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**PART I ‑ ELIGIBILITY CERTIFICATION**

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: [17]{.underline} Elementary
schools

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

[3]{.underline} Junior high schools

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

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

[20]{.underline} 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\. 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**                                                     **7**       215       231         446

  **1**                                                     **8**       245       232         477

  **2**                                                     **9**                             

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**                                                     **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   923
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [31]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[8]{.underline} % Hispanic or Latino

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

[0]{.underline} % American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[11]{.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 60
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 42
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        102
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    932
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     102/932= .11
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    11%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [7]{.underline} %

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

Number of languages represented: [12]{.underline}

Specify languages: Arabic, Cantonese, Farsi, Indonesian, Japanese,
Korean, Mandarin, Russian,

Spanish, Urdu, Vietnamese

9\. Students eligible for free/reduced-priced meals: [6]{.underline} %

[51]{.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: [4]{.underline} %

[32]{.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.

[3]{.underline} Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness [8]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [14]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [6]{.underline} Speech or Language Impairment

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

\_\_\_\_Multiple Disabilities [1]{.underline} 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) [2]{.underline}

Classroom teachers [34]{.underline} [2]{.underline}

Special resource teachers/specialists [1]{.underline} [2]{.underline}

Paraprofessionals [2]{.underline} [1]{.underline}

> Support staff [7]{.underline} \_\_\_\_\_\_\_\_
>
> Total number \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
[31:1]{.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 97.62%      97.36%      97.53%      97.35%      97.29%

  Daily teacher attendance 96%         97%         95%         96%         96%

  Teacher turnover rate    8%          18%         8%          10%         5%

  Student dropout rate     0%          0%          0%          0%          0%
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

*Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement.*

*"Parks lets kids be themselves while teaching them the essentials in
life and pushing them in the right direction towards becoming mature
adults, ready to face the world."*

*Lauren Gaylord Grade 8*

D. Russell Parks Junior High School is located in the northwestern
section of Fullerton, County of Orange. It houses approximately 925
seventh and eighth grade students with fifty-five staff members.
Although the school was constructed over thirty years ago, its unique
architecture makes it a stylish and functional building today. The
school was built to blend in with the gentle hills surrounding it and
the spacious campus is abundant with trees and greenery. In addition to
an attractive campus, Parks is a much-sought-after middle school because
of its consistent high quality standards based instructional programs.

Parks has gone through significant demographic change in its thirty-year
history. In 1972, when Parks opened, it served a student community that
was over ninety percent white. Currently Parks is a majority minority
school with a diverse population that is composed of sixty percent
Asian, thirty-one percent white, and eight percent Hispanic. High
academic expectations have been the constant as the school has worked to
accommodate and nurture diversity.

The most unique and influential characteristic of Parks is the open
structure of the facility, built with teacher input and based on the
concept of moveable walls and open doorways. The innovative physical
environment at Parks helps to build collegiality and collaboration among
teachers and to meet the unique needs of middle school students.
Designed around the fundamentals of a student-centered environment,
students thrive in this personalized atmosphere.

The Mission of Parks Junior High School is to provide for the optimum
intellectual, social, physical, and emotional growth for each student.
We possess a strong commitment rooted in provident a middle school
experience that sets the foundation for high school and in the rapidly
changing workplace. Standardized test results consistently reflect high
performance and steady improvement. The broad based elective menu at
Parks is designed to address the unique developmental needs of middle
school students. Technology is integrated throughout the school, and the
recent implementation of a web-based student information system allows
parents to access their student's attendance and grade data.

Our philosophy at Parks Junior High School is to insure that our
students experience high standards of academic excellence in a school
setting that provides personal connections for students. Through the
combined effort of our teachers, staff, students, parents, and
community, Parks has evolved into the fine academic institution we are
today!

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  *Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them.*

*"Not only is Parks known for its high test scores, but for its
after-school programs, the hard working teachers, and of course its
committed students. All of these things make our school a terrific
environment to learn in."*

*Monica Mordaunt, Grade 8*

We measure student achievement by using a variety of assessments. The
*[CAT6]{.underline}* assessment is a norm referenced, multiple-choice
test; *The [(CST) California Standards Test]{.underline}* is a
criterion-referenced assessment, designed to provide a better measure of
student achievement relating to California's curriculum standards. CST
also measures student performance in basic content areas, but the value
of these tests is their alignment to the learning experiences in our
classrooms. Instead of producing percentile ranks, California Standards
Test scores label student test performance on the basis of proficiency
labels from "Far Below Basic" to "Advanced;" and the *[District Multiple
Measures]{.underline}* -- reading, writing, and math represent the
percentage of students meeting or exceeding the district standards.
Three assessments are utilized because we want to measure how our
students perform compared to students across our district the state, and
the nation.

As illustrated in the assessment charts at the end of the application,
students at Parks Junior High consistently score well above the state
and national average. Parks test scores are substantially higher than
state scores in every category. For example, 61% of Parks eighth grade
students score in the range of "At or Above Proficient," while 30% of
all California eighth graders score in the same range. The national norm
referenced assessments SAT9 and CAT6 yield similar results: On the CAT6
Parks eighth graders score is 64% for language arts, while all
California students' score is 40%.

2.  *Show in one-half page (approximately 200 words) how the school uses
    assessment data to understand and improve student and school
    performance.*

Local and state student and school assessment data are used as the
primary focus in our effort to match instruction to student needs and
strengths. At the beginning of each year, the school staff and School
Site Council review state and local test data to evaluate and plan for
the coming school year. The school district provides training to
administrators and teachers in analysis and synthesis of student test
data, along with student-free staff development days. Our school
district offers an abundance of disaggregated data to assist schools
with their analytical process.

Comparisons are made to district-wide and statewide scores, these are
longitudinal comparisons within content areas. Disaggregated data
assists in our examination of the outcomes in relation to individual and
subgroup student growth. The overriding question in this process is,
"What are the implications of this data for instructional decision
making?"

Results are then used to identify needs/strengths and are integrated
into the school improvement plan, resulting in the reallocation of
instructional resources. Specific examples of outcomes include
modification of curricular emphasis, workshops on teaching strategies,
study skills, and technology, implementation of the Scholastic READ 180
remediation program, and student intervention programs.

3.  *Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.*

*"The teachers are available in any way possible, either in the morning,
afternoon, during school hours, or by email. They are very reliable to
arrange conferences or are available to talk with anyone, student or
parent, because they feel that important."*

*Naomy Ramirez, Grade 8*

The results of the school evaluation process and vision statement are
communicated to the school community in a variety of forms and venues.
The School Accountability Report Card is made available to parents in
print and on the district's website (www.fsd.k12.ca.us). The school
website (www.fsd.k12.ca.us/parks/index.htm) also provides additional
information on school programs. Parent conferences are conducted twice a
year as a vehicle to provide student achievement information to parents.
Translators are provided at these conferences to assist parents whose
primary language is other than English. In addition, parents receive
four progress reports and four report cards each year. Standardized test
results are mailed home in June as an additional benchmark reflecting
student achievement. Ongoing communication is maintained through
frequent phone calls, teacher/parent e-mails, principal's newsletter,
parent information nights, IEP's, Student Intervention Team meetings,
and PowerSchool parent computer access to student grades and attendance
data.

4.  *Describe in one-half page how the school will share its successes
    with other schools.*

> Parks Junior High School is a community of learners who are dedicated
> to involving all its members in a lifetime of learning. Collaboration
> and articulation is a priority at Parks Junior High School and in the
> Fullerton School District. Parks teachers were instrumental in
> establishing bi-monthly late start days on where the faculties of the
> three junior high schools in the District come together to collaborate
> and share best practices. Designed to promote collaboration among our
> three diverse junior high schools, these late start days provide an
> ideal venue to share our successes with our peers. Articulation with
> our feeder elementary schools and high schools is a regular event at
> our school. In addition, our teachers participate in a variety of
> professional activities, some of which are CSU Fullerton Adjunct
> Professors, Mentor Teachers to Student Teachers from various
> universities, Professional Development Academy Presenters, and Orange
> County Department of Education curriculum committees,

**PART V -- CURRICULUM AND INSTRUCTION**

1.  *Describe in one page the school's curriculum.*

"I go to this school because of all of the academic opportunities. At D.
Russell Parks Junior High School, I have a chance to learn about things
I never knew I could learn."

Esther Kim, Grade 8

It is our belief that a balance must exist between meeting the unique
needs of our middle school students while providing challenging academic
standards and content, a high level of accountability for student
achievement, and comprehensive assessment. All students receive
standards based instruction in the core subjects. Pre-Algebra in 7^th^
grade and Algebra in 8^th^ grade are our "at grade-level" mathematics
courses. Approximately 360 of our students are enrolled in Advanced
Pre-Algebra and Advanced Algebra. We have 19 students who take Advanced
Geometry at the local high school. Language Arts instruction is
literature based with a heavy emphasis on developing writing skills.
Seventh graders study World History, Geography, Life Science, and
Health. Eighth graders study the development of the United States
economically, politically, and socially for Social Studies, their
Science instruction emphasizes Physical Science. The Physical Education
curriculum stresses personal growth, physical fitness, and includes
instruction in fundamental skills, rules, and techniques of a variety of
athletic activities and competitive sports. Students also have the
opportunity to take the following courses: Spanish, Creative Writing,
Video Production, Electronic Arts, Vocal Music, Band, Orchestra, Drama,
Art, Sewing, Needlecraft, Computer Science, Keyboarding/Word Processing,
Photography, and Foods.

Teachers regularly modify and revise instruction and assessment to
provide the most appropriate learning experiences for each group of
students. Language arts teachers continually monitor and evaluate
student writing in order to design and present direct instruction in
mechanics and usage as necessary. Social science teachers use testing
data to help students improve their reading comprehension and text
processing ability throughout the school year. Our teachers and staff
work together to select the highest quality, most engaging instructional
experiences and materials available. Once standards alignment is assured
by administration, teachers collaborate in content groups to select
material most effective to teaching our unique student body, including
our ethnic and special needs populations.

Teams of Parks teachers cooperate to develop thematic projects that
extend across content areas, which inspire students to reflect the
skills and knowledge accumulated in these areas. Standards are reflected
in the skillful expression of each project. Language arts teachers teach
technical writing to support math projects and science labs each
quarter. Math teachers cooperate with science to develop a measurement
conversion unit. Drama incorporates creative writing to develop exciting
and original pieces for performance. We have also created a study skills
handbook, which is issued to each student at the beginning of the year
and serves as an instructional tool and resource for students and which
is applicable to all curricular areas.

Our community connections include guest speakers, such as Leon Leyson, a
Holocaust survivor, as well as field trips to the Getty Museum and
Museum of Tolerance to connect art to history and the overall human
experience. We maintain ties with KOCE, the public broadcast station in
Orange County. Families become involved in the poetry T-shirt project,
which involves students' original work artistically designed. The
project is completed when all 450 eighth graders wear their shirts on
the same day. The math/science conference for girls sponsored by the
American Association of University Women (AAUW) has been supported by
Parks Junior High School for several years. We aspire to capture first
place in the Science Olympiad. The Rotary, Elks, Kiwanis, Lions Club and
PTSA all sponsor essay contests which seek to identify the classic human
virtues and articulate their value in our lives. Community service is
integrated into our social science curriculum. The elderly are visited,
the young are read to, students are tutored, and parents and church
groups get free volunteers. The linchpin of these involvements is the
teachers' requirement that the students express how these connections
enrich their lives and the lives of others.

*2. Describe in one-half page the school's English language curriculum,
including efforts the school makes*

*to improve the reading skills of students who read below grade level.*

*"It is the teachers that shape many of their student's lives just by
giving them extra attention. I doubt many other junior high schools have
teachers who care enough to allow students to meet them during break,
lunch, before, and after school. The teachers put aside their own social
life to attend to the needs of students who are facing problems in a
particular subject."*

*Akash Shaw, Grade 7*

Our Language Arts Program, rooted in the California State Standards, is
a literature-based course of study where students read, analyze,
discuss, and write. Assignments are developed to strengthen higher-level
thinking skills with particular attention focused on developing strong
writing skills. In addition, students take a semester of [English
Fundamentals]{.underline}, which teaches grammar, language mechanics,
and usage, as well as listening and public speaking skills. Parks
teachers collaborate each year in content area groups to coordinate and
align their respective curricula with district and state standards. In
language arts, students are systematically prepared to satisfy the
district writing assessment, which emphasizes content, structure,
mechanics and vocabulary. As a department, language arts teachers
provide opportunities for the richest expression through the various
types of writing.

We have a web of support for at-risk students. At the beginning of each
school year, through multiple measures of assessment, students are
evaluated and identified for skills deficits. These students are
tracked, along with others who begin to struggle. Students and their
families are included in the development of learning plans specially
designed to maximize success. Classes such as study skills and reading
are offered in order to assist those students who have skills below
grade level. They receive extra attention, in a small class, where the
students can sharpen their skills. This remediation program assists
students with reading and organizational skills, an often-overlooked
contributor to student failure in school. All students are encouraged to
participate in our after school study hall and tutoring programs which
is integrated with our at-risk and special needs programs. The staff,
administration, and counselor provide ongoing monitoring and support of
all students, especially those struggling to succeed.

*3. Describe in one-half page one other curriculum area of the school's
choice and show how it relates to essential skills and knowledge based
on the school's mission.*

***"Three mobile laptop labs have been granted to our science, health,
and computer science classes. This helps us to experience more learning
on our own."***

***Mireya Garcia, Grade 8***

Technology is a key component of our students' educational experience at
Parks Junior High. Students are exposed to a variety of technological
experiences. All students are required to take a Keyboarding and Basic
Computer Skills class and are provided with elective choices such as
Electronic Arts, Video Production, and Computer Science. As we progress
toward our goal of becoming a Project Based School, we intend to provide
experiences that will enable students to accomplish quality projects,
which utilize their technology skills. It is our goal to integrate
technology use into all curricular areas in order to assist students in
meeting District and State academic content standards, while upholding
our school's mission.

Our school is a first year participant in our District's "Challenge FSD"
grant. This grant is based on the "Challenge 2000 Multimedia Project" of
the U.S. Department of Education. The cadre of teachers who participate
in this grant are trained in the use of, and classroom implementation of
technology tools to support project-based learning. The advantages
students receive because of project-based learning go beyond the core
curriculum by offering real world connections. Students work
collaboratively and they must make a variety of decisions including time
management with extended timeframes. A multimedia project-scoring rubric
is used to assess student learning and project quality.

4.  *Describe in one-half page the different instructional methods the
    school uses to improve student learning.*

***"Our school has many ways it creates a great learning environment, as
well as making school fun for the students."***

***Phillip Hodge, Grade 7***

We pride ourselves on the great variety of instructional methods
available to all students. In collaboration with the counselor and
administration, students are placed with teachers who feature a
preferred teaching approach. Independent work is manifested in the many
projects displayed on our walls along with the results of cooperative
group work efforts in math and science. Students learn to teach each
other in interviews and speech writing in language arts as well as in
collaborative social science and science groups. The GATE language arts
teachers deliver a rich, challenging curriculum. Teachers in all
disciplines provide enhanced curriculum for students who seek enrichment
exercises.

Rubrics are used in a variety of classes to determine levels of
proficiency across a spectrum of learning activities and skill. In
social science, science, drama, and public speaking, rubrics give
students a clear idea of what will be measured and graded in classroom
presentations and allow students to revise and improve their own work,
to self-evaluate. Since writing across the curriculum has long been a
cornerstone of the Parks educational experience, teachers throughout the
school offer students opportunities to practice the many modes of
writing that the state standards require students to master, and
teachers create and share rubrics that address the features of these
modes.

Our teachers meet as a group with support staff and administration to
establish a coherent, integrated set of strategies and policies to best
meet the developmental and academic needs of our students. Teachers
collaborate informally to design and implement cross-curricular lessons.
Examples include art lessons on Newton's laws of optics and color theory
as well as a math-based lesson on tessellations. Social science classes
include discussions of music, art, health and even nutritional issues of
historic significance, as well as and scientific breakthroughs. Lessons
in foods classes incorporate aspects of American heritage, measurements,
geography, and economics.

The math department ensures standards alignment across the eight levels
of math taught by using a matrix-like rubric. The teachers extend
curriculum across the curricular strands through a variety of
interesting, challenging units and projects presented through a number
of teaching strategies such as cooperative groups, reciprocal, and
direct teaching methods. Our multitiered math program is designed to
provide the appropriate quality of instruction with regard to the
different developmental levels of junior high students. Teachers work
through the counselor and administration to assure that each student's
math and language arts program is engaging, appropriate and challenging.
We use State Academic Content Standards and the key elements of
California's Middle School Reform Document, Taking Center Stage, to
focus our curriculum planning.

5.  *Describe in one-half page the school's professional development
    program and its impact on improving student achievement.*

Throughout each school year, administrators and teachers participate in
professional development provided by the Fullerton School District.
Professional development activities relate to increasing professional
and personal capacity as educators and educational leaders. Four times a
year, late start days provide an opportunity for all teachers from the
three junior high schools to come together to learn, collaborate,
articulate, and share best practices. Teachers also meet as a full staff
and within departments and grade levels, both formally and informally,
to study student test data and plan instructional strategies. Curriculum
committee representatives from various departments meet with their
colleagues to share and implement directives and best practices from the
district and the state. The staff as a whole meets at the beginning of
the year to review and refine the \"Reading Across the Disciplines\"
program, which incorporates listening, note taking, vocabulary building,
and critical reading strategies for every class.

Our teachers, administrators, and staff use multiple measures to
accurately assess our students with regard to district and state
standards and uses professional development to enhance our expertise so
that we develop the highest quality, engaging curriculum in all areas.
Administrators attend leadership workshops. The assistant principal
recently completed her doctoral coursework and is in the process of
completing her dissertation. Our media specialist attends technology
workshops, and the counselor attends workshops and is a certified
trainer for both Developing Capable Young People and asset building
programs. We have seven CLAD certified teachers or candidates, most of
whom are language arts teachers. Thirteen have received CORE training.
Most of the teachers at Parks have advanced degrees including a math
department, which has one hundred percent possessing Master's or other
post-graduate degrees. Several teachers have recently attended workshops
in cooperative learning strategies, technology integration, and multiple
format instruction to share with the department and staff. We also
collaborate with the local state university in an ongoing research
program to establish the algebra readiness of our entire population.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

> **Grade** [7]{.underline} **Subject** [Language Arts]{.underline}
>
> **Test** [California State Standards Test (CST)]{.underline}
>
> **Edition/publication year** [Developed and Revised
> Annually]{.underline}
>
> **Publisher** [ETS Educational Testing Services]{.underline}
>
> ***What groups were excluded from testing? Why, and how were they
> assessed?***
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.
>
> ***Explain the standards for basic, proficient, and advanced**:*
>
> Students who score at the proficient level achieve a score within
> 60%-70% correct range. Approximately 60%-75% of Parks Junior High
> students score at or above proficient on any of the state standards
> tests while approximately 30%-40% of California students score at or
> above proficient.

+--------------------------------+------+------+------+------+------+
| Language Arts                  | 0    | 0    | 0    | 9    | 9    |
|                                | 2/03 | 1/02 | 0/01 | 9/00 | 8/99 |
| Grade 7                        |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| TEST MONTH                     | A    | A    | A    | A    | A    |
|                                | pril | pril | pril | pril | pril |
+--------------------------------+------+------+------+------+------+
| SCHOOL SCORES                  |      |      |      | Aver | Aver |
|                                |      |      |      | age# | age# |
|                                |      |      |      |      |      |
|                                |      |      |      | Cor  | Cor  |
|                                |      |      |      | rect | rect |
|                                |      |      |      |      |      |
|                                |      |      |      | 65.3 | 63.9 |
|                                |      |      |      |      |      |
|                                |      |      |      | Nu   | Nu   |
|                                |      |      |      | mber | mber |
|                                |      |      |      | Poss | Poss |
|                                |      |      |      | ible | ible |
|                                |      |      |      |      |      |
|                                |      |      |      | 90   | 90   |
+--------------------------------+------+------+------+------+------+
| At or above Basic              | 95%  | 89%  | 92%  |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 74%  | 62%  | 64%  |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Advanced           | 32%  | 25%  | 27%  |      |      |
+--------------------------------+------+------+------+------+------+
| Number of total students       | 451  | 417  | 428  | 426  | 421  |
| tested                         |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Percent of students tested     | 99%  | 96%  | 98%  | 98%  | 98%  |
+--------------------------------+------+------+------+------+------+
| Number of total students       | 6    | 16   | 7    | 6    | 9    |
| excluded                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Percent of total students      | 1%   | 4%   | 2%   | 2%   | 2%   |
| excluded                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                |      |      | *Di  |      |      |
|                                |      |      | sagg |      |      |
|                                |      |      | rega |      |      |
|                                |      |      | ted* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *D   |      |      |
|                                |      |      | ata* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *    |      |      |
|                                |      |      | Not* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *Av  |      |      |
|                                |      |      | aila |      |      |
|                                |      |      | ble* |      |      |
+--------------------------------+------+------+------+------+------+
| 1\. English Only (number       | 388  | 389  |      |      |      |
| tested)                        |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 79%  | 65%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| 2\. Asian (number tested)      | 250  | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 79%  | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| STATE SCORES                   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Basic              | 69%  | 65%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 36%  | 33%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Advanced           | 10%  | 7%   |      |      |      |
+--------------------------------+------+------+------+------+------+
| State Mean Score               | 3    | 3    |      |      |      |
|                                | 29.5 | 22.8 |      |      |      |
+--------------------------------+------+------+------+------+------+

***\*\*\***Data not available*

> **STATE CRITERION-REFERENCED TESTS**
>
> **Grade** [8]{.underline} **Subject** [Language Arts]{.underline}
>
> **Test** [California State Standards Test (CST)]{.underline}
>
> **Edition/publication year** [Developed and Revised
> Annually]{.underline}
>
> **Publisher** [ETS Educational Testing Services]{.underline}
>
> ***What groups were excluded from testing? Why, and how were they
> assessed?***
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.
>
> ***Explain the standards for basic, proficient, and advanced**:*
>
> Students who score at the proficient level achieve a score within
> 60%-70% correct range. Approximately 60%-75% of Parks Junior High
> students score at or above proficient on any of the state standards
> tests while approximately 30%-40% of California students score at or
> above proficient.

+--------------------------------+------+------+------+------+------+
| Language Arts                  | 0    | 0    | 0    | 9    | 9    |
|                                | 2/03 | 1/02 | 0/01 | 9/00 | 8/99 |
| Grade 8                        |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| TEST MONTH                     | A    | A    | A    | A    | A    |
|                                | pril | pril | pril | pril | pril |
+--------------------------------+------+------+------+------+------+
| SCHOOL SCORES                  |      |      |      | Aver | Aver |
|                                |      |      |      | age# | age# |
|                                |      |      |      |      |      |
|                                |      |      |      | Cor  | Cor  |
|                                |      |      |      | rect | rect |
|                                |      |      |      |      |      |
|                                |      |      |      | 62   | 62   |
|                                |      |      |      |      |      |
|                                |      |      |      | Nu   | Nu   |
|                                |      |      |      | mber | mber |
|                                |      |      |      | Poss | Poss |
|                                |      |      |      | ible | ible |
|                                |      |      |      |      |      |
|                                |      |      |      | 90   | 90   |
+--------------------------------+------+------+------+------+------+
| At or above Basic              | 92%  | 92%  | 90%  |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 61%  | 66%  | 59%  |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Advanced           | 26%  | 27%  | 21%  |      |      |
+--------------------------------+------+------+------+------+------+
| Number of total students       | 435  | 433  | 434  | 426  | 421  |
| tested                         |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Percent of students tested     | 97%  | 98%  | 100% | 96%  | 96%  |
+--------------------------------+------+------+------+------+------+
| Number of total students       | 11   | 8    | 0    | 15   | 15   |
| excluded                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Percent of total students      | 3%   | 2%   | 0%   | 4%   | 4%   |
| excluded                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                |      |      | *Di  |      |      |
|                                |      |      | sagg |      |      |
|                                |      |      | rega |      |      |
|                                |      |      | ted* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *D   |      |      |
|                                |      |      | ata* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *    |      |      |
|                                |      |      | Not* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *Av  |      |      |
|                                |      |      | aila |      |      |
|                                |      |      | ble* |      |      |
+--------------------------------+------+------+------+------+------+
| 1\. English Only               | 392  | 412  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 64%  | 67%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| 2\. Asian                      | 236  | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 67%  | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| STATE SCORES                   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Basic              | 64%  | 64%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 30%  | 32%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Advanced           | 8%   | 10%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| State Mean Score               | 3    | 3    |      |      |      |
|                                | 23.3 | 23.3 |      |      |      |
+--------------------------------+------+------+------+------+------+

***\*\*\***Data not available*

**STATE CRITERION-REFERENCED TESTS**

> **Grade** [7]{.underline} **Subject** [General
> Mathematics]{.underline}
>
> **Test** [California State Standards Test (CST)]{.underline}
>
> **Edition/publication year** [Developed and Revised
> Annually]{.underline}
>
> **Publisher** [California Department of Education]{.underline}
>
> ***What groups were excluded from testing? Why, and how were they
> assessed?***
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.
>
> ***Explain the standards for basic, proficient, and advanced**:*
>
> Students who score at the proficient level achieve a score within
> 60%-70% correct range. Approximately 60%-75% of Parks Junior High
> students score at or above proficient on any of the state standards
> tests while approximately 30%-40% of California students score at or
> above proficient.

+--------------------------------+------+------+------+------+------+
| General Mathematics            | 0    | 0    | 0    | 9    | 9    |
|                                | 2/03 | 1/02 | 0/01 | 9/00 | 8/99 |
| Grade 7                        |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| TEST MONTH                     | A    | A    | A    | A    | A    |
|                                | pril | pril | pril | pril | pril |
+--------------------------------+------+------+------+------+------+
| SCHOOL SCORES                  |      |      | Aver | Aver | Aver |
|                                |      |      | age# | age# | age# |
|                                |      |      |      |      |      |
|                                |      |      | Cor  | Cor  | Cor  |
|                                |      |      | rect | rect | rect |
|                                |      |      |      |      |      |
|                                |      |      | 44.5 | 37.5 | 26.9 |
|                                |      |      |      |      |      |
|                                |      |      | Nu   | Nu   | Nu   |
|                                |      |      | mber | mber | mber |
|                                |      |      |      | Poss | Poss |
|                                |      |      | Poss | ible | ible |
|                                |      |      | ible |      |      |
|                                |      |      |      | 65   | 50   |
|                                |      |      | 65   |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Basic              | 92%  | 88%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 64%  | 66%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Advanced           | 26%  | 25%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| Number of total students       | 446  | 421  | 419  | 426  | 421  |
| tested                         |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Percent of students tested     | 99%  | 97%  | 96%  | 97%  | 97%  |
+--------------------------------+------+------+------+------+------+
| Number of total students       | 2    | 10   | 14   | 13   | 11   |
| excluded                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Percent of total students      | 1%   | 3%   | 4%   | 3%   | 3%   |
| excluded                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                |      |      | *Di  |      |      |
|                                |      |      | sagg |      |      |
|                                |      |      | rega |      |      |
|                                |      |      | ted* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *D   |      |      |
|                                |      |      | ata* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *    |      |      |
|                                |      |      | Not* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *Av  |      |      |
|                                |      |      | aila |      |      |
|                                |      |      | ble* |      |      |
+--------------------------------+------+------+------+------+------+
| 1\. English Only               | 388  | 390  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 65%  | 66%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| 2\. Asian                      | 250  | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 77%  | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| STATE SCORES                   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Basic              | 62%  | 52%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 30%  | 20%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Advanced           | 7%   | 2%   |      |      |      |
+--------------------------------+------+------+------+------+------+
| State Mean Score               | 3    | 3    |      |      |      |
|                                | 20.1 | 07.4 |      |      |      |
+--------------------------------+------+------+------+------+------+

***\*\*\***Data not available*

> **STATE CRITERION-REFERENCED TESTS**
>
> **Grade** [8]{.underline} Subject [General Mathematics]{.underline}
>
> **Test** [California State Standards Test (CST)]{.underline}
>
> **Edition/publication year** [Developed and Revised
> Annually]{.underline}
>
> **Publisher** [ETS]{.underline}
>
> ***What groups were excluded from testing? Why, and how were they
> assessed?***
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.
>
> ***Explain the standards for basic, proficient, and advanced**:*
>
> Students who score at the proficient level achieve a score within
> 60%-70% correct range. Approximately 60%-75% of Parks Junior High
> students score at or above proficient on any of the state standards
> tests while approximately 30%-40% of California students score at or
> above proficient.

+--------------------------------+------+------+------+------+------+
| General Mathematics            | 0    | 0    | 0    | 9    | 9    |
|                                | 2/03 | 1/02 | 0/01 | 9/00 | 8/99 |
| Grade 8                        |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| TEST MONTH                     | A    | A    |      |      |      |
|                                | pril | pril |      |      |      |
+--------------------------------+------+------+------+------+------+
| SCHOOL SCORES                  |      |      | *S   |      |      |
|                                |      |      | tude |      |      |
|                                |      |      | nts* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *    |      |      |
|                                |      |      | Not* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *A   |      |      |
|                                |      |      | sses |      |      |
|                                |      |      | sed* |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Basic              | 70%  | 64%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 21%  | 9%   |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Advanced           | 0%   | 0%   |      |      |      |
+--------------------------------+------+------+------+------+------+
| Number of total students       | 105  | 76   |      |      |      |
| tested                         |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Percent of students tested     | 24%  | 17%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| Number of total students       | 4    | 8    |      |      |      |
| excluded                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Percent of total students      | 3%   | 9%   |      |      |      |
| excluded                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| 1\. English Only               | 99   | 73   |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 21%  | 8%   |      |      |      |
+--------------------------------+------+------+------+------+------+
| 2\. Asian                      | 25   | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 32%  | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| STATE SCORES                   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Basic              | 56%  | 54%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 24%  | 20%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Advanced           | 3%   | 2%   |      |      |      |
+--------------------------------+------+------+------+------+------+
| State Mean Score               | 3    | 3    |      |      |      |
|                                | 11.2 | 07.4 |      |      |      |
+--------------------------------+------+------+------+------+------+

***\*\*\***Data not available*

**STATE CRITERION-REFERENCED TESTS**

> **Grade** [8]{.underline} **Subject** [Algebra 1]{.underline}
>
> **Test** [California State Standards Test (CST)]{.underline}
>
> **Edition/publication year** [Developed and Revised
> Annually]{.underline}
>
> **Publisher** [California Department of Education]{.underline}
>
> ***What groups were excluded from testing? Why, and how were they
> assessed?***
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.
>
> ***Explain the standards for basic, proficient, and advanced**:*
>
> Students who score at the proficient level achieve a score within
> 60%-70% correct range. Approximately 60%-75% of Parks Jr. High
> students score at or above proficient on any of the state standards
> tests while approximately 30%-40% of California students score at or
> above proficient.

+--------------------------------+------+------+------+------+------+
| Algebra 1                      | 0    | 0    | 0    | 9    | 9    |
|                                | 2/03 | 1/02 | 0/01 | 9/00 | 8/99 |
| Grade 8                        |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| TEST MONTH                     | A    | A    | A    | A    | A    |
|                                | pril | pril | pril | pril | pril |
+--------------------------------+------+------+------+------+------+
| SCHOOL SCORES                  |      |      | Aver | Aver | Aver |
|                                |      |      | age# | age# | age# |
|                                |      |      |      |      |      |
|                                |      |      | Cor  | Cor  | Cor  |
|                                |      |      | rect | rect | rect |
|                                |      |      |      |      |      |
|                                |      |      | 48.2 | 44.9 | 53.7 |
|                                |      |      |      |      |      |
|                                |      |      | Nu   | Nu   | Nu   |
|                                |      |      | mber | mber | mber |
|                                |      |      |      | Poss | Poss |
|                                |      |      | Poss | ible | ible |
|                                |      |      | ible |      |      |
|                                |      |      |      | 65   | 65   |
|                                |      |      | 65   |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Basic              | 93%  | 85%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 60%  | 49%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Advanced           | 19%  | 18%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| Number of total students       | 302  | 337  | 147  | 118  | 118  |
| tested                         |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Percent of students tested     | 69%  | 76%  | 34%  | 27%  | 28%  |
+--------------------------------+------+------+------+------+------+
| Number of total students       | 5    | 1    | 1    | 0    | 0    |
| excluded                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Percent of total students      | 2%   | 1%   | 1%   | 0%   | 0%   |
| excluded                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                |      |      | *Di  |      |      |
|                                |      |      | sagg |      |      |
|                                |      |      | rega |      |      |
|                                |      |      | ted* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *D   |      |      |
|                                |      |      | ata* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *    |      |      |
|                                |      |      | Not* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *Av  |      |      |
|                                |      |      | aila |      |      |
|                                |      |      | ble* |      |      |
+--------------------------------+------+------+------+------+------+
| 1\. English Only               | 276  | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 58%  | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| 2\. Asian                      | 197  | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 70%  | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| STATE SCORES                   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Basic              | 67%  | 69%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 39%  | 39%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Advanced           | 10%  | 11%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| State Mean Score               | 3    | 3    |      |      |      |
|                                | 36.8 | 37.0 |      |      |      |
+--------------------------------+------+------+------+------+------+

***\*\*\***Data not available*

**STATE CRITERION-REFERENCED TESTS**

> **Grade** [8]{.underline} **Subject** [Geometry]{.underline}
>
> **Test** [California State Standards Test (CST)]{.underline}
>
> **Edition/publication year** [Developed and Revised
> Annually]{.underline}
>
> **Publisher** [California Department of Education]{.underline}
>
> ***What groups were excluded from testing? Why, and how were they
> assessed?***
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.
>
> ***Explain the standards for basic, proficient, and advanced**:*
>
> Students who score at the proficient level achieve a score within
> 60%-70% correct range. Approximately 60%-75% of Parks Junior High
> students score at or above proficient on any of the state standards
> tests while approximately 30%-40% of California students score at or
> above proficient.

+--------------------------------+------+------+------+------+------+
| Geometry                       | 0    | 0    | 0    | 9    | 9    |
|                                | 2/03 | 1/02 | 0/01 | 9/00 | 8/99 |
| Grade 8                        |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| TEST MONTH                     | A    | A    | A    | A    | A    |
|                                | pril | pril | pril | pril | pril |
+--------------------------------+------+------+------+------+------+
| SCHOOL SCORES                  |      |      | Aver | *S   |      |
|                                |      |      | age# | tude |      |
|                                |      |      |      | nts* |      |
|                                |      |      | Cor  |      |      |
|                                |      |      | rect | *    |      |
|                                |      |      |      | Not* |      |
|                                |      |      | 58.6 |      |      |
|                                |      |      |      | *A   |      |
|                                |      |      | Nu   | sses |      |
|                                |      |      | mber | sed* |      |
|                                |      |      |      |      |      |
|                                |      |      | Poss |      |      |
|                                |      |      | ible |      |      |
|                                |      |      |      |      |      |
|                                |      |      | 65   |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Basic              | 100% | 100% |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 100% | 100% |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Advanced           | 93%  | 71%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| Number of total students       | 12   | 21   | 17   | 10   | 11   |
| tested                         |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Percent of students tested     | 3%   | 5%   | 4%   | 3%   | 3%   |
+--------------------------------+------+------+------+------+------+
| Number of total students       | 0    | 0    | 0    | 0    | 0    |
| excluded                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| Percent of total students      | 0%   | 0%   | 0%   | 0%   | 0%   |
| excluded                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| SUBGROUP SCORES                |      |      | *Di  |      |      |
|                                |      |      | sagg |      |      |
|                                |      |      | rega |      |      |
|                                |      |      | ted* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *D   |      |      |
|                                |      |      | ata* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *    |      |      |
|                                |      |      | Not* |      |      |
|                                |      |      |      |      |      |
|                                |      |      | *Av  |      |      |
|                                |      |      | aila |      |      |
|                                |      |      | ble* |      |      |
+--------------------------------+------+------+------+------+------+
| 1\. English Only               | 1    | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 100% | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| 2\. Asian                      | 11   | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 100% | \*   |      |      |      |
|                                |      | \*\* |      |      |      |
+--------------------------------+------+------+------+------+------+
| STATE SCORES                   |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Basic              | 93%  | 80%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Proficient         | 74%  | 65%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| At or above Advanced           | 32%  | 31%  |      |      |      |
+--------------------------------+------+------+------+------+------+
| State Mean Score               | 3    | 3    |      |      |      |
|                                | 91.9 | 75.7 |      |      |      |
+--------------------------------+------+------+------+------+------+

***\*\*\***Data not available*

**STATE CRITERION-REFERENCED TESTS**

**Grade** [8]{.underline} **Subject** [History/Social
Science]{.underline}

> **Test** [California State Standards Test (CST)]{.underline}
>
> **Edition/publication year** [Developed and Revised
> Annually]{.underline}
>
> **Publisher** [California Department of Education]{.underline}
>
> ***What groups were excluded from testing? Why, and how were they
> assessed?***
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.
>
> ***Explain the standards for basic, proficient, and advanced**:*
>
> Students who score at the proficient level achieve a score within
> 60%-70% correct range. Approximately 60%-75% of Parks Junio High
> students score at or above proficient on any of the state standards
> tests while approximately 30%-40% of California students score at or
> above proficient.

+-------------------------------+------+-------+------+------+------+
| History/Social Science        | 0    | 01/02 | 0    | 9    | 9    |
|                               | 2/03 |       | 0/01 | 9/00 | 8/99 |
| Grade 8                       |      |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| TEST MONTH                    | A    |       |      |      |      |
|                               | pril |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| SCHOOL SCORES                 |      |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| At or above Basic             | 90%  |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| At or above Proficient        | 54%  |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| At or above Advanced          | 16%  |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| Number of total students      | 494  |       |      |      |      |
| tested                        |      |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| Percent of students tested    | 97%  |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| Number of total students      |      |       |      |      |      |
| excluded                      |      |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| Percent of total students     |      |       |      |      |      |
| excluded                      |      |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| SUBGROUP SCORES               |      |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| 1\. English Only              | 292  |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| At or above Proficient        | 56%  |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| 2\. Asian                     | 236  |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| At or above Proficient        | 60%  |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| STATE SCORES                  |      |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| At or above Basic             | 64%  |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| At or above Proficient        | 27%  |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| At or above Advanced          | 6%   |       |      |      |      |
+-------------------------------+------+-------+------+------+------+
| State Mean Score              | 3    |       |      |      |      |
|                               | 21.0 |       |      |      |      |
+-------------------------------+------+-------+------+------+------+

***\*\*\***Data not available*

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

> **Grade** [7]{.underline} **Test** [CAT6]{.underline}
>
> **Edition/publication year** [6/2002]{.underline} **Publisher**
> [CTB/McGraw-Hill]{.underline}
>
> **What groups were excluded from testing? Why, and how were they
> assessed?**
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.
>
> **Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled
> scores \_\_\_\_ Percentiles [X]{.underline}

+----------------------------+---------------+--------------+----------+
| Grade 7                    | 02/03         | 02/03        | 02/03    |
|                            |               |              |          |
|                            | # LANGUAGE    | **TOTAL**    | *        |
|                            |               |              | *TOTAL** |
|                            | # ARTS        | #  READING   |          |
|                            |               |              | #  MATH  |
+----------------------------+---------------+--------------+----------+
| SCHOOL SCORES              | 74%           | 73%          | 85%      |
+----------------------------+---------------+--------------+----------+
| Number of students tested  | 445           | 445          | 426      |
+----------------------------+---------------+--------------+----------+
| Percent of total students  | 98%           | 98%          | 98%      |
| tested                     |               |              |          |
+----------------------------+---------------+--------------+----------+
| Number of students         | 6             | 6            | 6        |
| excluded                   |               |              |          |
+----------------------------+---------------+--------------+----------+
| SUBGROUP SCORES            |               |              |          |
+----------------------------+---------------+--------------+----------+
| English Only               | 68%           | 66%          | 85%      |
+----------------------------+---------------+--------------+----------+
| Asian                      | 81%           | 75%          | 92%      |
+----------------------------+---------------+--------------+----------+
| STATE SCORES               | 41%           | 40%          | 42%      |
+----------------------------+---------------+--------------+----------+

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

> **Grade** [8]{.underline} **Test** [CAT6]{.underline}
>
> **Edition/publication year** [6/2002]{.underline} **Publisher**
> [CTB/McGraw-Hill]{.underline}
>
> **What groups were excluded from testing? Why, and how were they
> assessed?**
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.
>
> **Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled
> scores \_\_\_\_ Percentiles [X]{.underline}

+------------------------------+---------------+------------+---------+
| GRADE 8                      | 02/03         | 02/03      | 02/03   |
|                              |               |            |         |
|                              | **LANGUAGE**  | **TOTAL**  | **      |
|                              |               |            | TOTAL** |
|                              | **ARTS**      | *          |         |
|                              |               | *READING** | *       |
|                              |               |            | *MATH** |
+------------------------------+---------------+------------+---------+
| SCHOOL SCORES                | 64%           | 65%        | 83%     |
+------------------------------+---------------+------------+---------+
| Number of students tested    | 422           | 422        | 423     |
+------------------------------+---------------+------------+---------+
| Percent of total students    | 97%           | 97%        | 97%     |
| tested                       |               |            |         |
+------------------------------+---------------+------------+---------+
| Number of students excluded  | 11            | 11         | 11      |
+------------------------------+---------------+------------+---------+
| SUBGROUP SCORES              |               |            |         |
+------------------------------+---------------+------------+---------+
| English Only                 | 68%           | 66%        | 85%     |
+------------------------------+---------------+------------+---------+
| Asian                        | 73%           | 69%        | 91%     |
+------------------------------+---------------+------------+---------+
| STATE SCORES                 | 40%           | 40%        | 43%     |
+------------------------------+---------------+------------+---------+

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

> Grade [7]{.underline} Test [SAT\-- Language Arts]{.underline}
>
> Edition/publication year [1997]{.underline} Publisher [Harcourt
> Educational Measurement]{.underline}
>
> **What groups were excluded from testing? Why, and how were they
> assessed?**
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

+-----------------------------------+-------+-------+-------+-------+
| Language Arts                     | 01/02 | 00/01 | 99/00 | 98/99 |
|                                   |       |       |       |       |
| Grade 7                           |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| SCHOOL SCORES                     | 83%   | 85%   | 81%   | 81%   |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 422   | 424   | 425   | 422   |
+-----------------------------------+-------+-------+-------+-------+
| Percent of total students tested  | 96%   | 98%   | 98%   | 98%   |
+-----------------------------------+-------+-------+-------+-------+
| Number of students excluded       | 16    | 7     | 6     | 9     |
+-----------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| English Only                      | 85%   | 85%   | 82%   | 82%   |
+-----------------------------------+-------+-------+-------+-------+
| Asian                             | \*    | \*    | \*    | \*    |
+-----------------------------------+-------+-------+-------+-------+
| STATE SCORES                      | 57%   | 55%   | 54%   | 51%   |
+-----------------------------------+-------+-------+-------+-------+

> ***\***Data not available*

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

> Grade [8]{.underline} Test [SAT\-- Language Arts]{.underline}
>
> Edition/publication year [1997]{.underline} Publisher [Harcourt
> Educational Measurement]{.underline}
>
> **What groups were excluded from testing? Why, and how were they
> assessed?**
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.
>
> **Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled
> scores \_\_\_\_ Percentiles [X]{.underline}

+-----------------------------------+-------+-------+-------+-------+
| Language Arts                     | 01/02 | 00/01 | 99/00 | 98/99 |
|                                   |       |       |       |       |
| Grade 8                           |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| SCHOOL SCORES                     | 87%   | 79%   | 78%   | 76%   |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 434   | 426   | 420   | 413   |
+-----------------------------------+-------+-------+-------+-------+
| Percent of total students tested  | 98%   | 98%   | 96%   | 97%   |
+-----------------------------------+-------+-------+-------+-------+
| Number of students excluded       | 8     | 7     | 15    | 13    |
+-----------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| English Only                      | 82%   | 80%   | 79%   | 78%   |
+-----------------------------------+-------+-------+-------+-------+
| Asian                             | \*    | \*    | \*    | \*    |
+-----------------------------------+-------+-------+-------+-------+
| STATE SCORES                      | 53%   | 52%   | 51%   | 49%   |
+-----------------------------------+-------+-------+-------+-------+

> ***\***Data not available*

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

> Grade [7]{.underline} Test [SAT\-- Reading]{.underline}
>
> Edition/publication year [1997]{.underline} Publisher [Harcourt
> Educational Measurement]{.underline}
>
> **What groups were excluded from testing? Why, and how were they
> assessed?**
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.
>
> **Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled
> scores \_\_\_\_ Percentiles [X]{.underline}

+-----------------------------------+-------+-------+-------+-------+
| Reading                           | 01/02 | 00/01 | 99/00 | 98/99 |
|                                   |       |       |       |       |
| Grade 7                           |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| SCHOOL SCORES                     | 89%   | 88%   | 86%   | 83%   |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 422   | 424   | 426   | 422   |
+-----------------------------------+-------+-------+-------+-------+
| Percent of total students tested  | 96%   | 98%   | 98%   | 98%   |
+-----------------------------------+-------+-------+-------+-------+
| Number of students excluded       | 16    | 7     | 6     | 9     |
+-----------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| English Only                      | 77%   | 75%   | 74%   | 72%   |
+-----------------------------------+-------+-------+-------+-------+
| Asian                             | \*    | \*    | \*    | \*    |
+-----------------------------------+-------+-------+-------+-------+
| STATE SCORES                      | 46%   | 46%   | 45%   | 43%   |
+-----------------------------------+-------+-------+-------+-------+

> ***\***Data not available*

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

> Grade [8]{.underline} Test [SAT 9 \--Reading]{.underline}
>
> Edition/publication year [1997]{.underline} Publisher [Harcourt
> Educational Measurement]{.underline}
>
> **What groups were excluded from testing? Why, and how were they
> assessed?**
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.
>
> **Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled
> scores \_\_\_\_ Percentiles [X]{.underline}

+-----------------------------------+-------+-------+-------+-------+
| Reading                           | 01/02 | 00/01 | 99/00 | 98/99 |
|                                   |       |       |       |       |
| Grade 8                           |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| SCHOOL SCORES                     | 64%   | 71%   | 70%   | 69%   |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 433   | 426   | 419   | 412   |
+-----------------------------------+-------+-------+-------+-------+
| Percent of total students tested  | 98%   | 98%   | 96%   | 97%   |
+-----------------------------------+-------+-------+-------+-------+
| Number of students excluded       | 8     | 7     | 15    | 13    |
+-----------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| English Only                      | 72%   | 74%   | 72%   | 71%   |
+-----------------------------------+-------+-------+-------+-------+
| Asian                             | \*    | \*    | \*    | \*    |
+-----------------------------------+-------+-------+-------+-------+
| STATE SCORES                      | 48%   | 48%   | 47%   | 46%   |
+-----------------------------------+-------+-------+-------+-------+

***\***Data not available*

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

> Grade [7]{.underline} Test [SAT 9 \-- Mathematics]{.underline}
>
> Edition/publication year [1997]{.underline} Publisher [Harcourt
> Educational Measurement]{.underline}
>
> **What groups were excluded from testing? Why, and how were they
> assessed?**
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

+-----------------------------------+-------+-------+-------+-------+
| Math                              | 01/02 | 00/01 | 99/00 | 98/99 |
|                                   |       |       |       |       |
| Grade 7                           |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| SCHOOL SCORES                     | 89%   | 88%   | 86%   | 83%   |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 422   | 424   | 426   | 422   |
+-----------------------------------+-------+-------+-------+-------+
| Percent of total students tested  | 96%   | 98%   | 98%   | 98%   |
+-----------------------------------+-------+-------+-------+-------+
| Number of students excluded       | 16    | 7     | 6     | 9     |
+-----------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| English Only                      | 89%   | 88%   | 86%   | 83%   |
+-----------------------------------+-------+-------+-------+-------+
| Asian                             | \*    | \*    | \*    | \*    |
+-----------------------------------+-------+-------+-------+-------+
| STATE SCORES                      | 54%   | 53%   | 51%   | 47%   |
+-----------------------------------+-------+-------+-------+-------+

> ***\***Data not available*

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

> Grade [8]{.underline} Test [SAT 9 -- Mathematics]{.underline}
>
> Edition/publication year [1997]{.underline} Publisher [Harcourt
> Educational Measurement]{.underline}
>
> **What groups were excluded from testing? Why, and how were they
> assessed?**
>
> No groups of students are excluded from assessment. Students with
> special needs who are specifically excluded due to their handicapping
> condition or significant cognitive disability have this stated in
> their IEP (Individualized Educational Plan). Such students are
> assessed using the California Alternate Performance Assessment (CAPA).
> In addition, parents have right to "opt out" their student from state
> testing. If they wish their child to be excluded, they must provide
> the school with written notification. Students who are absent during
> the state testing period are given opportunities to make-up missed
> tests.

**Scores are reported here as (check one):** NCEs\_\_\_\_ Scaled scores
\_\_\_\_ Percentiles [X]{.underline}

+-----------------------------------+-------+-------+-------+-------+
| Math                              | 01/02 | 00/01 | 99/00 | 98/99 |
|                                   |       |       |       |       |
| Grade 8                           |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| SCHOOL SCORES                     | 87%   | 85%   | 84%   | 82%   |
+-----------------------------------+-------+-------+-------+-------+
| Number of students tested         | 434   | 426   | 420   | 414   |
+-----------------------------------+-------+-------+-------+-------+
| Percent of total students tested  | 98%   | 98%   | 96%   | 97%   |
+-----------------------------------+-------+-------+-------+-------+
| Number of students excluded       | 8     | 7     | 15    | 13    |
+-----------------------------------+-------+-------+-------+-------+
| SUBGROUP SCORES                   |       |       |       |       |
+-----------------------------------+-------+-------+-------+-------+
| English Only                      | 87%   | 85%   | 85%   | 83%   |
+-----------------------------------+-------+-------+-------+-------+
| Asian                             | \*    | \*    | \*    | \*    |
+-----------------------------------+-------+-------+-------+-------+
| STATE SCORES                      | 52%   | 51%   | 50%   | 48%   |
+-----------------------------------+-------+-------+-------+-------+

> ***\***Data not available*