.5                
  ----------------------------------------- ---------- -------- ----------

12\. Student-"classroom teacher" ratio: [1:20]{.underline}

13\. Show the attendance patterns of teachers and students. The student
drop-off rate is the difference between the number of entering students
and the number of exiting students from the same cohort. (From the same
cohort, subtract the number of exiting students from the number of
entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout and drop-off rates.

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2001-2002   2000-2001   1999-2000   1998-1999   1997-1998

  Daily student attendance 96.6        95.9        96.1        95.4        NA

  Daily teacher attendance 94.8        97.3        97.1        96.7        NA

  Teacher turnover rate    13%         9%          9%          NA          NA

  Student dropout rate                                                     

  Student drop-off rate                                                    
  ------------------------ ----------- ----------- ----------- ----------- -----------

# [PART III-SUMMARY]{.underline}

Washington Park Elementary School is located in Laurinburg, North
Carolina, a small rural town in the southeastern part of the state. It
is one of 14 schools that make up Scotland County Schools. The school is
located next to a government housing project and serves children from
low-income families to middle income families. Six years ago in 1996-97,
only 60% of the students were performing at grade level on the North
Carolina End-of-Grade assessments (EOGs). The staff, along with the new
principal, believed that with expectations of excellence, quality
instruction, active learning, a focus on higher order thinking skills,
and remediation and extra time for students at-risk, all students could
reach grade level goals. We began our mission by setting a three year
goal to have at least 80% of our students on or above grade level
(proficient) on the EOGs in three years. With a strategic action plan in
motion including specific improvement efforts in two or three areas each
year, that goal was met. Our next goal was to reach a 90% proficiency
level by the school year 2002-2003. That goal was met at the end of the
-2002 school year, one year earlier than expected. We believe that by
setting goals, working cooperatively in teams, monitoring our progress,
and receiving feedback on how we are doing, our goals will be met every
year.

Our mission is to develop responsible learners who set goals and work
cooperatively and independently to achieve them. It is our belief that
expectations of excellence and quality instruction are only part of a
school's success. Students must set their own goals individually and
collectively with their classmates to ensure that our dream becomes a
reality. Our students have adopted the motto, "I am the leader of my own
learning." Each school year begins with goal setting for individuals,
classrooms, and grade levels. Action plans are created with specific
strategies for meeting those goals. Monitoring our progress and
administering grade level assessments during each six week grading
period provides feedback for all. Students use quality principles and
tools to think about their work. As "leaders of their own learning,"
students are well aware of how they are performing in all curriculum
areas. Each student keeps a data notebook to keep track of his/her
performance on various assignments and assessments such as homework,
spelling tests, benchmark reading and math tests, Accelerated Reader
points, and other grade level goals.

Every week, we find reason to celebrate when individuals or classrooms
meet their goals. Our staff celebrates successes, such as 90% completion
of homework assignments in a reading or math class, an individual
student reaching a goal he/she set on a six weeks assessment, a student
reaching their Accelerated Reader goal in reading, or a struggling
reader reaching his/her Running Record Assessment goal. We also
celebrate school-wide results with our students. From sock hops to
outdoor pep rallies with parachute jumpers from Fort Bragg, we believe
that celebrating successes will certainly inspire more successes and
higher goals.

Underlying the goal setting, hard work, assessments, and celebrations
are special relationships between our staff and students. Building these
relationships has been critical to the successes and triumphs at
Washington Park Elementary.

# [PART IV-INDICATORS OF ACADEMIC SUCCESS]{.underline}

**1. Test Data Results:** The North Carolina ABC's of Public Education
was passed into law in 1995 by the General Assembly. The accountability
model sets growth and performance standards for each school in North
Carolina, and students in grades 3-5 are tested each year on
state-developed End of Grade tests (EOGs). Performance standards refer
to the absolute achievement (the percent of students' scores in a school
at or above grade level). Growth standards are benchmarks set annually
to measure each school's progress. "Expected growth" for a school is
based on its previous performance, statewide average growth, and a
statistical adjustment which is needed whenever test scores of the same
students are compared from one year to the next. "Exemplary growth" is
obtained when a school exceeds the average statewide growth by 10%. Over
the past five years, students at Washington Park have achieved
"exemplary growth" each year. Staff members have earned monetary awards
(\$1500.00 for teachers and administrators and \$500.00 for
paraprofessionals) each year for achieving exemplary growth.

Achievement levels (cut scores) compare student and group performance to
standards based on what is expected in each subject at each grade level.
Four levels are used to determine how students are performing. Level I
indicates that students do not have mastery of knowledge and skills at
their grade level. Level II indicates an inconsistent mastery of
knowledge and skills to advance to the next grade level. Students
performing at Level III demonstrate mastery of the subject matter and
skills and are well prepared for a more advanced level in content area.
Students performing at Level IV consistently perform in a superior
manner clearly beyond that required to be proficient and are well
prepared for a more advanced level. Results on the grade level tables
(pages 10-15) show the percent of Washington Park students performing at
or above grade level (Level III and Level IV) from the 1997-98 school
year through 2001-2002. Students have shown an increase in proficiency
rate on the EOGs over the last five years. Especially impressive is the
increase in performance by black students and economically disadvantaged
students over the last five years. The gap between white and black
students has decreased significantly over time. Reviewing fifth grade
results, one can see that students are well prepared when they leave
Washington Park Elementary School.

Prior to the 1999-2000 school year, schools in North Carolina were
permitted to exempt students with disabilities if their Individualized
Education Plan (IEP) team determined that the standard EOG tests, even
with accommodations, were not appropriate measures of the students'
performances. During the years prior to 1999-2000, the IEP team at
Washington Park determined the state EOGs, which are administered in a
short period of time and a limited number of days, were inappropriate
measures of performance for some exceptional students. Benchmark
assessments and portfolios of student work were used during each grading
period to monitor student progress. Grades on report cards were also
used as indicators of improvement and successes. During the 2000-2001
and 2001-2002 school years, our EC students who were not participating
in the standard EOG testing were given alternative state assessments
including a portfolio assessment (NCAAP), and/or an inventory assessment
(NCAAAI) which includes student work samples collected from the entire
year, and/or a computerized assessment (NCCATS) which assesses student
performance using an EOG test item pool.

**2. How the School Uses Assessment Data to Improve Student
Performance:** Washington Park uses assessment data to analyze the
effectiveness of various programs and instructional practices. Data from
benchmark tests is analyzed student-by-student and class-by-class. Item
analyses are provided to teachers in grades 3-5 on six-week benchmark
tests. This information helps the teacher pinpoint areas in need of
improvement, based on student performance on each objective. If
necessary, re-teaching and tutoring ensues after results are analyzed.
Individual, small group, and whole class sessions are conducted as
needed. Many students stay after school until 5:00 each day in our
Scotland SCHOLARS program, where they receive extra help. At midyear,
students in grades 3-5 take a practice EOG test in reading and math.
Students and teachers are provided feedback on how well they are
progressing. The principal analyzes school-wide results and informs the
staff of progress toward school-wide goals. Student results are sent to
parents to inform them of their child's progress toward meeting grade
level goals and promotion standards. Assessment data is used in
school-wide planning as well. Through School Improvement Team meetings,
the staff develops action plans for each grade level; each action plan
targets areas in need of improvement -- and develops strategies to turn
a weakness into a strength. Surveys are given to students and parents
each year to secure valuable information for improvement. The staff
annually completes a survey, evaluating the principal's performance.
Results from parent, student, and staff surveys are reviewed with the
principal. The principal sets personal goals for improvement each year.

**3. How the School Communicates Student Performance:** Our school
begins each year by communicating the expectations for each grade level
with our parents. Parents attend a one-on-one session with the teacher
and learn about the curriculum and how their students will be assessed
throughout the year. Parents, teachers, students, and the principal all
sign individual accountability agreements indicating a collective
commitment to help students reach grade level goals. Throughout the
year, weekly classroom work and assessment outcomes are shared with
parents. Students keep track of their own performance through data
notebooks in which they maintain individual progress reports and
assessment data. Many of these are based on rubrics, which are used to
assess student learning. Using rubrics, students know from the onset
what is expected of them. Students share their data notebooks with their
parents. Report cards are sent home every six weeks for parents to
review. Students in grades 3-5 have individual growth charts with
reading and math EOG tests results incorporated. The chart informs
parents of a child's progress and how close he or she is to being on or
above grade level; the chart also lets them know how many points the
child has gained since the previous EOG assessment. A school-wide report
card is sent to all parents once a year to inform them of how our school
is performing on state assessments and how the school compares to other
North Carolina schools. This information is also communicated to the
community through newspaper articles, radio spots, and the school
district's website.

4.  **How the School Will Share Its Successes:** Our school has been an
    active participant in setting standards in our district. Washington
    Park teachers have worked to develop the district's Pacing Guide for
    instruction, as well as benchmark assessments for each six week
    grading period. Many of our teachers are members of a cadre of
    Quality Trainers, leading workshops to help other teachers improve
    their reading instruction and use more of the quality tools in their
    classrooms. They are experienced presenters and demonstration
    teachers. We have shared many strategies with other schools in our
    district. Visitors from other schools in other counties have come to
    visit our reading program, and we have shared materials and ideas
    with these schools. The principal and teachers have presented at
    conferences in North Carolina, to include the Closing the
    Achievement Gap Conference, EC Conferences, Technology Conferences,
    The North Carolina Partnership for Excellence, and the North
    Carolina Leadership Conference. We plan to continue sharing what we
    are doing with other schools in our district, from across North
    Carolina, and, if possible, throughout the nation. Information about
    the Blue Ribbon School Award will be spread locally through the
    newspaper and radio. Public recognition will occur at a Board of
    Education meeting, and a celebration with the public invited, will
    certainly occur at the school. The district's website will also
    carry information about the award. At the state level, information
    will be disseminated to all appropriate professional organizations
    through press releases and articles for professional newsletters and
    journals; invitations for visitations will accompany all
    information. The school will also be recognized publicly by the
    State Board of Education, and information about the award will be
    provided for dissemination through the Department of Public
    Instruction's website. Our teachers, who are experienced presenters,
    will make presentations at conferences -- and to appropriate groups
    making such requests.

# [PART V. CURRICULUM AND INSTRUCTION]{.underline}

**1. Comprehensive Curriculum:** The staff at Washington Park Elementary
follows a curriculum designed to ensure the acquisition of basic skills,
character development, citizenship, technology skills, and the
development of interpersonal skills such as cooperation and teamwork.

The academic curriculum is based on the North Carolina Standard Course
of Study (NCSCOS) and includes language arts, mathematics, social
studies, science, health, music, art, physical education, guidance, and
informational skills. A Pacing Guide, developed at the district level,
is used to ensure that all content is covered in these areas in six-week
intervals. Six-week assessments are designed and administered to measure
progress at the end of each grading period. Students at every grade
level must meet grade level goals, to include achieving on or above
grade level in reading and math, to be promoted. Assessments to
determine promotion are aligned with the NCSCOS.

Students in kindergarten, first, and second grade are assessed using the
North Carolina K-2 Assessments. Though the state of North Carolina only
requires grade level proficiency for promotion in grades three and five
at the elementary school level, Scotland County Schools has instituted
grade level proficiency as a requirement for promotion at all grade
levels. The North Carolina End-of-Grade tests (EOGs) in reading and math
are the tests used to determine students' proficiency levels in reading
and math.

All teachers are responsible for teaching grade level goals and
objectives (from the NCSCOS) to their students. Students are grouped for
reading and math instruction based on their achievement levels. Almost
all of our EC students are in regular education classes. Several of our
autistic students, who are in our only self-contained EC class, attend
regular reading and/or math classes that are appropriate for their
achievement levels. With smaller class sizes and additional human
resources -- especially for children achieving at lower levels, our
students have risen to high academic standards.

Citizenship goals are tied to the six pillars of character: respect,
responsibility, trustworthiness, fairness, caring for others, and
citizenship. These pillars have become topics of daily and weekly
conversations as we evaluate how well we are moving toward meeting our
goals. Students who have performed good deeds are recognized each day on
our "Good Deeds" tree; they are also recognized at awards programs.

Because technology is so important for our students' futures, we have
two computer labs and a full time Technology Facilitator (TF). The TF
works directly with classroom teachers to integrate technology into
regular classroom instruction. They work as a team, planning and
carrying out lessons. In addition, our third, fourth, and fifth grade
students have a scheduled computer skills class conducted fifty minutes
a week by the TF. We believe that the work that is completed by our
students by the conclusion of fifth grade better prepares students for
the eighth grade North Carolina Test of Computer Skills (NCTCS). Passing
the NCTCS is also a requirement for high school graduation. Through
their work with computers while at Washington Park, our students have a
very high rate of passage on the NCTCS.

**2. Reading Curriculum:** Washington Park Elementary uses a
research-based, balanced-literacy approach to reading instruction. Each
grade level teaches reading in a 90 minute block, which includes phonics
instruction, word study to develop vocabulary, guided reading to build
comprehension and thinking skills, independent reading to build fluency,
and writing to respond to literature. The kindergarten program
incorporates phonics instruction, picture/word modules, reading aloud,
and daily homework reading logs. A strong phonics program, *Formula
Three Phonics*, is introduced in kindergarten and is used extensively
through the third grade. In grades 1-5, students are grouped by
instructional level. AIG and EC students are grouped simultaneously with
their grade level during the 90 minute block. During the 90 minute
block, teachers use different types of genre which students read and
discuss. Teachers use a Think Aloud process in discussions to assist
students in the thinking processes required to comprehend their
selections. With the aid of the North Carolina Thinking Skills, teachers
preplan questions for reading instruction to ensure that higher order
thinking skills are incorporated into their book discussions. Phonics,
spelling, grammar, vocabulary development, and writing are all included
in their scheduled time. All grade levels incorporate the use of a
reading log to monitor reading outside of the school day. Another key
ingredient to the success of all of our students in reading is our
Accelerated Reader Program. Students read books independently and take
computerized tests to show how well they are comprehending what they are
reading. Students earn points for correct responses. Our school sponsors
three school-wide events during the year to celebrate the
accomplishments of our students with AR. This year's events are designed
around the theme, "Reading Around the World." Each event includes foods
from around the world, games, crafts, and special guests including a
local storyteller.

**3. Writing Curriculum:** The staff at Washington Park Elementary uses
*Write From the Beginning*, a developmental writing program for students
in grades K-5. We believe it is critical that writing instruction is
school-wide and systematic. Through the use of *Write From the
Beginning*, teachers develop a common, targeted focus and shared
accountability for school-wide writing performance. Students build on
knowledge in writing in a gradual, systematic way using the same
language, graphic organizers, and vocabulary for writing at all grade
levels. Focused mini-lessons and grade level writing rubrics establish a
solid foundation in the writing process. Rubrics are designed to give
individual students feedback on how their writing is progressing. This
program uses graphic organizers (*Thinking Maps*) to assist students in
preplanning their compositions. For example, in third grade classes,
students use a Tree Map to get focused on story elements that will be
included in their stories. After outlining their stories on their Tree
Maps, students construct Flow Maps to sequence the stories with extended
details. An opening and closing paragraph are added to each Flow Map to
complete the planning process. Students get together with other students
and tell their stories before writing them on paper. Our students have
shown marked improvement in writing on state assessments in fourth grade
over the last two years scoring over 70% proficient.

**4. Different Instructional Methods to Improve Student Learning:** The
staff at Washington Park Elementary uses a variety of methods to ensure
that curriculum content is mastered at each grade level. Teachers
articulate clear learning goals to their students prior to beginning a
unit of study. Essential questions are written on the board or on charts
to guide daily and/or weekly instruction. Students are asked to answer
essential questions at the conclusion of the lesson with activities such
as "ticket out the door." Teachers assist students in "thinking about
their thinking" by using *Thinking Maps,* quality tools, and other
graphic organizers. Circle Maps, Flow Maps, Fishbone Diagrams, and Lotus
Diagrams are just a few of the organizers that are used in daily
instruction. Direct instruction, teacher modeling, guided and
independent practice, drill and practice, independent studies and
projects, and homework are a few of the methods that are used to improve
student learning. An emphasis on active learning -- with students being
responsible for what they are learning -- has been key to our students'
success. Problem based learning has enabled our students to problem
solve in real world settings. Technology is used as a tool to present
ideas and knowledge acquired in different subject areas through the use
of Power Point and other computer programs. Small group instruction
permeates throughout our day for those students who need extra
attention. Students having difficulty may stay after school and
participate in our Scotland SCHOLARS Program, a remediation/tutoring
program which runs until 5:00 p.m. each day. Orchard software is a
computer math and reading remediation program that is also available
during SCHOLARS, as is assistance with homework.

**5. Professional Development:** At Washington Park, we believe that we
are leaders of our own learning. We recognize the role of continuous
professional development in meeting our school goals. Every summer, the
School Improvement Team (SIT) meets, reviews test data and survey
results, and plans for improvements for the subsequent year. Based on
all available data, the SIT selects two or three critical areas as
targeted areas for improvement. Staff development efforts are planned
accordingly. Over the last six years, the staff at Washington Park has
focused its school-wide staff development on areas to improve student
achievement through the use of *Formula Three Phonics* (reading), Active
Learning (instructional strategies), *Thinking Maps* (graphic
organizers), *Write From* *the Beginning* (writing program),
Understanding Poverty (Ruby Payne), Integrating Technology into
Classroom Instruction, and Quality Principles and Quality Tools. In
addition to school-wide efforts, our teachers regularly share successful
strategies with one another through team meetings or faculty meetings.
This focused approach has paid off well: in three years, we moved from
60% to 80% of our students achieving at or above grade level
(proficiency), and in just two more years, we moved past the 90%
proficiency level. In addition to structured staff development, we also
understand the importance of individual reflection, as evidenced by the
high participation rate of teachers in the National Board Certification
Program. Currently, three of our teachers have already completed this
rigorous program and are recognized as National Board Certified Teachers
(NBCTs). Six more teachers are submitting their portfolios in March of
2003 for certification, and six additional teachers are beginning the
yearlong process in April of 2003. Washington Park's teachers are truly
committed to being lifelong learners themselves, and they pass this
attitude on to their students.

5.  Criterion-Referenced Tests

Test: [North Carolina End of Grade Assessment]{.underline} Grade: [Third
Grade Reading]{.underline}

Edition/publication year: [Updated Annually]{.underline} Publisher:
[NCDPI]{.underline}

+------------------------+------+------+------+------+------+------+
|                        | 2    | 2    | 1    | 1    | 1    | 1    |
|                        | 001- | 000- | 999- | 998- | 997- | 996- |
|                        | 2002 | 2001 | 2000 | 1999 | 1998 | 1997 |
+------------------------+------+------+------+------+------+------+
| Testing Month          | May  | May  | May  | May  | May  | May  |
+------------------------+------+------+------+------+------+------+
| SCHOOL SCORES          |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| TOTAL (Third Grade)    |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| At or Above Proficient | 8    | 8    | 7    | 70%  | 6    | 5    |
|                        | 9.4% | 5.2% | 5.9% |      | 6.7% | 8.5% |
+------------------------+------+------+------+------+------+------+
| Number of student      | 48   | 61   | 80   | 70   | 60   | 65   |
| tested                 |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| Percent of total       | 91%  | 87%  | 91%  | 9    | 91%  | 96%  |
| students               |      |      |      | 4.4% |      |      |
|                        |      |      |      |      |      |      |
| tested                 |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| Number of students     | 5    | 9    | 8    | 2    | 6    | 3    |
|                        |      |      |      |      |      |      |
| excluded               |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| Percent of students    | 9%   | 13%  | 9%   | 5.6% | 9%   | 4%   |
|                        |      |      |      |      |      |      |
| excluded               |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
|                        |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| SUBGROUP SCORES        |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| 1\. White              |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| At or above proficient | 9    | 9    | 9    | 9    | 9    | 8    |
|                        | 3.1% | 4.4% | 4.4% | 0.3% | 1.2% | 6.1% |
+------------------------+------+------+------+------+------+------+
| 2\. Black              |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| At or above proficient | 7    | 70%  | 5    | 5    | 3    | 25%  |
|                        | 7.8% |      | 9.5% | 2.8% | 0.4% |      |
+------------------------+------+------+------+------+------+------+
| 3\. Free/Reduced Lunch |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| At or above proficient | 7    | 5    | 63%  | 60%  | NA   | NA   |
|                        | 2.2% | 8.8% |      |      |      |      |
+------------------------+------+------+------+------+------+------+
|                        |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| STATE SCORES           |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| TOTAL                  |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| 1\. White              |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| At or above proficient | 8    | 8    | 8    | 8    | 8    | NA   |
|                        | 7.5% | 4.9% | 3.1% | 2.1% | 0.6% |      |
+------------------------+------+------+------+------+------+------+
| 2\. Black              |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| At or above proficient | 6    | 6    | 5    | 5    | 5    | NA   |
|                        | 7.1% | 1.5% | 8.5% | 7.6% | 4.4% |      |
+------------------------+------+------+------+------+------+------+
| 3\. Free/Reduced Lunch |      |      |      |      |      |      |
+------------------------+------+------+------+------+------+------+
| At or above proficient | 6    | 6    | NA   | NA   | NA   | NA   |
|                        | 8.6% | 3.6% |      |      |      |      |
+------------------------+------+------+------+------+------+------+

State Criterion-Referenced Tests

Test: [North Carolina End of Grade Assessment]{.underline} Grade: [Third
Grade Math]{.underline}

Edition/publication year: [Updated Annually]{.underline} Publisher:
[NCDPI]{.underline}

+--------------------------+------+------+------+------+------+------+
|                          | 2    | 2    | 1    | 1    | 1    | 1    |
|                          | 001- | 000- | 999- | 998- | 997- | 996- |
|                          | 2002 | 2001 | 2000 | 1999 | 1998 | 1997 |
+--------------------------+------+------+------+------+------+------+
| Testing Month            | May  | May  | May  | May  | May  | May  |
+--------------------------+------+------+------+------+------+------+
| SCHOOL SCORES            |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| TOTAL (Third Grade)      |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or Above Proficient   | 80%  | 8    | 8    | 5    | 6    | 6    |
|                          |      | 1.5% | 2.9% | 9.7% | 3.9% | 3.1% |
+--------------------------+------+------+------+------+------+------+
| Number of student tested | 51   | 65   | 82   | 72   | 61   | 65   |
+--------------------------+------+------+------+------+------+------+
| Percent of total         | 93%  | 9    | 9    | 100% | 9    | 96%  |
| students                 |      | 5.6% | 5.3% |      | 2.4% |      |
|                          |      |      |      |      |      |      |
| tested                   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| Number of students       | 4    | 3    | 4    | 0    | 5    | 3    |
|                          |      |      |      |      |      |      |
| excluded                 |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| Percent of students      | 7%   | 4.4% | 4.7% | 0%   | 7.6% | 4%   |
|                          |      |      |      |      |      |      |
| excluded                 |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
|                          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| SUBGROUP SCORES          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| 1\. White                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 9    | 9    | 8    | 8    | 8    | 8    |
|                          | 0.3% | 7.2% | 9.5% | 7.1% | 2.8% | 6.1% |
+--------------------------+------+------+------+------+------+------+
| 2\. Black                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 6    | 6    | 7    | 3    | 3    | 3    |
|                          | 1.1% | 2.5% | 6.3% | 6.8% | 0.4% | 7.5% |
+--------------------------+------+------+------+------+------+------+
| 3\. Free/Reduced Lunch   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 65%  | 6    | 73%  | 43%  | NA   | NA   |
|                          |      | 3.2% |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
|                          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| STATE SCORES             |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| TOTAL                    |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| 1\. White                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 87%  | 84%  | 7    | 8    | 7    | NA   |
|                          |      |      | 6.2% | 0.1% | 8.6% |      |
+--------------------------+------+------+------+------+------+------+
| 2\. Black                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 5    | 5    | 4    | 4    | 4    | NA   |
|                          | 9.7% | 4.2% | 3.7% | 9.9% | 7.6% |      |
+--------------------------+------+------+------+------+------+------+
| 3\. Free/Reduced Lunch   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 8    | 8    | NA   | NA   | NA   | NA   |
|                          | 7.6% | 4.4% |      |      |      |      |
+--------------------------+------+------+------+------+------+------+

State Criterion-Referenced Tests

Test: [North Carolina End of Grade Assessment]{.underline} Grade:
[Fourth Grade Reading]{.underline}

Edition/publication year: [Updated Annually]{.underline} Publisher:
[NCDPI]{.underline}

+--------------------------+------+------+------+------+------+------+
|                          | 2    | 2    | 1    | 1    | 1    | 1    |
|                          | 001- | 000- | 999- | 998- | 997- | 996- |
|                          | 2002 | 2001 | 2000 | 1999 | 1998 | 1997 |
+--------------------------+------+------+------+------+------+------+
| Testing Month            | May  | May  | May  | May  | May  | May  |
+--------------------------+------+------+------+------+------+------+
| SCHOOL SCORES            |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| TOTAL (Fourth Grade)     |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or Above Proficient   | 90%  | 8    | 7    | 7    | 6    | 6    |
|                          |      | 5.2% | 7.8% | 3.4% | 8.6% | 3.6% |
+--------------------------+------+------+------+------+------+------+
| Number of student tested | 60   | 73   | 63   | 60   | 51   | 66   |
+--------------------------+------+------+------+------+------+------+
| Percent of total         | 9    | 9    | 9    | 9    | 9    | 8    |
| students                 | 2.3% | 2.4% | 1.3% | 5.2% | 1.1% | 9.2% |
|                          |      |      |      |      |      |      |
| tested                   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| Number of students       | 5    | 6    | 6    | 3    | 5    | 8    |
|                          |      |      |      |      |      |      |
| excluded                 |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| Percent of students      | 7.7% | 7.6% | 8.7% | 4.8% | 8.9% | 1    |
|                          |      |      |      |      |      | 0.8% |
| excluded                 |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
|                          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| SUBGROUP SCORES          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| 1\. White                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 9    | 9    | 8    | 7    | 8    | 7    |
|                          | 7.1% | 4.9% | 9.7% | 8.9% | 2.3% | 6.9% |
+--------------------------+------+------+------+------+------+------+
| 2\. Black                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 8    | 7    | 5    | 6    | 4    | 3    |
|                          | 1.8% | 3.1% | 4.5% | 3.2% | 1.2% | 7.5% |
+--------------------------+------+------+------+------+------+------+
| 3\. Free/Reduced Lunch   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 7    | 7    | 57%  | 52%  | NA   | NA   |
|                          | 6.2% | 2.7% |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
|                          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| STATE SCORES             |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| TOTAL                    |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| 1\. White                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 8    | 8    | 8    | 8    | 8    | NA   |
|                          | 5.7% | 3.8% | 1.6% | 0.8% | 0.2% |      |
+--------------------------+------+------+------+------+------+------+
| 2\. Black                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 6    | 5    | 5    | 53%  | 5    | NA   |
|                          | 1.5% | 7.4% | 3.6% |      | 2.3% |      |
+--------------------------+------+------+------+------+------+------+
| 3\. Free/Reduced Lunch   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 6    | 60%  | NA   | NA   | NA   | NA   |
|                          | 4.2% |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+

State Criterion-Referenced Tests

Test: [North Carolina End of Grade Assessment]{.underline} Grade:
[Fourth Grade Math]{.underline}

Edition/publication year: [Updated Annually]{.underline} Publisher:
[NCDPI]{.underline}

+--------------------------+------+------+------+------+------+------+
|                          | 2    | 2    | 1    | 1    | 1    | 1    |
|                          | 001- | 000- | 999- | 998- | 997- | 996- |
|                          | 2002 | 2001 | 2000 | 1999 | 1998 | 1997 |
+--------------------------+------+------+------+------+------+------+
| Testing Month            | May  | May  | May  | May  | May  | May  |
+--------------------------+------+------+------+------+------+------+
| SCHOOL SCORES            |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| TOTAL (Fourth Grade)     |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or Above Proficient   | 9    | 8    | 8    | 90%  | 7    | 6    |
|                          | 8.4% | 9.3% | 8.9% |      | 6.5% | 6.7% |
+--------------------------+------+------+------+------+------+------+
| Number of student tested | 63   | 75   | 63   | 60   | 51   | 66   |
+--------------------------+------+------+------+------+------+------+
| Percent of total         | 97%  | 9    | 9    | 9    | 9    | 8    |
| students                 |      | 2.4% | 1.3% | 5.2% | 1.1% | 9.2% |
|                          |      |      |      |      |      |      |
| Tested                   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| Number of students       | 2    | 4    | 4    | 3    | 5    | 8    |
|                          |      |      |      |      |      |      |
| Excluded                 |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| Percent of students      | 3%   | 7.6% | 8.7% | 4.8% | 8.9% | 1    |
|                          |      |      |      |      |      | 0.8% |
| Excluded                 |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
|                          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| SUBGROUP SCORES          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| 1\. White                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 9    | 95%  | 9    | 8    | 9    | 7    |
|                          | 7.1% |      | 7.4% | 9.5% | 4.1% | 6.9% |
+--------------------------+------+------+------+------+------+------+
| 2\. Black                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 100% | 7    | 7    | 8    | 4    | 50%  |
|                          |      | 8.6% | 7.3% | 9.5% | 1.2% |      |
+--------------------------+------+------+------+------+------+------+
| 3\. Free/Reduced Lunch   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 100% | 7    | 83%  | 86%  | NA   | NA   |
|                          |      | 9.2% |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
|                          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| STATE SCORES             |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| TOTAL                    |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| 1\. White                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 9    | 93%  | 9    | 8    | 8    | NA   |
|                          | 4.1% |      | 1.1% | 9.6% | 7.2% |      |
+--------------------------+------+------+------+------+------+------+
| 2\. Black                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 7    | 7    | 7    | 6    | 6    | NA   |
|                          | 9.1% | 4.8% | 0.7% | 8.2% | 2.7% |      |
+--------------------------+------+------+------+------+------+------+
| 3\. Free/Reduced Lunch   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 8    | 7    | NA   | NA   | NA   | NA   |
|                          | 1.8% | 7.9% |      |      |      |      |
+--------------------------+------+------+------+------+------+------+

State Criterion-Referenced Tests

Test: [North Carolina End of Grade Assessment]{.underline} Grade: [Fifth
Grade Reading]{.underline}

Edition/publication year: [Updated Annually]{.underline} Publisher:
[NCDPI]{.underline}

+--------------------------+------+------+------+------+------+------+
|                          | 2    | 2    | 1    | 1    | 1    | 1    |
|                          | 001- | 000- | 999- | 998- | 997- | 996- |
|                          | 2002 | 2001 | 2000 | 1999 | 1998 | 1997 |
+--------------------------+------+------+------+------+------+------+
| Testing Month            | May  | May  | May  | May  | May  | May  |
+--------------------------+------+------+------+------+------+------+
| SCHOOL SCORES            |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| TOTAL                    |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or Above Proficient   | 9    | 9    | 8    | 94%  | 8    | 5    |
|                          | 5.6% | 3.7% | 6.8% |      | 6.7% | 9.4% |
+--------------------------+------+------+------+------+------+------+
| Number of student tested | 68   | 63   | 68   | 50   | 60   | 64   |
+--------------------------+------+------+------+------+------+------+
| Percent of total         | 92%  | 89%  | 8    | 8    | 8    | 9    |
| students                 |      |      | 8.3% | 9.3% | 2.2% | 4.1% |
|                          |      |      |      |      |      |      |
| tested                   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| Number of students       | 8    | 8    | 9    | 6    | 13   | 4    |
|                          |      |      |      |      |      |      |
| excluded                 |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| Percent of students      | 8%   | 11%  | 1    | 1    | 1    | 5.9  |
|                          |      |      | 1.7% | 0.7% | 7.8% |      |
| excluded                 |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
|                          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| SUBGROUP SCORES          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| 1\. White                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 100% | 9    | 9    | 100% | 9    | 7    |
|                          |      | 7.4% | 7.8% |      | 2.3% | 6.3% |
+--------------------------+------+------+------+------+------+------+
| 2\. Black                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 88%  | 87%  | 76%  | 70%  | 7    | 3    |
|                          |      |      |      |      | 2.2% | 1.8% |
+--------------------------+------+------+------+------+------+------+
| 3\. Free/Reduced Lunch   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 8    | 8    | 7    | 75%  | NA   | NA   |
|                          | 8.5% | 5.2% | 9.1% |      |      |      |
+--------------------------+------+------+------+------+------+------+
|                          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| STATE SCORES             |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| TOTAL                    |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| 1\. White                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 9    | 8    | 87%  | 8    | 8    | NA   |
|                          | 1.1% | 9.7% |      | 3.9% | 3.5% |      |
+--------------------------+------+------+------+------+------+------+
| 2\. Black                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 7    | 6    | 6    | 5    | 58%  | NA   |
|                          | 2.6% | 9.2% | 3.7% | 9.5% |      |      |
+--------------------------+------+------+------+------+------+------+
| 3\. Free/Reduced Lunch   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 7    | 7    | NA   | NA   | NA   | NA   |
|                          | 3.9% | 0.7% |      |      |      |      |
+--------------------------+------+------+------+------+------+------+

State Criterion-Referenced Tests

Test: [North Carolina End of Grade Assessment]{.underline} Grade: [Fifth
Grade Math]{.underline}

Edition/publication year: [Updated Annually]{.underline} Publisher:
[NCDPI]{.underline}

+--------------------------+------+------+------+------+------+------+
|                          | 2    | 2    | 1    | 1    | 1    | 1    |
|                          | 001- | 000- | 999- | 998- | 997- | 996- |
|                          | 2002 | 2001 | 2000 | 1999 | 1998 | 1997 |
+--------------------------+------+------+------+------+------+------+
| Testing Month            | May  | May  | May  | May  | May  | May  |
+--------------------------+------+------+------+------+------+------+
| SCHOOL SCORES            |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| TOTAL                    |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or Above Proficient   | 9    | 9    | 9    | 94%  | 8    | 6    |
|                          | 7.1% | 3.8% | 9.1% |      | 5.2% | 7.2% |
+--------------------------+------+------+------+------+------+------+
| Number of student tested | 70   | 65   | 68   | 50   | 61   | 64   |
+--------------------------+------+------+------+------+------+------+
| Percent of total         | 9    | 9    | 92%  | 8    | 84%  | 9    |
| students                 | 2.1% | 1.5% |      | 9.3% |      | 4.1% |
|                          |      |      |      |      |      |      |
| tested                   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| Number of students       | 6    | 6    | 6    | 6    | 12   | 4    |
|                          |      |      |      |      |      |      |
| excluded                 |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| Percent of students      | 7.9% | 8.5% | 8%   | 1    | 16%  | 5.9% |
|                          |      |      |      | 0.7% |      |      |
| excluded                 |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
|                          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| SUBGROUP SCORES          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| 1\. White                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 9    | 9    | 9    | 9    | 8    | 7    |
|                          | 7.2% | 7.4% | 7.5% | 7.3% | 9.7% | 8.9% |
+--------------------------+------+------+------+------+------+------+
| 2\. Black                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 9    | 8    | 92%  | 80%  | 7    | 50%  |
|                          | 6.3% | 7.5% |      |      | 3.7% |      |
+--------------------------+------+------+------+------+------+------+
| 3\. Free/Reduced Lunch   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 9    | 8    | 9    | 83%  | NA   | NA   |
|                          | 2.9% | 6.2% | 0.3% |      |      |      |
+--------------------------+------+------+------+------+------+------+
|                          |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| STATE SCORES             |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| TOTAL                    |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| 1\. White                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 9    | 9    | 8    | 8    | 8    | NA   |
|                          | 3.7% | 2.5% | 9.5% | 9.3% | 5.8% |      |
+--------------------------+------+------+------+------+------+------+
| 2\. Black                |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 7    | 75%  | 6    | 6    | 6    | NA   |
|                          | 8.5% |      | 9.5% | 8.3% | 1.4% |      |
+--------------------------+------+------+------+------+------+------+
| 3\. Free/Reduced Lunch   |      |      |      |      |      |      |
+--------------------------+------+------+------+------+------+------+
| At or above proficient   | 8    | 7    | NA   | NA   | NA   | NA   |
|                          | 0.5% | 7.2% |      |      |      |      |
+--------------------------+------+------+------+------+------+------+