##### U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mrs. Judith M Regec]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [St. Mary's School]{.underline}

(As it should appear in the official records)

School Mailing Address [9501 Gayton Rd.]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address)

[Richmond VA]{.underline}
\_\_\_\_\_\_\_\_\_\_\_[23229-5319\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 804 )740-1048]{.underline} Fax [(804 ) 740-1310]{.underline}

[Website/URL www.saintmary.org E-mail]{.underline}
<JMRegec@saintmary.org>

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)

Name of Superintendent\* [Ms. Diane Biakowski]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Richmond Diocese]{.underline} Tel. [( 804 )
359-5661]{.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 [Ms. Elissa Ecker]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

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)

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office of Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2003-2004 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 1998.

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

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

1\. Number of schools in the district: \_\_\_\_\_ Elementary schools

\_\_\_\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_\_\_ High schools

\_\_\_\_\_ Other (Briefly explain)

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

**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
>
> \[ x \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [3]{.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**

  **PRE-K**   **20**    **17**      **37**     ** **   **7**       **21**    **14**      **35**

  **K**       **20**    **25**      **45**     ** **   **8**       **14**    **13**      **27**

  **1**       **27**    **23**      **50**     ** **   **9**                              

  **2**       **22**    **21**      **43**     ** **   **10**                             

  **3**       **23**    **24**      **47**     ** **   **11**                             

  **4**       **32**    **18**      **50**     ** **   **12**                             

  **5**       **15**    **30**      **45**     ** **   **Other**                          

  **6**       **13**    **18**      **31**                                                

  ** **                             **TOTAL                                              **410**
                                    STUDENTS                                             
                                    IN THE                                               
                                    APPLYING                                             
                                    SCHOOL**                                             
  ----------- --------- ----------- ---------- ------- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [87]{.underline} % White,

the students in the school: [5]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

[2]{.underline} % Asian/Pacific Islander

[0]{.underline} % American Indian/Alaskan Native, [3]{.underline} %
Other **100 %Total**

7\. Student turnover, or mobility rate, during the past year:
[0.9]{.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 1
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 3
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        4
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    444
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     0.009
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    0.9
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [0.7]{.underline}
%

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

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

Specify languages: **1)** EWE **2)** ARABIC

9\. Students eligible for free/reduced-priced meals: [0.7]{.underline} %

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

> If this method does not produce 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: [0.7]{.underline} %

[3]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [1]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [2]{.underline} Speech or Language Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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) [1]{.underline} [1]{.underline}

Classroom teachers [23]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [6]{.underline} \_\_\_\_\_\_\_\_

Paraprofessionals [7]{.underline} \_\_\_\_\_\_\_\_

> Support staff [2]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [39]{.underline} [1]{.underline}

12\. Average school student-"classroom teacher" ratio: [18]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. 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 rates and only high schools need to supply drop-off rates.)

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2002-2003   2001-2002   2000-2001   1999-2000   1998-1999

  Daily student attendance 96          97          97          97          97

  Daily teacher attendance 98          97          98          98          98

  Teacher turnover rate    21          3           7           0           3

  Student dropout rate     n/a         n/a         n/a         n/a         n/a

  Student drop-off rate    n/a         n/a         n/a         n/a         n/a
  ------------------------ ----------- ----------- ----------- ----------- -----------

# [Part III-Summary]{.underline} 

#  St. Mary's, a Catholic school located in the West End of Richmond, Virginia, was established in 1965. Current enrollment is 410 students in grades Pre-Kindergarten through eighth. The school employs a developmental, structured, and challenging curriculum. It is a close, caring community of students, teachers, and parents. Although Saint Mary's is a parish school, many students are children of other parishes and denominations.

Founded in the Catholic tradition, St. Mary's School adheres to the
belief that learning is the process of acquiring and applying knowledge,
thinking critically to solve problems, and stimulating curiosity through
inquiry and discovery. We encourage learning through a multi-sensory
approach that encompasses basic skills acquisition, higher level
thinking, and collaboration within an integrated curriculum. We
recognize diverse learning styles among our students and strive to
differentiate instruction so that creativity is fostered and individual
needs are addressed. Character development is taught by encouraging
responsibility, accountability, respect, and compassion for one another.

St. Mary's faculty consists of qualified professionals with varied
teaching experiences. Approximately one-half are veteran teachers with
more than five years in the classroom. Less than a quarter of the
teachers have fewer than three years, with the remaining having three to
five years experience. Approximately one-fourth of the faculty has
post-graduate degrees, and all are given the opportunity to attend
seminars and continuing education workshops that are funded by our
Parent-Teacher Organization.

St. Mary's has a tradition of strong parental involvement. The School
Board is composed of parents with varied professional backgrounds who
advise the principal on development, finance, legislation, and strategic
planning.

Our active Parent-Teacher Organization helps in a variety of ways with
maintenance of the physical plant by mulching the playground, building
bookcases, and painting. Also, PTO fundraising projects have raised
money for audiovisual, technological, and playground equipment, books,
and classroom supplies. The PTO hosts community events such as the
Advent Breakfast, a variety show for the students, school picnic, and a
yearly golf tournament.

A Middle School Steering Committee coordinates social and educational
activities for the students in grade six though eight. Exploratory clubs
established by this committee help expose the Middle School students to
a variety of topics such as chess, music, and journalism.

Parents are also involved in the day to day operation of the school.
Parents volunteer to help with morning carpool duty, coordinate
volunteers and social activities for the classroom, maintain an area in
the workroom where items are cut or copied, and administer the
Accelerated Reader program. Parents also volunteer in the office, help
with vision screening, assist the librarian, and plan and staff an
annual field day.

St. Mary's offers activities after school such as band, clubs,
intramural sports, color guard, and a state accredited on-site childcare
program.

These facets of St. Mary's School make it a place that inspires and
develops the whole child academically, spiritually, and physically.

# [Part IV-Indicators of Academic Success]{.underline}

1\. St. Mary's School uses the Terra Nova tests by CTB/McGraw-Hill.
These achievement tests, taken in the spring of each year, provide
reliable and accurate information about student performance. The tests
are norm-referenced, meaning scores of individual students and of groups
of students can be compared with other students and groups in the
nation. All students at Saint Mary's take the Terra Nova tests.

An assessment data table of St. Mary's students' scores for the past
three years is included in Part VII, Assessment Data. The scores
reported in the table are the Median National Percentile (MDNP). For
example, in Grade 5, the MDNP in reading for 2002-2003 and 2001-2002 is
87 and for 2000-2001, 85. This tells us that the median score of St.
Mary's fifth graders is 87, 87, and 85 for the three reported years. In
other words, for the year 2002-2003, half of the fifth grade students
scored below the 87th percentile and half scored above the 87^th^
percentile. A score of 50 would be average. Therefore, the students in
fifth grade at St. Mary's scored above average for the past three years
when compared with groups of students taking the test nationwide.

Again referring to the attached table, reading and math scores are
reported for each year in grades 1 through 8. As you can see, St. Mary's
students consistently performed in the above average range for both math
and reading all three years. The majority of scores were in the 80^th^
percentile range with the overall range from the 65-96^th^ percentile as
compared with other students in the country who took the test.

St. Mary's School is proud of its student achievement. The results of
the Terra Nova confirm what we have always known, that Saint Mary's
School is a school with high academic standards which result in above
average student achievement.

2\. St. Mary's School effectively utilizes assessment data to understand
and improve student and school performance. Terra Nova test results are
reviewed annually by individual classroom teachers for their current
students. Strengths and weakness are noted by the teacher. Grade level
teachers then meet to discuss the commonalities of the strengths and
weaknesses of the whole group. After individual and grade level
assessment, the entire faculty meets to discuss the general strengths
and weaknesses of the school as a whole. This information is
communicated to the Diocese. During the year teachers work to address
weaknesses in areas that were identified by the assessments. In
particular, St. Mary's has made an effort to address the need for
developing critical thinking skills across all curriculum areas. Texts
have been adopted which promote critical thinking and teachers actively
look for activities and lessons that require students to apply
knowledge.

3\. St. Mary's School communicates student performance in a variety of
ways. Each year, parents receive a copy of their child's scores on the
Terra Nova assessment. The overall Terra Nova scores for the school are
sent home in the fall with a letter to the parents. These scores are
also made available to members of the community by request. The Catholic
Diocese of Richmond reports Terra Nova scores as a whole via their
website. Another method of communicating student performance is through
quarterly reports of their progress. In 5^th^ grade through 8^th^ grade,
interim reports are issued for students needing significant improvement
before the end of the grading period or for students who are not working
up to their ability. All parents are scheduled for a conference with
their child's teacher at least once a year. In the middle school, all of
the teachers attend the conferences together to discuss the progress of
the student. In addition, many other ways are used to communicate
student performance. Teachers often call home, send notes to parents via
the child's backpack, or use e-mail. Some teachers require a parent
signature on tests.

4\. St. Mary's School shares its successes in many ways. Through
publications like the *West End Press*, the *Richmond Times-Dispatch*,
and other local, neighborhood, and school newsletters, St. Mary's
successes are profiled. Graduates of St. Mary's who attain Honor Rolls
in various public, private, or parochial high schools are recognized and
these lists are publicly displayed on centrally located bulletin boards
within the school facility as well as the church facility. In
particular, St. Mary's shares its successes with other Catholic Schools
within the Diocese of Richmond. Diocesan teachers meet twice yearly and
discuss strategies and projects that have been successful in the
classroom. Resource and foreign language professionals stay in touch
with St. Mary's teachers to gain information about various ideas and
programs that have benefited the students. St. Mary's teachers also
attend classes and seminars with public school teachers where strategies
and information are exchanged.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1\. St. Mary's Catholic School employs a developmental, structured,
challenging curriculum. Resource classes are offered in music, art,
computer, library, and French or Spanish. Physical Education is offered
twice a week. All resource classes build on the overall curriculum while
introducing the basic skills specific to each area. Children are taught
the importance of fine arts, technology, and cultures of other
countries.

St. Mary's Pre-K program is primarily designed to promote developmental
and socialization skills. Emphasis is placed on basic readiness.

In the primary grades the language arts program places a heavy emphasis
on phonics while integrating literature for interest and application of
skills. Grade appropriate reading, comprehension, correct language
usage, grammar and written composition are all parts of the program. At
the intermediate level the language arts program teaches reading and
writing while incorporating English, phonics, and spelling skills.
Primary math skills are introduced through a "hands on" curriculum.
Repetition and applied learning techniques using grade appropriate
manipulatives to reinforce concepts are utilized. At the intermediate
level computation, numeration, estimation, measurement, and geometry are
introduced. Critical thinking, mathematical reasoning, and problem
solving are also introduced and developed. Science and social studies at
the primary level utilize a wide range of materials to teach the
beginning concepts of living in families and communities as well as
units of study in health, physical science, earth science and life
science. At the intermediate level regions of the United States are
introduced with a special study on Virginia. A study of American
history, beginning with prehistoric times up to and including 20^th^
century history is presented. The intermediate science program
emphasizes hands-on experience in labs and a yearly science fair in
which outside science teachers judge student projects.

At the middle school level the language arts curriculum consists of
implementing the writing process, learning correct grammar usage,
punctuation, capitalization, and speech. The literature is based on the
classics and a literature text. The mathematics program integrates
concepts in general math, measurement, proportionality, probability,
algebra, geometry, and statistics. Students are offered opportunities to
develop problem-solving strategies and apply them to real world
situations, to enhance mathematical skills. Eighth grade students in
advanced math are offered the opportunity to gain an algebra credit for
high school. The middle school social studies program encompasses the
teaching of world history from pre-history to the twentieth century and
American history from the age of exploration to the present. Also
integrated in the course study are units in civics, Supreme Court cases,
and the Constitution. The middle school science curriculum is unique in
that it integrates all of the natural sciences presenting them as a
single area of study. The integration of these science themes gives
students the opportunity to make connections among the disciplines of
earth, life, and physical science. The Foreign Language program allows
students to choose either French or Spanish. Students remain in their
chosen language for three years (6^th^, 7^th^, and 8^th^ grades) and are
able to earn a high school credit.

2\. St. Mary's School is committed to providing excellence in reading
instruction. We are in the process of adopting a new reading series and
restructuring and revising how we teach reading. Our new basal,
Scholastic's *Literacy Place*, is research based, sequential, contains
explicit phonic instruction, and uses quality literature. We have
supplemented the basal with Modern Curriculum Press *Ready Readers*.
These leveled readers allow us to tailor flexible guided reading groups
on the student's instructional level.

Last year and this year we have concentrated on phasing in the new
program in kindergarten and first grades. Emergent readers learn to
match speech to print, learn how language works, develop phonological
awareness and phonemic awareness, and learn letter sound association and
letter formation. Beginning readers work on developing automatic word
recognition while continuing phonics instruction, developing
comprehension, and learning basic writing skills. When students progress
further, they work on their speed and accuracy, learn word patterns and
other comprehension techniques. In writing they express their ideas and
thoughts on paper.

In addition to the changes in reading materials, we have also changed
many other areas within the classroom. We have leveled books for
independent reading time for students and are working on building up
classroom libraries. In kindergarten, we have purchased new carpet and
furniture to make the rooms more children friendly and to promote
cooperative grouping. We are utilizing the Resource teacher and the
classroom aide to facilitate more hands on learning during small group
instruction time. Our teachers are committed to making reading fun. They
share ideas regularly about new strategies and classroom management
techniques that work for them.

This is an exciting time for our reading program. With the changes we
have made and implementation of this new reading program in upper
levels, in the future we expect to see student engagement and
achievement soar!

3\. The Social Studies curriculum is reflective of St. Mary's Mission
and Philosophy of Learning. Realizing that students today are part of a
larger global community, our curriculum encompasses not only basic
knowledge and essential skills, but also value-based themes. Basic
knowledge and essential skills are addressed in our Consensus Curriculum
through the themes of National Identity, Constitutional Heritage,
Geographic Literacy, Historic Literacy, Cultural Literacy, and Economic
Literacy. Value-based themes include the teaching of Ethical Literacy,
Sociopolitical Literacy, and Civic Values, Rights, and Responsibilities.
The wide range of our curriculum instills in the students the sense of
being members of a greater community where diversity is embraced,
divergent cultures are explored, and pride in one's heritage is
fostered. Taking into account the diverse learning styles of the student
population in our school, teachers employ various strategies to engage
the children's curiosity through inquiry and discovery within the
curriculum. Differentiated learning techniques are utilized within the
classroom to foster creativity and address individual needs. To this
end, the Social Studies curriculum includes activities that teach Basic
Study Skills, Critical Thinking Skills, and Participation Skills. With
this rich curriculum, we feel our students are on their way to becoming
valued members of the global community.

4\. Teachers diversify instructional methods to improve student learning
and meet multiple learning styles at St. Mary's School. They use
manipulatives, movement activities, acting out, games, songs, map
making, labs, overhead projectors, computers, flannel boards, and
individual dry erase and chalk boards. Instruction is provided utilizing
more than one sense. For example, teachers talk through math problems
and also show visually how to complete them. Students use highlighters
to find word patterns or show important information. Other strategies
used include incorporating literature into content subjects, debating,
using analogies, and puppetry.

Teachers also vary instruction between large and small groups and
individual instruction. Peers are used to increase learning through
project work and the pairing of stronger and weaker students.

One of St. Mary's strengths is the collaboration between the resource
classes and the individual classrooms. Monthly, ideas are collected by
the resource teachers (art, music, French, Spanish and library) on
subject areas which are being studied. Then, along with the classroom
teachers, they develop projects that complement and enhance student
learning.

5\. St. Mary's School provides many opportunities for staff to continue
in their professional development. New faculty members are paired with a
mentor to assist them during their first few years on staff. The staff
is also divided into curriculum teams which meet periodically. The teams
discuss new ideas and strategies and are currently reading and
discussing *The Differentiated Classroom* by Carol Ann Tomlinson.

The Parent Teacher Organization provides money for continuing education.
Teachers attend conferences, workshops and take courses. They share new
concepts, techniques and ideas with the whole staff and also between
related grade levels. Some of the courses/workshops/seminars attended
during the last year include: using technology in the classroom, guided
reading, word walls, classroom management, curriculum methods,
differentiated teaching, a symposium on historical issues, writing
workshop, children's literature, attention deficit disorder, educational
issues, and grade level and professional association meetings.

The Catholic Diocese of Richmond also provides a conference for teachers
two times yearly. The conferences feature speakers on various
educational topics, round table discussions and exhibits with new
products and vendors.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables.*

Private school association(s): [National Catholic Education Association
(NCEA)]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
[X]{.underline} No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

[K-8, Parishioners (annual)]{.underline} [K-8,Non-Parishioners
(annual)]{.underline}

one child \$2,975 one child \$4,585

two children 4,715 two children 7,700

Three children 5,995 three children 9,800

four children 6,995

each additional child 800

[Pre-K, Parishioners (annual)]{.underline} [Pre-K, Non --Parishioners
(annual)]{.underline}

3 days \$1,595 3 days \$1,885

4 days 1,985 4 days 2,360

5 days 2,295 5 days 2,760

2\. What is the educational cost per student? \$ [3,313.25]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$
[2,083.33]{.underline}

4\. What percentage of the annual budget is devoted to [1.7]{.underline}
%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [2.7]{.underline} %

**[VII-Assessment Results]{.underline}**

**SAINT MARY'S CATHOLIC SCHOOL**

**Assessment Data-without subgroups**

Terra Nova

CTB/McGraw-Hill

2002-2003 copyright 2001

2000-2001 copyright 1997

Scores are reported as percentiles.

No students are excluded from the test.

  ---------------------------------- ------------ ------------ ------------
                                     2002-2003    2001-2002    2000-2001

  Testing month                      March        April        March

  **Grade 7**                                                  

  Reading                            79           88           92

  Mathematics                        80           89           80

  Number of students tested          34           33           33

  Percent of total students tested   100          100          100

  Number of students excluded        0            0            0

  Percent of total students excluded 0            0            0

  **Grade 6**                                                  

  Reading                            82           83           87

  Mathematics                        78           86           89

  Number of students tested          39           36           35

  Percent of total students tested   100          100          100

  Number of students excluded        0            0            0

  Percent of total students excluded 0            0            0

  **Grade 5**                                                  

  Reading                            87           87           85

  Mathematics                        85           84           77

  Number of students tested          50           51           46

  Percent of total students tested   100          100          100

  Number of students excluded        0            0            0

  Percent of total students excluded 0            0            0

  **Grade 4**                                                  

  Reading                            86           85           89

  Mathematics                        83           84           85

  Number of students tested          50           48           49

  Percent of total students tested   100          100          100

  Number of students excluded        0            0            0

  Percent of total students excluded 0            0            0

  **Grade 3**                                                  

  Reading                            81           81           78

  Mathematics                        78           79           77

  Number of students tested          49           48           49

  Percent of total students tested   100          100          100

  Number of students excluded        0            0            0

  Percent of total students excluded 0            0            0

  **Grade 2**                                                  

  Reading                            77           84           91

  Mathematics                        75           84           80

  Number of students tested          52           47           45

  Percent of total students tested   100          100          100

  Number of students excluded        0            0            0

  Percent of total students excluded 0            0            0

  **Grade 1**                                                  

  Reading                            94           96           82

  Mathematics                        95           94           65

  Number of students tested          48           50           48

  Percent of total students tested   100          100          100

  Number of students excluded        0            0            0

  Percent of total students excluded 0            0            0
  ---------------------------------- ------------ ------------ ------------