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

**Cover Sheet**

Name of Principal **Mr. Elbert L. White**

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

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Official School Name **Robert Lee Frost Elementary School**

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  (As it should appear in the official records)

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School Mailing Address **5650 Selinsky**

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

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Houston Texas 77048-1832

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  City State Zip Code+4 (9 digits total)

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Tel. ( 713 ) 732-3490 Fax ( 713 ) 732-3498

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Website/URL
[**http://es.houstonisd.org/FrostES**](http://es.houstonisd.org/FrostES)
Email **www.ewhite@houstonisd.org**

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

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

(Principal's Signature)

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

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Name of Superintendent

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

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District Name Tel. ( )

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

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

(Superintendent's Signature)

Name of School Board

President/Chairperson

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

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

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

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  (School Board President's/Chairperson's Signature

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

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

1\. Number of schools in the district: **[211]{.underline}** Elementary
schools

[**49**]{.underline} Middle schools

Junior high schools

[**36**]{.underline} High schools

[**296**]{.underline} TOTAL

2\. District Per Pupil Expenditure: **[5,291]{.underline}**

Average State Per Pupil Expenditure: **[4,929]{.underline}**

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

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

\[ \*\] Urban or large central city

\[ \] Suburban school with characteristics typical of an urban area

\[ \] Suburban

\[ \] Small city or town in a rural area

\[ \] Rural

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

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

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

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

  K        **42**   **46**    **88**    **K**                         

  1        **46**   **52**    **98**    **1**                         

  2        **56**   **52**    **108**   **2**                         

  3        **58**   **61**    **119**   **3**                         

  4        **63**   **60**    **123**   **4**                         

  5        **55**   **58**    **113**   **5**                         

  6        **29**   **27**    **56**    OtherPK                       
  -------- -------- --------- --------- ---------- -------- --------- --------

6\. Racial/ethnic composition of **[0.1]{.underline}** % White

the students in the school: **[93]{.underline}** % Black or African
American

[**6.9**]{.underline} % Hispanic or Latino

[**0**]{.underline} % Asian/Pacific Islander

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
**[30.7]{.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           | **157**           |
|               |                                  |                   |
|               | transferred ***to*** the school  |                   |
|               |                                  |                   |
|               | after October 1 until the        |                   |
|               |                                  |                   |
|               | end of the year.                 |                   |
+---------------+----------------------------------+-------------------+
| **(2)**       | Number of students who           | **164**           |
|               |                                  |                   |
|               | transferred ***from*** the       |                   |
|               |                                  |                   |
|               | school after October 1           |                   |
|               |                                  |                   |
|               | until the end of the year.       |                   |
+---------------+----------------------------------+-------------------+
| **(3)**       | Subtotal of all                  | **321**           |
|               |                                  |                   |
|               | transferred students \[sum       |                   |
|               |                                  |                   |
|               | of rows (1) and (2)\]            |                   |
+---------------+----------------------------------+-------------------+
| **(4)**       | Total number of students         | **697**           |
|               |                                  |                   |
|               | in the school as of              |                   |
|               |                                  |                   |
|               | October 1                        |                   |
+---------------+----------------------------------+-------------------+
| **(5)**       | Subtotal in row (3)              | **46**            |
|               |                                  |                   |
|               | divided by total in row          |                   |
|               |                                  |                   |
|               | \(4\)                            |                   |
+---------------+----------------------------------+-------------------+
| **(6)**       | Amount in row (5)                | **44.5 %**        |
|               |                                  |                   |
|               | multiplied by 100                |                   |
+---------------+----------------------------------+-------------------+

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

**[29]{.underline}** Total Number Limited English Proficient

Number of languages represented: [**1**]{.underline}

Specify languages: **Spanish**

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

[**693**]{.underline} Total Number Students Who Qualify

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

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

**[56]{.underline}** Total Number of Students Served

Indicate below the number of students with disabilities according to
conditions designated in the

Individuals with Disabilities Education Act.

\_\_\_\_ Autism \_\_\_\_ Orthopedic Impairment

\_\_\_\_ Deafness **[6]{.underline}** Other Health Impaired

\_\_\_\_ Deaf-Blindness **[32]{.underline}** Specific Learning
Disability

\_\_\_\_ Hearing Impairment **[17]{.underline}** Speech or Language
Impairment

**[12]{.underline}** Mental Retardation \_\_\_\_ Traumatic Brain Injury

\_\_\_\_ Multiple Disabilities \_\_\_\_\_ Visual Impairment Including
Blindness

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

**Number of Staff**

**Full-time Part-Time**

Administrator(s) **[2]{.underline}**

Classroom teachers **[31 \_]{.underline}**

Special resource teachers/specialists **[\_4\_\_\_\_]{.underline}**
**[\_\_\_\_\_\_\_\_]{.underline}**

Paraprofessionals **[12\_\_\_\_]{.underline} [\_\_\_1\_\_\_\_
]{.underline}**

Support staff [**14**\_\_\_\_]{.underline}
**[\_\_\_\_\_\_\_\_]{.underline}**

Total number [**62**]{.underline}

12\. Student-"classroom teacher" ratio:
**[\_\_\_\_22.1\_\_\_\_]{.underline}**

13\. Show the attendance patterns of teachers and students. The student
drop-off rate is the difference between the number of entering students
and the number of exiting students from the same cohort. (From the same
cohort, subtract the number of exiting students from the number of
entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off

rate.) Briefly explain in 100 words or fewer any major discrepancy
between the dropout rate and

the drop-off rate. Only middle and high schools need to supply dropout
and drop-off rates.

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

  Daily student        96.0        95.7        95.9        95.6        95.6
  attendance                                                           

  Daily teacher        95.0        94.0        97.0        95.0        95.0
  attendance                                                           

  Teacher turnover     n/a                                             
  rate                                                                 

  Student dropout rate                                                 

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

**[PART III - SUMMARY]{.underline}**

**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 and begin the first sentence with the school\'s name, city,
and state.**

Robert Lee Frost Elementary School in Houston, Texas has made a
commitment to the students and the community. We are proud to
acknowledge that each and every student will be successful. We are
sincere in our desire to provide the best and the finest educational
opportunities possible for all of our students. The mission of Robert
Lee Frost Elementary School is to educate all students in an environment
that is conducive to learning. Our setting does include innovative
technical skills, which promote academic improvements, parental
involvement, the development of each child\'s potential, and enhance the
desire to become productive and functioning citizens of the twenty-first
century. Our motto at Frost Elementary School is \"Failure is Not An
Option.\" We welcome you to Frost Elementary School. Frost is a
pre-kindergarten through fifth grade elementary school within the South
District of the Houston Independent School District. Currently, 98.3% of
our 705 students participate in the federal free-reduced breakfast/lunch
program. One hundred percent of our students are considered economically
disadvantaged by Texas Education Agency (TEA) guidelines which qualifies
Frost as a Title I school. Ninety-three percent of our students are
African-Americans, one-tenth percent are white, and six and nine tenths
percent are Hispanics and are Limited English Proficient (LEP) students.
Eight percent of our student body receives special education services.
Our special education program is comprised of a generic self-contained
class, a behavior services class, a speech program and a learning
disable resource program. These multi-level classes serve the primary
and intermediate grades.

Our student/classroom teacher ratio is 22:1. Our gender population is
approximately 50 percent male and 50 percent female. Forty-five percent
of the students are academically at-risk according to TEA guidelines.
These students are served through Title I and Community in Schools of
Houston (C.I.S.H) programs.

Forty-six percent of our teachers have eleven or more years of teaching
experience, eight percent are between five and eleven years and
forty-six percent have five years or less. Twenty-six percent of our
instructional staff have a master's degree. The following information
service to define our professional team: female teachers 87%, male
teachers 13%, African American teachers 85% and Caucasian teachers 15%.
We have twelve instructional aides that assist the teachers in the
classrooms.

The majority of families served in our learning community are of low
socioeconomic status. They are resident apartment dwellers receiving
government assistance and are predominantly single mothers as head of
households. Students from Frost Elementary also come to us from homes
which include traditional families, single parents, foster parents,
families of unemployed parents, as well as families with two working
parents. There are some residential homes in our area that are headed by
grandparents who have assumed the responsibility of raising their
grandchildren. In spite of the economic variations of Frost, our
learning community remains committed to educating all students. A strong
sense of devotion for our children is exhibit by staff members, parents,
and community members.

Frost places a strong focus on student academic achievements and
exhibited the creation of a safe and nurturing learning environment. We
continually seek avenues for close analysis of programs in order to
improve and expand upon learning environments which nurture the
development of the full potential of each child. High expectations for
student behavior and learning have been manifested in mandatory
tutorials after-school, daily homework and parents' support of school
uniforms.

Further support for Frost's community has been achieved through grants
from the Mayor's After-School Achievement Program, and Spark
Park-Playground Development. These grants are funded by the city of
Houston. The grant goals are to help create a safer neighborhood that
fosters involvement on all levels. These partnerships are helping Frost
to provide a wealth of support and enrichment opportunities for our
students, parents and the community at large. Thanks to this sort of
dedication by parents, community and staff, Frost is continually
elevating students' achievement and moving toward its vision of creating
learning environments that empower all students to reach their full
potential.

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

1.  **The school must show assessment results in reading and mathematics
    for at least the last three years using the criteria determined by
    the CSSO for the state accountability system.**

Houston Independent School District (H.I.S.D.) 2002-2003 accountability
system results identified Robert Lee Frost Elementary as being an
exemplary school. The HISD progress rating, when compared to the 2001
Spring TAAS test, indicated that Frost made exemplary progress. Frost
Elementary School also received the same \"Exemplary\" accreditation
rating from the Texas Education Agency based on our student attendance
rate of (95.8%) and the following TAAS scores: 93% of all student groups
passed reading, 97% of all student groups in fourth grade passed math,
and 96% of all student groups passed writing. Implementation of school
improvement plan strategies contributed to student achievement on TAAS.

The TAAS test was administered in the Spring of 2000, 2001 and 2002. The
number of students tested were 114 third graders in reading and 114
third graders in math; 112 fourth graders in reading and 111 fourth
graders in math: 91 fifth graders students in reading and 97 fifth
graders in math.

The following is an overview of the results. All grade levels greatly
improved in reading and math from 2000 results. The third graders had
some difficulty in the following area: Reading objective 3 -
Summarization up to 85%. Overall there was remarkable improvement in
reading objective 1 - word meaning 97%, objective 12 - supporting ideas
91%, objective 4 - relationships and outcomes 89%, objective 5 -
inferences and generalization 95%, objective 6 - point of view,
propaganda, and fact and opinion 88%. Seventy-three percents of the
third grade students mastered all objectives in reading, ninety four
percent of the third grader students met the minimum expectations. (c-3)

On the TAAS math subtest, the third grade students results indicated
that objectives 10 and 13 were the most difficult; estimation and
reasonableness 53%, and objective 11 problem solving using solution
strategies. (c11). Overall there was great improvement in the objectives
1-6 and objective 12. Twenty four percent of the third grade students
mastered all objectives in math. Ninety two percent met minimum
expectations.

The fourth grade students also improved in reading and math. The fourth
grade students results indicated that objective 3 and 6 were difficult;
summarization 50%; and objective 6 point of view, progranda, and fact
and opinion 81%. (c4) Thirty six percent of the entire fourth grade
students mastered all objectives. Ninety eight percent of the students
met minimum expectation in reading.

On the TAAS math subtest the major difficulty was in estimation 27 %
solution strategies, and 64% in objective 12 using mathematical
representation. (c15) Five percent of the fourth grade students mastered
all objectives in math. Ninety five percent of the fourth grades class
met minimum expectations in math. On the written communication
narrative, 63% receive a score of 2 and 33% receive a score of three.
Twenty eight percent mastered all objectives and 96% met minimum
expectations.

The fifth grade students results indicated that objective 3 was the most
difficult; summarization 82%. The other five subtest objectives 1 89%,
objective 2 supporting ideas 96%, objective 4 relationships and outcomes
89%, objective 5 inferences and generalizations 97% and point of view,
propaganda, and fact and opinion 95%. Fifty nine percent of the fifth
grade students mastered all objectives. (c5) One hundred percent of the
students met minimum expectations.

In math the fifth grade students had their greatest difficulty 57% in
objective 13, evaluation of the reasonableness of a solution 77% in
objective 10, problem solving using estimation 75%, in objective 11
problem solving using solution strategies, 77% in objective 12, problem
solving using mathematical representation. Twenty three percent mastered
all objectives and 99% met minimum expectations. (c17)

Stanford 9 Reading: Frost\'s Kindergarten students had an increase in
grade equivalent (G.E.) score, moving from G.E. K.8 to G.E. 1.2.
Eighty-four kindergarten students were at or above the 50^th^
national/percentile rank (N/PR). First grade students remained about the
same with a G.E. of 2.0, but there was an increase in the number of
students at or above on the 50^th^ N/PR, from 72 students to 80
students. (c24) Second grade students met the minimum goal of G.E. 1.6,
which was a decrease of 3 months from the year 2001. Thirty-two students
were at or above the 50^th^ N/PR, which was a decrease of 15 students,
form the previous year. (c25) Third grade students earned a G.E. of 3.6,
which was an increase of 6 months. Fifty-one students were at or above
the 50^th^ N/PR. (c26) Fourth grade students had an increase of G.E. 3.8
to 4.2. (c27) Thirty-nine students were at or above the N/PR. (c27)
Fifth grade students had an increase of G.E. scores moving from 4.3 to
4.5 but decrease by one student on or at the N/PR 23 students to 22.
(c28)

Stanford 9 Math: Frost\'s Kindergarten students improved from G.E., K1
to 1.0 month, which was an increase of .9 months. Sixth-five students
were at or above the N/PR for 2002. First grade students improved from
G.E. 1.6 to 1.9 months which was an increase of 3 month. Sixty-nine
students were at or above the N/PR for 2002. (c24) Second grade students
decreased from G.E. 2.2 to 1.8 month. The number of students at or about
the N/PR remained the same (26). (c25) Third grade students improved
from 3.0 to 4.2 which was an increase of 1.2. Seventy students were at
or above the N/PR for 2002. (c26) Fourth grade students improved from
4.5 to 4.7 which was an increase of .2 month. Sixty-one students were at
or above the N/PR for 2002. (c30) Fifth grade students improved from 5.6
to 6.3 which was an increase of .7 month. Seventy-two students were at
or above the N/PR for 2002. (c28)

**1a. Disaggregate the data for any ethnic/racial or socioeconomic
groups that comprise sufficient numbers.**

Robert Frost currently has 705 students that participate in the federal
free reduce breakfast / lunch program. One hundred percent of our
students are considered economically disadvantaged by Texas Education
Agency which qualifies Frost as a Title I school. Ninety-three percent
of our students are African-Americans. There are three subgroups that
comprise sufficient numbers to be statistically significant; African
American students, free and reduced breakfast / lunch program and
economically disadvantages. Within each subgroup all groups made
statistically significant gain total students over a three-year time
span. There is little or no dispanty between each sub groups since the
population is primary the same students.

**1b. Specify which groups, if any, are excluded from a test, the
reasons for the exclusions, as well as the number and percentage of
students excluded. Describe how these students are assessed.**

Frost administered the TAAS and Stanford 9 in three consecutive years.
An important factor to note is the small percentage of students on
average were exempted from TAAS and Stanford 9 testing in those three
years. Only 38 students, 12% of the 323 students were not tested in
reading. This number includes students in the generic self-contained
classes, generic behavior service class and the resource classes at
Frost. Only 33 students, about 10% of the 322 students were exempted
from TAAS math. Likewise, 6%, of the 105 fourth graders at Frost
Elementary School were exempted from the writing portion of TAAS.
Students who were exempted from TAAS/Stanford 9 at Frost were either
absent from school, learning disabled, mentally retarded or emotionally
disturbed. Our special education students are administered the SDAA
tests which is determined by the students Individualize Education
Program (I.E.P.) and the ARD process.

**2. How Frost uses assessment data to understand and improve student
and school performance?**

Assessment results are used systematically in making decisions about the
effectiveness of educational programs and for identifying performance
gaps through specific instructional strategies. Frost uses multiple
assessment data for every student. Performance assessments in the core
areas ensure that all stakeholders have quantifiable evidence of what
students at Frost know and are able to do, as measured against the Texas
Standards.

The school also uses the Stanford 9, Texas Assessment of Knowledge and
Skills (TAKS) and Texas Primary Reading Inventory (TPRI). These test
results are shared with our teachers to show how their students compare
to state and national norms. This data helps our teachers to analyze
various performance patterns in reading, mathematics and language. In
faculty meetings, workshops and staff development activities teachers
analyze student performance for school-wide strengths and areas in need
of improvement. This school-wide analysis helps our teachers to view
their classroom results in a wider perspective and to articulate
instruction.

In collaborative planning meetings, teachers at each grade level analyze
their data in depth. The in-depth analysis of the test data showed that
a major focus was needed in the area of problem solving. Teachers
attended a series of math workshops on instructional strategies to
improve and identify skills critical to problem solving. As a result of
data-based decisions, which focused on instructional strategies and
specify targets, fourth grade students exceeded the state and national
norm in mathematics for the first time in three years.

**3. Describe how the school communicates student performance, including
assessment data, to parents, students, and the community?**

TAKS, TPRI, Stanford 9 and TEKS (Texas Essential Knowledge and Skills)
are communicated to parents in a variety of ways: quarterly report
cards, mid-quarter progress reports, fall and spring parent conferences
and the year-end school report card provided by the State of Texas. With
the assistance of the district's research and assessment department, the
state "report card" visually displays school results in charts that are
explained in non-technical language. Clear, consistent and timely
information allows parents and community members to understand how the
school and district goals are aligned with the Texas standards and how
students are progressing towards mastery.

During parent conferences, teachers explain the state and district
standards (all parents are given with a copy of the standards) and their
relationship to curriculum and assessment. In the course of the
conference, teachers clarify and answer questions parents may have
regarding their child's progress and discuss ways that both parent and
teacher can work together to provided support. Our principal's regular
home communications include information about our school-wide plans for
elevating student achievement and suggestions for home involvement. In
Parent and monthly P.T.O. meetings, our principal and staff members make
pertinent presentations that clarify assessment results and highlight
school intervention plans. District newsletters further complement our
school efforts, deepening the commitment of Frost's parents and
community to challenging standards, assessments and high expectations
for students learning.

4.  **Describe how the school will share its successes with other
    schools**

> Frost shares its successes with other schools in a variety of ways.
> Our team is made up of five elementary schools, one middle school, and
> one high school. This concept of vertical team focuses students moving
> from within their community from elementary to high school. We meet
> monthly to share data and discuss various strategies. During this
> sharing systematic review process within the vertical team, a
> curriculum committee was formed which included vertical team teachers,
> administrators and parents. Our staff members consistently serve on
> curriculum committees to represent our schools and to articulate our
> successes with best practices.
>
> In May of each year, Frost\'s vertical team and district supervisors
> review the state standards and districts curriculum guides.
> Cross-grade level teams from each school compare and align critical
> learning between grades. With the assistance of our district
> supervisors and lead teachers from each school, the results of the
> Stanford 9/ TAAS test and other district assessment are analyze to
> identify strengths and needed improvement. Student learning is
> arressed through the use of criterion references tests, teacher
> impact. The district supervisors, vertical team leaders, and lead
> teachers support the sharing of best practices by providing inservices
> that familiarize all teachers within our vertical team with new
> materials, teaching approaches and the research upon which these
> paradigm shifts are based.
>
> Our staff uses this opportunity to dialogue within and across team
> levels to facilitate a clear understanding of the impact and
> implications teaching methods and different strategies may have on
> instruction.

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

1.  **Describe the school\'s curriculum and show how all students are
    engaged with significant content, based on high standards.**

Frost staff realizes that our students need to feel safe and have
teachers in their lives who will love, respect and encourage them.
Validation and praise for student achievements and having high
expectations are apparent within our school structure and embedded in
our school\'s philosophy. Our vision is for all Frost students to have a
firm foundation in basic skills, english language proficiency,
technology, exposure to the aesthetics and an appreciation for the
richness of our multicultural setting.

Uniting to meet student diversity is the driving force behind Frost\'s
teaching philosophy and instructional efforts. State and district
standards, Frost\'s School Improvement Plan guides our staff in focusing
on what students shared and be able to do. Students\' needs are
identified and addressed in ongoing processes which require constant
analysis and monitoring of pertinent information. The principal, with
the assistance of the Instructional Coordinator, devotes a great deal of
time and effort in the collection and sharing of pertinent data. The
principal monitors instruction through formal and informal observations
and monthly lesson plan review.

Analysis of student data guides the decision making process at Frost's
staff and team meetings to ensure that emphasis on issues which impact
student learning are addressed. At the end of each academic year in May,
the staff participates in workshops and ongoing staff meetings. At these
meetings, the staff analyzes the latest academic and affective data and
share professional insights as we plan for the next school year. Long
and short-term goals for student achievement and professional
development opportunities are set. Total staff planning, blended with
grade level and cross grade level articulation, assures that curriculum
alignment and teacher expectations are synchronized.

Each school year starts with the staff focused on goals and objectives
for student learning previously identified at the May meetings.
Improvement of reading achievement has been a primary focus for three
years. Frost\'s updated reading and math labs have been a unique and
vital force behind the elevation of reading achievement at our school.
The reading lab is staffed by a Title I reading specialist teacher and a
Title I instructional aide. Each year, teachers conduct school-wide
reading pre-tests (post-test information is retrieved in May) which
provide valuable information for addressing student needs. The test
results are used to assist teachers in making instructional decisions
and to form flexible instruction groups for the reading lab. New
students\' reading abilities are assessed by the teaching staff when
they enter our school, providing vital information to classroom teachers
and facilitating appropriate programming.

The multi-disciplinary team consists of the principal, assistant
principal, instructional coordinator, grade-level chairpersons,
classroom/special education teachers, and nurse. The team meets a
minimum of once weekly to assist teachers and parents in reviewing
profiles of students with learning difficulties. Team consultations
result in suggestions for intervention strategies, further testing or
program placement to meet student needs.

Our LEP population requires dual instruction in Spanish and English.
Those students in need of bilingual services are identified using a Home
Language Survey completed by the parent. Students are biannually
assessed using the Language Assessment Scales (LAS). These test results
guide classroom teachers in providing instruction in the child\'s
primary language and subsequent testing assists teachers in making
decisions about transitioning students into English instruction. LEP
classrooms at each grade level have instructional assistants to support
them in meeting the diverse needs within their teaching environment.
School and classroom communications are sent home in both English and
Spanish so that parent understanding and involvement are facilitated.

Frost\'s staff committee structure provides our school with a wide
variety of activities to meet our students\' needs. Our highly dedicated
staff members belong to at least one committee and often are on two or
more committees. These are structured into four overarching committees
that deal with curriculum, extra-curricular activities, discipline, and
public relations. The extra time and effort that staff members
contribute to our school is exemplary and results in diverse
opportunities for students.

2.  **Describe the school\'s reading curriculum, including a description
    of why the school chose this particular approach to reading.**

The focus of our reading/language arts curriculum program is the
development of effective verbal and non-verbal communication skills. Our
curriculum emphasizes the personal, functional and social aspects of
language. Class experiences engage students in an integrated language
art/reading program which fosters communication and develops
decision-making skills across the curriculum. Our language arts/reading
curriculum is enriched by a literate learning climate in which all
students are active and equal members of the learning community. The
district language arts/reading curriculum outlines the scope and
sequence and essential skills necessary to meet state standards TEKS.
Each school can select a reading program that best meets the academic
needs of its students. At Frost, we selected the reading program offered
through the R.I.T.E. (Rodeo Institute for Teacher Excellence) program.
This involves grades Pre K -- 2 the program is called Reading Mastery.

Reading Mastery is a direct instruction model. Reading is taught two
hours a day. Our focus in the lower grades PK-2 is to teach students
\"How to learn to read.\" Ability grouping is established through
testing each student. Therefore, we have different groupings to meet the
needs of all of our students. A paraprofessional (teacher\'s aide) is
placed with the lower functioning classes to assist with instruction.

The *Reading Mastery* program is a complete basal reading program.
Reading is treated as an interactive process, establishing a decoding
foundation from \"bottom up\" and extending the ability to comprehend
from the \"top down.\" *Reading Master* uses an explicit phonics
approach that features step by step instruction for all decoding
strategies. Phonics instruction stresses letter-sound relationships, a
blending technique, and acquiring as many high utility sight words as
possible. Accuracy and fluency are stressed in the *Reading Mastery*
program through word attack strategies and individual reading checkouts.
Comprehension is practiced by answering written and oral questions about
pictures and story content. Following directions are emphasized. The
program is scripted for the teacher to ensure high quality and
consistency of instruction and to help develop the students\' language
of instruction. On-site trainers work with teachers on a weekly basis.
We estimate that each of our teachers will receive from 35 to 40 hours
of one-to-one coaching this year. With this coaching we see teachers
become proficient in only one year with a program that normally takes
three years to master.

Teachers receive written feedback from their trainer with a monthly
formal observation. Additionally there are many informal conferences
during the day and during weekly scheduled classroom visits. We have
found the teachers are extremely receptive to this model and more than
willing to work with their trainer. A rapport has developed between
trainer and teacher that allow the two to work in tandem.

3.  **Describe 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.**

Mathematics is a creative dynamic process and Frost\'s educators are
constantly looking for teaching strategies to enhance the key subject
area. Clear (District's Curriculum) is very different from the passive
mastery of concepts and procedures. The goals of our mathematics
instruction are to develop mathematical self-confidence and competence
in students toward problem-solving, the use of mathematical reasoning,
math facts and the skills transfer mathematical learning to real life
situations.

Our staff uses a multi-modality approach aligned with state and district
standards. Through projects, district supervisors and lead teachers have
trained personnel in after-school inservces and have provided model
lessons within individual classrooms. Teachers use performance based
assessments in conjunction with classroom lessons to make \"real life\"
connections to measure and ensure high levels of achievement. We stand
by our motto \"Failure is not an option.\" We focus on each students\'
strengths and weaknesses teaching through different modalities to ensure
success. We have two site technology-techs who provide individualized
and group training. The lab personnel also provide training for our math
students and teachers on computer applications with programs such as
Leaf Frog Math, Earning by Learning, and Lightspan. Each program is
aligned specifically with our Texas Essential Knowledge and Skills'
(TEKS) goals and objectives. The school is fully networked providing
local and wide area access to the entire school. Each student goes to
the computer lab twice weekly to work on and enhance their knowledge of
math concepts taught in the classroom.

4.  **Describe the different instructional methods the school uses to
    improve student learning**.

*All faculty and staff members of Robert Lee Frost Elementary School*
focus on the same goals and objectives, and use a variety of
instructional methods to improve and increase student achievement. All
students are provided with opportunities to learn***.*** Students work
individually and collaborate to think critically and creatively,
incorporate problem solving strategies, practice literacy skills, and
make connections to the world around them. To accommodate differing
student academic needs, staff members work collaboratively to analyze
student data to provide our students with the appropriate instruction.
Our teachers use a variety of everyday manipulative to model and to
convey different strategies for our students. Videos of new teacher\'s
presentation in the classroom have helped to analyze their strengths and
weakness. The Individual Education Program (I.E.P.) has played a vital
role in identifying each student deficients. The teachers modify their
strategies and teach through different modalities to help our students
become successful. Frost\'s fine arts programs and ancillary classes had
been integrated into our curriculum to help support our academic
curriculum.

Students are given opportunities in the classroom to work in cooperative
learning groups with their peers in a variety of academic settings. This
model promotes individual accountability and positive peer interaction
through consensus building. It also gives the learning environment a
sense of a Child Centered Classroom. Student grouping for instruction
remains flexible and adjustments are made as students show progress. The
Title I Schoolwide Program provides services to 100% of the students at
Frost with after school tutorials for At-Risk students and those needing
extra help. This program also provides field lessons and staff
development activities for teachers which enhances student achievement.

*Frost\'s Technology Plan* supports the school goals for enhancing
student achievement in Math and Reading. Students attend the primary and
intermediate lab where they learn computer literacy skills and utilize
different computer programs. Our on site computer technologist provides
individual and group sessions during and after school for those students
needing extra assistance. *Frost's Faculty and Staff are always striving
to go beyond being an Effective 21^st^ Century Quality School.*

5.  **Describe the school\'s professional development program and its
    impact on improving achievement.**

*Frost professional development community* is lead by our principal. One
hundred percent of the *Frost instructional* staff is consistently
involved in ongoing learning component, which address the needs of our
population. Our professional development program focuses on creating a
learning environment which support student learning and develop
collegial opportunities to try new ideas, solve problems, seek
information and reflect upon student outcomes and needs.

New teachers attend workshops prior to the start of school and attend a
series of professional development workshops throughout the school year.
New hires are also assigned a mentor teacher and receive frequent visits
from an instructional supervisor who give added support to them.
Throughout the school year, team leaders and mentors assist new teachers
with lesson planning, effective classroom management techniques,
teaching strategies, student assessments, and parental involvement.
Teachers are given opportunities to engage in different leadership
roles; such as team leaders, committee chairpersons, co-chairpersons,
and representatives for district meetings. The entire staff engages in
professional development workshops and seminars to remain abreast of the
current trends and issues related to the *21^st^ Century of Education.*

Our approach to professional development has expanded teaching
expertise, and positively impacted student achievement by tailoring
training to build upon and extend instructional delivery. Frost has
significantly enhanced its learning community. Our teachers are given
feedback related to student achievement on their individual teaching
performance through an administrative evaluation instrument prepared
after a formal classroom observation. It\'s the principal\'s
responsibility to prepare a formal evaluation document and review it
with the teacher at a specified time. This document shows a teacher\'s
strengths and extends itself for collaboration in areas identified as
next steps. Teachers in need of assistance are provided the extra
support; such as being assigned to master teachers to gain professional
insight and ideas.

Teachers with outstanding performances are awarded with certificates,
plaques, and nominated by their peers for special awards. Many of our
teachers have been recognized as master teachers and are called upon to
share innovative strategies at the building and district level. The
Houston Independent School District implements a Campus Incentive Pay
Plan those schools who have received an outstanding academic rating. At
Frost Elementary School, it is the teachers who make the difference.

**Charts**

**C1 TAAS Results% Passing Spring 2000, 2001 and 2002**

**C2 Stanford 9 Results % Passing, Spring 2000, 2001 and 2002**

**C3 3^rd^ Grade TAAS Reading Spring 2000, 2001 and 2002**

**C4 4^th^ Grade TAAS Reading Spring 2000, 2001 and 2002**

**C5 5^th^ Grade TAAS Reading Spring 2000, 2001 and 2002**

**C6 TAAS Reading -- Cross Grade Level Comparison**

**C7 SDAA Reading**

**C8 TAAS Reading Pass Rates by Objectives 2000, 2001 and 2002**

**C9 3^rd^ Grade TAAS Math 2000**

**C10 3^rd^ Grade TAAS Math 2001**

**C11 3^rd^ Grade TAAS Math 2002**

**C12 4^th^ Grade TAAS Math 2000**

**C13 4^th^ Grade TAAS Math 2001**

**C14 4^th^ Grade TAAS Math 2002**

**C15 5^th^ Grade TAAS Math 2000**

**C16 5^th^ Grade TAAS Math 2001**

**C17 5^th^ Grade TAAS Math 2002**

**C18 TAAS Math -- Cross Grade Level Comparison**

**C19 SDAA Math**

**C20 TAAS Math Pass Rates by Objectives Spring 2000, 2001 and 2002**

**C21 4^th^ Grade TAAS Writing**

**C22 SDAA Writing**

**C23 TAAS Writing Pass Rates by Objectives Spring 2000, 2001 and 2002**

**C24 1^st^ Grade Stanford 9 (2000, 2001 and 2002)**

**C25 2^nd^ Grade Stanford 9 (2000, 2001 and 2002)**

**C26 3^rd^ Grade Stanford 9 (2000, 2001 and 2002)**

**C27 4^th^ Grade Stanford 9 (2000, 2001 and 2002)**

**C28 5^th^ Grade Stanford 9 (2000, 2001 and 2002)**

> **Robert L. Frost Elementary School**
>
> **English or Spanish TAAS Results % Passing, Spring 2000, 2001 and
> 2002.**
>
> **C1.**

  ------------ --------- ------- --------- ------ ------ -------- --------- ------ ------
  TAAS         READING                     MATH                   WRITING          

               2000      2001    2002      2000   2001   2002     2001      2001   2002

  3^RD^ GRADE  67%       63%     94%       66%    69%    92%                       

  4^TH^ GRADE  84%       83%     98%       69%    86%    95%      94%       94%    96%

  5^TH^ GRADE  49%       87%     100%      49%    93%    99%                       

  Averages     67%       77%     97.3%     62%    83%    95.3%    94%       94%    96%
  ------------ --------- ------- --------- ------ ------ -------- --------- ------ ------

> **Robert L. Frost Elementary School**
>
> **English or Spanish Stanford 9 Results % Passing, Spring 2000, 2001
> and 2002.**
>
> C2.

  ---------- ---------- ---------- ---------- ---------- ---------- ----------
  Grade      Reading                          Math                  

             2000       2001       2002       2000       2001       2002

  Kinder.    29 K.1     35 K.8     84 1.2     34 K.1     44 K.1     65 1.0

  1^st^      49 1.6     72 2.0     81 2.0     56 1.6     60 1.6     70 1.9

  2^nd^      08 2.1     47 2.4     32 2.1     10 1.9     26 2.2     26 1.8

  3^rd^      29 3.2     16 3.0     51 3.6     14 3.3     37 3.0     70 4.2

  4^th^      11 3.9     21 3.8     38 4.2     27 4.6     46 4.5     60 4.7

  5^th^      7 3.9      16 4.3     22 4.5     13 4.8     33 5.6     72 6.3
  ---------- ---------- ---------- ---------- ---------- ---------- ----------

# 

# **Robert Lee Frost Elementary**

**Student Achievement**

**English TAAS Reading**

**(All Students --regular, LEP, non-exempt Special Ed)**

**3^rd^ Grade**

**C3.**

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2000</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male">Male</h1></td>
<td>Female</td>
<td><h1 id="gt">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped">SpEd</h1></td>
<td><h1 id="at">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>66</td>
<td>3</td>
<td>99</td>
<td>----</td>
<td>99</td>
<td>47</td>
<td>56</td>
<td>---</td>
<td>3</td>
<td></td>
<td>36</td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**Test Performance (2000) Mastering**

## Objectives \# of Students % of Students Passing

  ----------------------- ----------------------- -----------------------
  Word Meaning            72                      70

  Supporting Idea         77                      75

  Summarization           53                      51

  Relationships and       83                      81
  Outcomes                                        

  Inferences and          65                      63
  Generalizations                                 

  Point of View,          53                      51
  Propaganda, and Fact                            
  and Opinion                                     
  ----------------------- ----------------------- -----------------------

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2001</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-1">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-1">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-1">SpEd</h1></td>
<td><h1 id="at-1">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>64</td>
<td>8</td>
<td>96</td>
<td>----</td>
<td>102</td>
<td>53</td>
<td>51</td>
<td>---</td>
<td>6</td>
<td>7</td>
<td>5</td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**Test Performance (2001) Mastering**

## Objectives \# of Students % of Students Passing

  ----------------------- ----------------------- -----------------------
  Word Meaning            73                      70

  Supporting Idea         62                      60

  Summarization           39                      38

  Relationships and       74                      71
  Outcomes                                        

  Inferences and          55                      53
  Generalizations                                 

  Point of View,          63                      61
  Propaganda, and Fact                            
  and Opinion                                     
  ----------------------- ----------------------- -----------------------

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2002</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-2">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-2">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-2">SpEd</h1></td>
<td><h1 id="at-2">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>94</td>
<td>14</td>
<td>103</td>
<td>----</td>
<td>116</td>
<td>53</td>
<td>54</td>
<td>---</td>
<td>8</td>
<td></td>
<td>40</td>
</tr>
</tbody>
</table>

**Test Performance (2002) Mastering**

## Objectives \# of Students % of Students Passing

  ----------------------- ----------------------- -----------------------
  Word Meaning            113                     97

  Supporting Idea         107                     91

  Summarization           99                      85

  Relationships and       104                     89
  Outcomes                                        

  Inferences and          111                     95
  Generalizations                                 

  Point of View,          103                     88
  Propaganda, and Fact                            
  and Opinion                                     
  ----------------------- ----------------------- -----------------------

# 

# **Robert Lee Frost Elementary**

**Student Achievement**

**English TAAS Reading**

**(All Students --regular, LEP, non-exempt Special Ed)**

**4^th^ Grade**

**C4.**

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2000</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-3">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-3">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-3">SpEd</h1></td>
<td><h1 id="at-3">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>84</td>
<td>4</td>
<td>69</td>
<td>----</td>
<td>70</td>
<td>25</td>
<td>48</td>
<td>---</td>
<td>---</td>
<td>---</td>
<td>29</td>
</tr>
</tbody>
</table>

**Test Performance (2000) Mastering**

## Objectives \# of Students % of Students Passing

  ----------------------- ----------------------- -----------------------
  Word Meaning            51                      70

  Supporting Idea         51                      70

  Summarization           27                      37

  Relationships and       49                      67
  Outcomes                                        

  Inferences and          44                      60
  Generalizations                                 

  Point of View,          49                      67
  Propaganda, and Fact                            
  and Opinion                                     
  ----------------------- ----------------------- -----------------------

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2001</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-4">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-4">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-4">SpEd</h1></td>
<td><h1 id="at-4">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>84</td>
<td>4</td>
<td>86</td>
<td>----</td>
<td>90</td>
<td>42</td>
<td>48</td>
<td>---</td>
<td>2</td>
<td>2</td>
<td>1</td>
</tr>
</tbody>
</table>

**Test Performance (2001) Mastering**

## Objectives \# of Students % of Students Passing

  ----------------------- ----------------------- -----------------------
  Word Meaning            82                      86

  Supporting Idea         81                      85

  Summarization           52                      55

  Relationships and       62                      65
  Outcomes                                        

  Inferences and          67                      71
  Generalizations                                 

  Point of View,          61                      64
  Propaganda, and Fact                            
  and Opinion                                     
  ----------------------- ----------------------- -----------------------

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2002</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-5">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-5">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-5">SpEd</h1></td>
<td><h1 id="at-5">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>98</td>
<td>6</td>
<td>105</td>
<td>1</td>
<td>109</td>
<td>57</td>
<td>55</td>
<td>---</td>
<td>3</td>
<td>---</td>
<td>2</td>
</tr>
</tbody>
</table>

**Test Performance (2002) Mastering**

## Objectives \# of Students % of Students Passing

  ----------------------- ----------------------- -----------------------
  Word Meaning            105                     94

  Supporting Idea         106                     95

  Summarization           56                      50

  Relationships and       98                      88
  Outcomes                                        

  Inferences and          95                      85
  Generalizations                                 

  Point of View,          91                      81
  Propaganda, and Fact                            
  and Opinion                                     
  ----------------------- ----------------------- -----------------------

#  

# **Robert Lee Frost Elementary**

**Student Achievement**

**English TAAS Reading**

**(All Students --regular, LEP, non-exempt Special Ed)**

**5^th^ Grade**

**C5.**

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2000</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-6">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-6">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-6">SpEd</h1></td>
<td><h1 id="at-6">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>49</td>
<td>6</td>
<td>71</td>
<td>----</td>
<td>76</td>
<td>33</td>
<td>44</td>
<td>---</td>
<td>2</td>
<td>1</td>
<td>30</td>
</tr>
</tbody>
</table>

**Test Performance (2000) Mastering**

## Objectives \# of Students % of Students Passing

  ----------------------- ----------------------- -----------------------
  Word Meaning            24                      31

  Supporting Idea         31                      40

  Summarization           24                      31

  Relationships and       43                      56
  Outcomes                                        

  Inferences and          33                      43
  Generalizations                                 

  Point of View,          31                      40
  Propaganda, and Fact                            
  and Opinion                                     
  ----------------------- ----------------------- -----------------------

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2001</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-7">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-7">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-7">SpEd</h1></td>
<td><h1 id="at-7">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>87</td>
<td>2</td>
<td>66</td>
<td>----</td>
<td>65</td>
<td>24</td>
<td>44</td>
<td>---</td>
<td>---</td>
<td>2</td>
<td>10</td>
</tr>
</tbody>
</table>

**Test Performance (2001) Mastering**

## Objectives \# of Students % of Students Passing

  ----------------------- ----------------------- -----------------------
  Word Meaning            42                      62

  Supporting Idea         50                      74

  Summarization           32                      47

  Relationships and       55                      81
  Outcomes                                        

  Inferences and          53                      78
  Generalizations                                 

  Point of View,          40                      59
  Propaganda, and Fact                            
  and Opinion                                     
  ----------------------- ----------------------- -----------------------

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2002</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-8">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-8">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-8">SpEd</h1></td>
<td><h1 id="at-8">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>100</td>
<td>5</td>
<td>86</td>
<td>---</td>
<td>90</td>
<td>37</td>
<td>54</td>
<td>---</td>
<td>4</td>
<td>---</td>
<td>45</td>
</tr>
</tbody>
</table>

**Test Performance (2002) Mastering**

## Objectives \# of Students % of Students Passing

  ----------------------- ----------------------- -----------------------
  Word Meaning            77                      89

  Supporting Idea         84                      97

  Summarization           71                      82

  Relationships and       77                      89
  Outcomes                                        

  Inferences and          84                      97
  Generalizations                                 

  Point of View,          82                      94
  Propaganda, and Fact                            
  and Opinion                                     
  ----------------------- ----------------------- -----------------------

**English TAAS Reading -- Cross Grade Level Comparison**

**(All Students --regular, LEP, non-exempt Special Ed)**

**C6.**

<table style="width:100%;">
<colgroup>
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Grade and Year</td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-9">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-9">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-9">SpEd</h1></td>
<td><h1 id="at-9">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td>Gr 4 – 02</td>
<td>98</td>
<td>6</td>
<td>105</td>
<td>1</td>
<td>109</td>
<td>57</td>
<td>55</td>
<td>0</td>
<td>3</td>
<td>0</td>
<td>2</td>
</tr>
<tr class="odd">
<td>Gr 3 – 01</td>
<td>64</td>
<td>6</td>
<td>91</td>
<td>0</td>
<td>95</td>
<td>49</td>
<td>48</td>
<td>0</td>
<td>5</td>
<td>0</td>
<td>4</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Gr 5 – 02</td>
<td>100</td>
<td>5</td>
<td>86</td>
<td>0</td>
<td>90</td>
<td>37</td>
<td>54</td>
<td>0</td>
<td>4</td>
<td>0</td>
<td>45</td>
</tr>
<tr class="even">
<td>Gr 4 – 01</td>
<td>84</td>
<td>4</td>
<td>86</td>
<td>0</td>
<td>90</td>
<td>42</td>
<td>48</td>
<td>0</td>
<td>2</td>
<td>0</td>
<td>1</td>
</tr>
<tr class="odd">
<td>Gr 3 – 00</td>
<td>66</td>
<td>3</td>
<td>99</td>
<td>0</td>
<td>99</td>
<td>47</td>
<td>56</td>
<td>0</td>
<td>3</td>
<td>0</td>
<td>36</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Gr 6 – 02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Gr 5 – 01</td>
<td>87</td>
<td>2</td>
<td>66</td>
<td>0</td>
<td>65</td>
<td>24</td>
<td>44</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>10</td>
</tr>
<tr class="odd">
<td>Gr 4– 00</td>
<td>84</td>
<td>4</td>
<td>69</td>
<td>0</td>
<td>70</td>
<td>25</td>
<td>48</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>29</td>
</tr>
<tr class="even">
<td>Gr 3 – 99</td>
<td>33</td>
<td>2</td>
<td>84</td>
<td>0</td>
<td>79</td>
<td>40</td>
<td>47</td>
<td>1</td>
<td>0</td>
<td>3</td>
<td>7</td>
</tr>
</tbody>
</table>

**English SDAA Reading (Students with disabilities exempt from TAAS)**

**C7.**

<table>
<colgroup>
<col style="width: 9%" />
<col style="width: 14%" />
<col style="width: 11%" />
<col style="width: 12%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade</strong></td>
<td><p>Total % Met</p>
<p>ARD Expectation</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><h1 id="male-10">Male</h1></td>
<td>Female</td>
<td><h1 id="econ-disadv">Econ Disadv</h1></td>
<td>LEP</td>
<td><h1 id="at-10">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td>GR. 3</td>
<td>N/A</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Gr. 4</td>
<td>80%</td>
<td>0</td>
<td>5</td>
<td>0</td>
<td>3</td>
<td>2</td>
<td>5</td>
<td>0</td>
<td>2</td>
</tr>
<tr class="even">
<td><h1 id="gr.-5">Gr. 5</h1></td>
<td>87%</td>
<td>1</td>
<td>14</td>
<td>0</td>
<td>8</td>
<td>7</td>
<td>15</td>
<td>0</td>
<td>7</td>
</tr>
<tr class="odd">
<td>Gr. 6</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**2000, 2001 and 2002 TAAS English Reading Pass Rates by Objectives**

### **All Students -- regular, LEP, non-exempt Special Ed**

# **C8. Third Grade Fourth Grade Fifth Grade**

  ----------------- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ------
                    00    01    02          00    01    02          00    01    02

  Word Meaning      70    70    97          70    88    94          31    62    89

  Supporting Idea   75    60    91          70    87    95          40    74    96

  Summarization     51    38    85          37    57    50          31    47    80

  Relationships and 81    71    89          67    68    88          56    81    89
  Outcomes                                                                      

  Inferences and    63    53    95          60    72    85          43    78    97
  Generalizations                                                               

  Point of View,    51    61    88          67    66    81          40    59    95
  Propaganda, and                                                               
  Fact and Opinion                                                              

  Met Minimum       67%   64%   95%         85%   84%   99%         53%   88%   100%
  Expectations                                                                  
  ----------------- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ------

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

# 

#  

# **Robert Lee Frost Elementary**

**Student Achievement**

**English TAAS Math**

**(All Students --regular, LEP, non-exempt Special Ed)**

**3^rd^ Grade**

**C9.**

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2000</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-11">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-10">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-10">SpEd</h1></td>
<td><h1 id="at-11">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>48</td>
<td>4</td>
<td>114</td>
<td>----</td>
<td>115</td>
<td>57</td>
<td>62</td>
<td>---</td>
<td>3</td>
<td>0</td>
<td>51</td>
</tr>
</tbody>
</table>

**Test Performance (2000) Mastering**

## Objectives \# of Students % of Students Passing

  ------------------------ ----------------------- -----------------------
  Number Concepts          89                      75

  Algebraic/Mathematical   80                      67
  Relations and Functions                          

  Geometric Properties and 83                      70
  Relationships                                    

  Measurement Concepts     55                      46

  Probability and          76                      64
  Statistics                                       

  Use of Addition to Solve 91                      76
  Problems                                         

  Use of Subtraction to    69                      58
  Solve Problems                                   

  Use of Multiplication to 80                      67
  Solve Problems                                   

  Use of Division to Solve                         
  Problems                                         

  Problem Solving Using    43                      36
  Estimation                                       

  Problem Solving Using    37                      31
  Solution Strategies                              

  Problem Solving Using    59                      50
  Mathematical                                     
  Representation                                   

  Evaluation on the                                
  Reasonableness of a                              
  Solution                                         
  ------------------------ ----------------------- -----------------------

# **Robert Lee Frost Elementary**

**Student Achievement**

**English TAAS Math**

**(All Students --regular, LEP, non-exempt Special Ed)**

**3^rd^ Grade**

**C10.**

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2001</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-12">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-11">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-11">SpEd</h1></td>
<td><h1 id="at-12">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>48</td>
<td>4</td>
<td>114</td>
<td>----</td>
<td>115</td>
<td>57</td>
<td>62</td>
<td>---</td>
<td>3</td>
<td>0</td>
<td>51</td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**Test Performance (2001) Mastering**

## Objectives \# of Students % of Students Passing

  ------------------------ ----------------------- -----------------------
  Number Concepts          86                      83

  Algebraic/Mathematical   51                      50
  Relations and Functions                          

  Geometric Properties and 67                      65
  Relationships                                    

  Measurement Concepts     54                      52

  Probability and          59                      57
  Statistics                                       

  Use of Addition to Solve 70                      68
  Problems                                         

  Use of Subtraction to    56                      54
  Solve Problems                                   

  Use of Multiplication to 64                      62
  Solve Problems                                   

  Use of Division to Solve                         
  Problems                                         

  Problem Solving Using    7                       7
  Estimation                                       

  Problem Solving Using    19                      18
  Solution Strategies                              

  Problem Solving Using    46                      45
  Mathematical                                     
  Representation                                   

  Evaluation on the                                
  Reasonableness of a                              
  Solution                                         
  ------------------------ ----------------------- -----------------------

# 

#  

# **Robert Lee Frost Elementary**

**Student Achievement**

**English TAAS Math**

**(All Students --regular, LEP, non-exempt Special Ed)**

**3^rd^ Grade**

**C11.**

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2002</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-13">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-12">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-12">SpEd</h1></td>
<td><h1 id="at-13">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>48</td>
<td>4</td>
<td>114</td>
<td>----</td>
<td>115</td>
<td>57</td>
<td>62</td>
<td>---</td>
<td>3</td>
<td>0</td>
<td>51</td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**Test Performance (2002) Mastering**

## Objectives \# of Students % of Students Passing

  ------------------------ ----------------------- -----------------------
  Number Concepts          112                     98

  Algebraic/Mathematical   108                     95
  Relations and Functions                          

  Geometric Properties and 99                      87
  Relationships                                    

  Measurement Concepts     107                     94

  Probability and          104                     91
  Statistics                                       

  Use of Addition to Solve 103                     90
  Problems                                         

  Use of Subtraction to    90                      79
  Solve Problems                                   

  Use of Multiplication to 95                      83
  Solve Problems                                   

  Use of Division to Solve                         
  Problems                                         

  Problem Solving Using    60                      53
  Estimation                                       

  Problem Solving Using    74                      65
  Solution Strategies                              

  Problem Solving Using    92                      81
  Mathematical                                     
  Representation                                   

  Evaluation on the                                
  Reasonableness of a                              
  Solution                                         
  ------------------------ ----------------------- -----------------------

# 

# **Robert Lee Frost Elementary**

**Student Achievement**

**English TAAS Math**

**(All Students --regular, LEP, non-exempt Special Ed)**

**4^th^ Grade**

C12.

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2000</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-14">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-13">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-13">SpEd</h1></td>
<td><h1 id="at-14">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>69</td>
<td>4</td>
<td>71</td>
<td>----</td>
<td>72</td>
<td>27</td>
<td>48</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>30</td>
</tr>
</tbody>
</table>

**Test Performance (2000) Mastering**

## Objectives \# of Students % of Students Passing

  ------------------------ ----------------------- -----------------------
  Number Concepts          66                      88

  Algebraic/Mathematical   67                      89
  Relations and Functions                          

  Geometric Properties and 63                      84
  Relationships                                    

  Measurement Concepts     66                      88

  Probability and          50                      67
  Statistics                                       

  Use of Addition to Solve 68                      91
  Problems                                         

  Use of Subtraction to    58                      77
  Solve Problems                                   

  Use of Multiplication to 56                      75
  Solve Problems                                   

  Use of Division to Solve 61                      81
  Problems                                         

  Problem Solving Using    31                      41
  Estimation                                       

  Problem Solving Using    46                      61
  Solution Strategies                              

  Problem Solving Using    51                      68
  Mathematical                                     
  Representation                                   

  Evaluation on the                                
  Reasonableness of a                              
  Solution                                         
  ------------------------ ----------------------- -----------------------

# 

# **Robert Lee Frost Elementary**

**Student Achievement**

**English TAAS Math**

**(All Students --regular, LEP, non-exempt Special Ed)**

**4^th^ Grade**

**C13.**

<table style="width:100%;">
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2001</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-15">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-14">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-14">SpEd</h1></td>
<td><h1 id="at-15">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>86</td>
<td>5</td>
<td>92</td>
<td>----</td>
<td>97</td>
<td>46</td>
<td>52</td>
<td>---</td>
<td>---</td>
<td>7</td>
<td>7</td>
</tr>
</tbody>
</table>

**Test Performance (2001) Mastering**

## Objectives \# of Students % of Students Passing

  ------------------------ ----------------------- -----------------------
  Number Concepts          81                      83

  Algebraic/Mathematical   64                      65
  Relations and Functions                          

  Geometric Properties and 86                      88
  Relationships                                    

  Measurement Concepts     66                      67

  Probability and          63                      64
  Statistics                                       

  Use of Addition to Solve 86                      88
  Problems                                         

  Use of Subtraction to    59                      60
  Solve Problems                                   

  Use of Multiplication to 75                      77
  Solve Problems                                   

  Use of Division to Solve 71                      72
  Problems                                         

  Problem Solving Using    17                      17
  Estimation                                       

  Problem Solving Using    39                      40
  Solution Strategies                              

  Problem Solving Using    60                      61
  Mathematical                                     
  Representation                                   

  Evaluation on the                                
  Reasonableness of a                              
  Solution                                         
  ------------------------ ----------------------- -----------------------

# **Robert Lee Frost Elementary**

**Student Achievement**

**English TAAS Math**

**(All Students --regular, LEP, non-exempt Special Ed)**

**4^th^ Grade**

**C14.**

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2002</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-16">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-15">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-15">SpEd</h1></td>
<td><h1 id="at-16">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>95</td>
<td>6</td>
<td>104</td>
<td>1</td>
<td>108</td>
<td>56</td>
<td>55</td>
<td>---</td>
<td>3</td>
<td>---</td>
<td>3</td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**Test Performance (2002) Mastering**

## Objectives \# of Students % of Students Passing

  ------------------------ ----------------------- -----------------------
  Number Concepts          105                     95

  Algebraic/Mathematical   99                      89
  Relations and Functions                          

  Geometric Properties and 103                     93
  Relationships                                    

  Measurement Concepts     102                     92

  Probability and          93                      84
  Statistics                                       

  Use of Addition to Solve 101                     91
  Problems                                         

  Use of Subtraction to    89                      80
  Solve Problems                                   

  Use of Multiplication to 102                     92
  Solve Problems                                   

  Use of Division to Solve 91                      82
  Problems                                         

  Problem Solving Using    30                      27
  Estimation                                       

  Problem Solving Using    30                      27
  Solution Strategies                              

  Problem Solving Using    75                      64
  Mathematical                                     
  Representation                                   

  Evaluation on the                                84
  Reasonableness of a                              
  Solution                                         
  ------------------------ ----------------------- -----------------------

# 

# 

# **Robert Lee Frost Elementary**

**Student Achievement**

**English TAAS Math**

**(All Students --regular, LEP, non-exempt Special Ed)**

**5^th^ Grade**

C15.

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2000</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-17">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-16">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-16">SpEd</h1></td>
<td><h1 id="at-17">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>53</td>
<td>5</td>
<td>51</td>
<td>----</td>
<td>69</td>
<td>30</td>
<td>40</td>
<td>---</td>
<td>1</td>
<td>---</td>
<td>31</td>
</tr>
</tbody>
</table>

**Test Performance (2000) Mastering**

## Objectives \# of Students % of Students Passing

  ------------------------ ----------------------- -----------------------
  Number Concepts          37                      43

  Algebraic/Mathematical   67                      78
  Relations and Functions                          

  Geometric Properties and 42                      49
  Relationships                                    

  Measurement Concepts     78                      91

  Probability and          56                      65
  Statistics                                       

  Use of Addition to Solve 67                      78
  Problems                                         

  Use of Subtraction to    37                      43
  Solve Problems                                   

  Use of Multiplication to 44                      51
  Solve Problems                                   

  Use of Division to Solve 40                      47
  Problems                                         

  Problem Solving Using    45                      52
  Estimation                                       

  Problem Solving Using    33                      38
  Solution Strategies                              

  Problem Solving Using    42                      49
  Mathematical                                     
  Representation                                   

  Evaluation on the        28                      33
  Reasonableness of a                              
  Solution                                         
  ------------------------ ----------------------- -----------------------

# 

# 

# **Robert Lee Frost Elementary**

**Student Achievement**

**English TAAS Math**

**(All Students --regular, LEP, non-exempt Special Ed)**

**5^th^ Grade**

**C16.**

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2001</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-18">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-17">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-17">SpEd</h1></td>
<td><h1 id="at-18">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>93</td>
<td>1</td>
<td>67</td>
<td>----</td>
<td>66</td>
<td>25</td>
<td>43</td>
<td>---</td>
<td>1</td>
<td>---</td>
<td>10</td>
</tr>
</tbody>
</table>

**Test Performance (2001) Mastering**

## Objectives \# of Students % of Students Passing

  ------------------------ ----------------------- -----------------------
  Number Concepts          50                      74

  Algebraic/Mathematical   45                      66
  Relations and Functions                          

  Geometric Properties and 64                      94
  Relationships                                    

  Measurement Concepts     53                      78

  Probability and          33                      49
  Statistics                                       

  Use of Addition to Solve 63                      93
  Problems                                         

  Use of Subtraction to    57                      84
  Solve Problems                                   

  Use of Multiplication to 57                      84
  Solve Problems                                   

  Use of Division to Solve 55                      81
  Problems                                         

  Problem Solving Using    37                      54
  Estimation                                       

  Problem Solving Using    23                      34
  Solution Strategies                              

  Problem Solving Using    38                      56
  Mathematical                                     
  Representation                                   

  Evaluation on the        22                      32
  Reasonableness of a                              
  Solution                                         
  ------------------------ ----------------------- -----------------------

# 

# **Robert Lee Frost Elementary**

**Student Achievement**

**English TAAS Math**

**(All Students --regular, LEP, non-exempt Special Ed)**

**5^th^ Grade**

**C17.**

<table>
<colgroup>
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>2002</strong></td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-19">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-18">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-18">SpEd</h1></td>
<td><h1 id="at-19">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td></td>
<td>99</td>
<td>5</td>
<td>91</td>
<td>----</td>
<td>95</td>
<td>56</td>
<td>40</td>
<td>---</td>
<td>4</td>
<td>---</td>
<td>48</td>
</tr>
</tbody>
</table>

**Test Performance (2002) Mastering**

## Objectives \# of Students % of Students Passing

  ------------------------ ----------------------- -----------------------
  Number Concepts          85                      98

  Algebraic/Mathematical   86                      99
  Relations and Functions                          

  Geometric Properties and 85                      98
  Relationships                                    

  Measurement Concepts     83                      95

  Probability and          82                      94
  Statistics                                       

  Use of Addition to Solve 85                      98
  Problems                                         

  Use of Subtraction to    84                      97
  Solve Problems                                   

  Use of Multiplication to 82                      94
  Solve Problems                                   

  Use of Division to Solve 85                      98
  Problems                                         

  Problem Solving Using    68                      78
  Estimation                                       

  Problem Solving Using    66                      76
  Solution Strategies                              

  Problem Solving Using    69                      79
  Mathematical                                     
  Representation                                   

  Evaluation on the        50                      57
  Reasonableness of a                              
  Solution                                         
  ------------------------ ----------------------- -----------------------

**English TAAS Math -- Cross Grade Level Comparison**

**(All Students --regular, LEP, non-exempt Special Ed)**

**C18.**

<table style="width:100%;">
<colgroup>
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Grade and Year</td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-20">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-19">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-19">SpEd</h1></td>
<td><h1 id="at-20">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td>Gr 4 – 02</td>
<td>95</td>
<td>6</td>
<td>104</td>
<td>1</td>
<td>108</td>
<td>56</td>
<td>55</td>
<td>0</td>
<td>3</td>
<td>0</td>
<td>3</td>
</tr>
<tr class="odd">
<td>Gr 3 – 01</td>
<td>69</td>
<td>6</td>
<td>90</td>
<td>0</td>
<td>94</td>
<td>48</td>
<td>48</td>
<td>0</td>
<td>5</td>
<td>0</td>
<td>4</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Gr 5 – 02</td>
<td>99</td>
<td>5</td>
<td>91</td>
<td>0</td>
<td>95</td>
<td>40</td>
<td>56</td>
<td>0</td>
<td>4</td>
<td>0</td>
<td>48</td>
</tr>
<tr class="even">
<td>Gr 4 – 01</td>
<td>88</td>
<td>4</td>
<td>86</td>
<td>0</td>
<td>90</td>
<td>42</td>
<td>49</td>
<td>0</td>
<td>2</td>
<td>0</td>
<td>1</td>
</tr>
<tr class="odd">
<td>Gr 3 – 00</td>
<td>48</td>
<td>4</td>
<td>114</td>
<td>0</td>
<td>115</td>
<td>57</td>
<td>62</td>
<td>0</td>
<td>3</td>
<td>0</td>
<td>51</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Gr 6 – 02</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="even">
<td>Gr 5 – 01</td>
<td>93</td>
<td>1</td>
<td>67</td>
<td>0</td>
<td>66</td>
<td>25</td>
<td>43</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>10</td>
</tr>
<tr class="odd">
<td>Gr 4– 00</td>
<td>69</td>
<td>4</td>
<td>71</td>
<td>0</td>
<td>72</td>
<td>27</td>
<td>48</td>
<td>0</td>
<td>0</td>
<td>0</td>
<td>30</td>
</tr>
<tr class="even">
<td>Gr 3 – 99</td>
<td>33</td>
<td>2</td>
<td>84</td>
<td>0</td>
<td>79</td>
<td>40</td>
<td>47</td>
<td>1</td>
<td>0</td>
<td>4</td>
<td>7</td>
</tr>
</tbody>
</table>

**English SDAA Math (Students with disabilities exempt from TAAS)**

**C19.**

<table>
<colgroup>
<col style="width: 9%" />
<col style="width: 14%" />
<col style="width: 11%" />
<col style="width: 12%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><strong>Grade</strong></td>
<td><p>Total % Met</p>
<p>ARD Expectation</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><h1 id="male-21">Male</h1></td>
<td>Female</td>
<td><h1 id="econ-disadv-1">Econ Disadv</h1></td>
<td>LEP</td>
<td><h1 id="at-21">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td>GR. 3</td>
<td>N/A</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
<tr class="odd">
<td>Gr. 4</td>
<td>100%</td>
<td>0</td>
<td>6</td>
<td>0</td>
<td>4</td>
<td>2</td>
<td>6</td>
<td>0</td>
<td>3</td>
</tr>
<tr class="even">
<td><h1 id="gr.-5-1">Gr. 5</h1></td>
<td>91%</td>
<td>1</td>
<td>10</td>
<td>0</td>
<td>6</td>
<td>5</td>
<td>11</td>
<td>0</td>
<td>4</td>
</tr>
<tr class="odd">
<td>Gr. 6</td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>

**2000, 2001 and 2002 TAAS English Math Pass Rates by Objectives**

### **All Students -- regular, LEP, non-exempt Special Ed**

# **C20.** Third Grade Fourth Grade Fifth Grade

  ------------------- ----- ----- ----- ---- ----- ----- ----- ---- ----- ----- -----
                      00    01    02         00    01    02         00    01    02

  Number Concepts     75    82    98         88    84    95         43    74    97

  Alg/Math            67    51    95         89    66    89         78    66    98
  Relationship &                                                                
  Functions                                                                     

  Geometric           70    64    87         84    88    93         49    94    97
  Properties and                                                                
  Relationships                                                                 

  Measurement         46    51    94         88    68    92         91    78    95
  Concepts                                                                      

  Probability and     64    59    91         67    66    84         65    49    91
  Statistics                                                                    

  Addition to Solve   76    67    90         91    90    91         78    93    96
  Problems                                                                      

  Subtraction to      58    55    79         77    62    80         43    84    94
  Solve Problems                                                                

  Multiply/Division   67          83                                            
  to Solve Problem                                                              

  Multiply to Solve         63               75    80    92         51    84    93
  Problem                                                                       

  Division to Solve                          81    76    82         47    81    95
  Problems                                                                      

  Problem Solving     36    5     53         41    19    27         52    54    77
  Using Estimation                                                              

  Problem Solving     31    18    65         61    41    27         38    34    75
  Using Solution                                                                
  Strategies                                                                    

  Problem Solving     50    46    81         68    62    68         49    56    77
  Using Math                                                                    
  Representation                                                                

  Eval. of the                                                      33    32    56
  Reasonableness of a                                                           
  Solution                                                                      

  Met minimum         48%   69%   92%        69%   69%   86%        53%   93%   99%
  expectation                                                                   
  ------------------- ----- ----- ----- ---- ----- ----- ----- ---- ----- ----- -----

**English TAAS Writing**

**(regular, LEP, non-exempt Special Ed)**

**4^th^ Grade**

**C21**.

<table style="width:100%;">
<colgroup>
<col style="width: 6%" />
<col style="width: 9%" />
<col style="width: 10%" />
<col style="width: 11%" />
<col style="width: 8%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 9%" />
<col style="width: 6%" />
<col style="width: 6%" />
<col style="width: 7%" />
<col style="width: 6%" />
</colgroup>
<tbody>
<tr class="odd">
<td>Year</td>
<td><p>%</p>
<p>Passing</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><p>Econ</p>
<p>Disadv</p></td>
<td><h1 id="male-22">Male</h1></td>
<td>Female</td>
<td><h1 id="gt-20">G/T</h1></td>
<td>LEP</td>
<td><h1 id="sped-20">SpEd</h1></td>
<td><h1 id="at-22">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td>02</td>
<td>96</td>
<td>6</td>
<td>99</td>
<td>----</td>
<td>102</td>
<td>55</td>
<td>50</td>
<td>---</td>
<td>3</td>
<td>---</td>
<td>0</td>
</tr>
<tr class="odd">
<td>01</td>
<td>94</td>
<td>4</td>
<td>85</td>
<td>---</td>
<td>89</td>
<td>39</td>
<td>50</td>
<td>---</td>
<td>2</td>
<td>1</td>
<td>1</td>
</tr>
<tr class="even">
<td>00</td>
<td>92</td>
<td>3</td>
<td>71</td>
<td>---</td>
<td>71</td>
<td>26</td>
<td>48</td>
<td>---</td>
<td>0</td>
<td>---</td>
<td>29</td>
</tr>
</tbody>
</table>

**English SDAA Writing (Students with disabilities exempt from TAAS)**

**C22.**

<table>
<colgroup>
<col style="width: 9%" />
<col style="width: 14%" />
<col style="width: 11%" />
<col style="width: 12%" />
<col style="width: 8%" />
<col style="width: 7%" />
<col style="width: 10%" />
<col style="width: 9%" />
<col style="width: 7%" />
<col style="width: 7%" />
</colgroup>
<tbody>
<tr class="odd">
<td><p><strong>Grade</strong></p>
<p><strong>4</strong></p></td>
<td><p>Total % Met</p>
<p>ARD Expectation</p></td>
<td>Hispanic</td>
<td><p>African</p>
<p>American</p></td>
<td>White</td>
<td><h1 id="male-23">Male</h1></td>
<td>Female</td>
<td><h1 id="econ-disadv-2">Econ Disadv</h1></td>
<td>LEP</td>
<td><h1 id="at-23">At</h1>
<p>Risk</p></td>
</tr>
<tr class="even">
<td>02</td>
<td>33</td>
<td>0</td>
<td>12</td>
<td>0</td>
<td>12</td>
<td>6</td>
<td>6</td>
<td>0</td>
<td>9</td>
</tr>
</tbody>
</table>

**2000, 2001 and 2002 TAAS English Writing Pass Rates by Objectives**

**All Students -- regular, LEP, non-exempt Special Ed**

**4^th^ Grade**

C23.

  ----------------- ----------------- ----------------- -----------------
                    00                01                02

  0 in Writing      1                 0                 0
  Composition                                           

  1 in Writing      0                 0                 1
  Composition                                           

  2 in Writing      54                73                66
  Composition                                           

  3 in Writing      43                27                33
  Composition                                           

  4 in Writing      1                 0                 0
  Composition                                           

  Sentence          82                70                87
  Construction                                          

  English Usage     77                93                92

  Use of Spelling,  74                72                81
  Capitalization &                                      
  Punctuation                                           

  Percentage        92%               94%               96%
  Passing                                               
  ----------------- ----------------- ----------------- -----------------

**STANFORD 9**

**FIRST GRADE**

C24. 2000

+------------+------+-----+-------+-------+---+---------+------+--------+
|            | T    | W   | Word  | Re    |   | Total   | Pro  | Proc   |
|            | otal | ord | Re    | ading |   | Math    | blem | edures |
|            | Rea  | St  | ading | Comp  |   |         | Sol  |        |
|            | ding | udy |       |       |   |         | ving |        |
|            |      | Ski |       |       |   |         |      |        |
|            |      | lls |       |       |   |         |      |        |
+------------+------+-----+-------+-------+---+---------+------+--------+
| Number     | 140  | 141 | 141   | 140   | 1 |         | 140  | 141    |
| Possible   |      |     |       |       | 4 |         |      |        |
|            |      |     |       |       | 0 |         |      |        |
+------------+------+-----+-------+-------+---+---------+------+--------+
| Number     | 140  |     |       |       |   |         |      |        |
| Tested     |      |     |       |       |   |         |      |        |
+------------+------+-----+-------+-------+---+---------+------+--------+
| Number Raw | 62.3 | 2   | 15.0  | 24.8  | 4 |         | 26.8 | 14.3   |
| Score      |      | 2.2 |       |       | 1 |         |      |        |
|            |      |     |       |       | . |         |      |        |
|            |      |     |       |       | 1 |         |      |        |
+------------+------+-----+-------+-------+---+---------+------+--------+
| Mean       | 519  | 536 | 491   | 521   | 6 |         | 537  | 499    |
| Scaled     |      |     |       |       | 2 |         |      |        |
| Score      |      |     |       |       | 3 |         |      |        |
+------------+------+-----+-------+-------+---+---------+------+--------+
| National   | 50-5 | 4   | 40-5  | 57-5  | 4 |         | 46-5 | 50-5   |
| PR-S       |      | 9-5 |       |       | 8 |         |      |        |
|            |      |     |       |       | - |         |      |        |
|            |      |     |       |       | 5 |         |      |        |
+------------+------+-----+-------+-------+---+---------+------+--------+
| Mean       | 49.8 | 4   | 44.6  | 54.0  | 4 |         | 47.7 | 50.1   |
| National   |      | 9.6 |       |       | 9 |         |      |        |
| NCE        |      |     |       |       | . |         |      |        |
|            |      |     |       |       | 0 |         |      |        |
+------------+------+-----+-------+-------+---+---------+------+--------+
| At/Above   | 50   | 50  | 45    | 60    | 5 |         | 50   | 50     |
|            |      |     |       |       | 4 |         |      |        |
| Number     | 49   | 49  | 44    | 59    |   |         | 49   | 49     |
|            |      |     |       |       | 5 |         |      |        |
| Percent    |      |     |       |       | 3 |         |      |        |
+------------+------+-----+-------+-------+---+---------+------+--------+

2001

+--------+-------+-------+-------+-------+-------+-------+---------+
|        | Total | Word  | Word  | Re    | Total | Pr    | Pro     |
|        | Re    | Study | Re    | ading | Math  | oblem | cedures |
|        | ading | S     | ading | Comp  |       | So    |         |
|        |       | kills |       |       |       | lving |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 106   | 36    | 30    | 40    | 69    | 44    | 25      |
| Po     |       |       |       |       |       |       |         |
| ssible |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number |       |       |       |       |       |       |         |
| Tested |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 109   | 109   | 109   | 115   | 114   | 115   | 114     |
| Raw    |       |       |       |       |       |       |         |
| Score  |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Mean   | 69.6  | 23.7  | 18.9  | 26.4  | 41.1  | 26.4  | 14.6    |
| Scaled |       |       |       |       |       |       |         |
| Score  |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Na     | 59-5  | 54-4  | 56-5  | 64-6  | 46-5  | 41-5  | 54-5    |
| tional |       |       |       |       |       |       |         |
| PR-S   |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Mean   | 54.9  | 52.2  | 53.4  | 57.8  | 48.0  | 45.4  | 52.1    |
| Na     |       |       |       |       |       |       |         |
| tional |       |       |       |       |       |       |         |
| NCE    |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| At     | 72    | 66    | 69    | 75    | 60    | 57    | 54      |
| /Above |       |       |       |       |       |       |         |
|        | 66    | 61    | 63    | 65    | 53    | 50    | 47      |
| Number |       |       |       |       |       |       |         |
|        |       |       |       |       |       |       |         |
| P      |       |       |       |       |       |       |         |
| ercent |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+

**2002**

+--------+-------+-------+-------+-------+-------+-------+---------+
|        | Total | Word  | Word  | Re    | Total | Pr    | Pro     |
|        | Re    | Study | Re    | ading | Math  | oblem | cedures |
|        | ading | S     | ading | Comp  |       | So    |         |
|        |       | kills |       |       |       | lving |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 106   | 36    | 30    | 40    | 69    | 44    | 25      |
| Po     |       |       |       |       |       |       |         |
| ssible |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number |       |       |       |       |       |       |         |
| Tested |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 101   | 101   | 101   | 101   | 101   | 101   | 101     |
| Raw    |       |       |       |       |       |       |         |
| Score  |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Mean   | 81.6  | 27.3  | 22.8  | 31.5  | 48.7  | 30.9  | 17.8    |
| Scaled |       |       |       |       |       |       |         |
| Score  |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Na     | 69-6  | 62-6  | 70-6  | 77-7  | 61-6  | 54-5  | 68-6    |
| tional |       |       |       |       |       |       |         |
| PR-S   |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Mean   | 60.5  | 56.3  | 61.1  | 65.3  | 55.7  | 52.1  | 59.9    |
| Na     |       |       |       |       |       |       |         |
| tional |       |       |       |       |       |       |         |
| NCE    |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| At     | 81    | 74    | 74    | 87    | 70    | 64    | 77      |
| /Above |       |       |       |       |       |       |         |
|        | 80    | 73    | 73    | 86    | 69    | 63    | 76      |
| Number |       |       |       |       |       |       |         |
|        |       |       |       |       |       |       |         |
| P      |       |       |       |       |       |       |         |
| ercent |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+

# **STANFORD 9**

# **SECOND GRADE**

C25. 2000

+-----------+----+-------+-------+-------+-------+-------+---------+
|           | T  | Word  | Word  | Re    | Total | Pr    | Pro     |
|           | ot | Study | Re    | ading | Math  | oblem | cedures |
|           | al | S     | ading | Comp  |       | So    |         |
|           | R  | kills |       |       |       | lving |         |
|           | ea |       |       |       |       |       |         |
|           | di |       |       |       |       |       |         |
|           | ng |       |       |       |       |       |         |
+-----------+----+-------+-------+-------+-------+-------+---------+
| Number    | 1  | 111   | 111   | 111   | 111   | 111   | 111     |
| Possible  | 11 |       |       |       |       |       |         |
+-----------+----+-------+-------+-------+-------+-------+---------+
| Number    |    |       |       |       |       |       |         |
| Tested    |    |       |       |       |       |       |         |
+-----------+----+-------+-------+-------+-------+-------+---------+
| Number    |    | 27.0  | 13.1  | 14.0  | 36.2  | 21.5  | 14.6    |
| Raw Score |    |       |       |       |       |       |         |
+-----------+----+-------+-------+-------+-------+-------+---------+
| Mean      | 5  | 551   | 534   | 552   | 536   | 545   | 522     |
| Scaled    | 49 |       |       |       |       |       |         |
| Score     |    |       |       |       |       |       |         |
+-----------+----+-------+-------+-------+-------+-------+---------+
| National  | 26 | 33-4  | 23-4  | 26-4  | 21-3  | 20-3  | 28-4    |
| PR-S      | -4 |       |       |       |       |       |         |
+-----------+----+-------+-------+-------+-------+-------+---------+
| Mean      | 36 | 40.6  | 34.6  | 36.8  | 32.9  | 32.1  | 37.5    |
| National  | .8 |       |       |       |       |       |         |
| NCE       |    |       |       |       |       |       |         |
+-----------+----+-------+-------+-------+-------+-------+---------+
| At/Above  | 30 | 40    | 27    | 30    | 27    | 27    | 35      |
|           |    |       |       |       |       |       |         |
| Number    | 29 | 39    | 26    | 29    | 26    | 26    | 34      |
|           |    |       |       |       |       |       |         |
| Percent   |    |       |       |       |       |       |         |
+-----------+----+-------+-------+-------+-------+-------+---------+

2001

+--------+-------+-------+-------+-------+-------+-------+---------+
|        | Total | Word  | Word  | Re    | Total | Pr    | Pro     |
|        | Re    | Study | Re    | ading | Math  | oblem | cedures |
|        | ading | S     | ading | Comp  |       | So    |         |
|        |       | kills |       |       |       | lving |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 118   | 48    | 30    | 40    | 74    | 46    | 28      |
| Po     |       |       |       |       |       |       |         |
| ssible |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 128   | 128   | 128   | 128   | 127   | 127   | 127     |
| Tested |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 65.9  | 31.1  | 15.9  | 18.9  | 41.1  | 25.9  | 15.2    |
| Raw    |       |       |       |       |       |       |         |
| Score  |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Mean   | 566.1 | 571.3 | 546.6 | 573.8 | 547.4 | 561.3 | 526.3   |
| Scaled |       |       |       |       |       |       |         |
| Score  |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Na     | 40-5  | 47-5  | 32-4  | 43-5  | 30-4  | 33-4  | 31-4    |
| tional |       |       |       |       |       |       |         |
| PR-S   |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Mean   | 44.7  | 48.4  | 40.2  | 46.5  | 39.3  | 40.8  | 39.6    |
| Na     |       |       |       |       |       |       |         |
| tional |       |       |       |       |       |       |         |
| NCE    |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| At     | 47    | 51    | 38    | 52    | 26    | 33    | 31      |
| /Above |       |       |       |       |       |       |         |
|        | 37    | 40    | 30    | 41    | 20    | 26    | 24      |
| Number |       |       |       |       |       |       |         |
|        |       |       |       |       |       |       |         |
| P      |       |       |       |       |       |       |         |
| ercent |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+

**2002**

+--------+-------+-------+-------+-------+-------+-------+---------+
|        | Total | Word  | Word  | Re    | Total | Pr    | Pro     |
|        | Re    | Study | Re    | ading | Math  | oblem | cedures |
|        | ading | S     | ading | Comp  |       | So    |         |
|        |       | kills |       |       |       | lving |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 118   | 48    | 30    | 40    | 74    | 46    | 28      |
| Po     |       |       |       |       |       |       |         |
| ssible |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 99    | 100   | 100   | 99    | 99    | 99    | 99      |
| Tested |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 66.2  | 30.6  | 16.9  | 18.7  | 40.7  | 25.2  | 15.6    |
| Raw    |       |       |       |       |       |       |         |
| Score  |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Mean   | 567.5 | 569.9 | 555.1 | 572.5 | 546.7 | 558.7 | 529.7   |
| Scaled |       |       |       |       |       |       |         |
| Score  |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Na     | 34-4  | 38-4  | 33-4  | 34-4  | 23-4  | 25-4  | 30-4    |
| tional |       |       |       |       |       |       |         |
| PR-S   |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Mean   | 41.5  | 43.5  | 40.6  | 41.6  | 34.8  | 35.6  | 38.8    |
| Na     |       |       |       |       |       |       |         |
| tional |       |       |       |       |       |       |         |
| NCE    |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| At     | 32    | 35    | 32    | 36    | 26    | 28    | 27      |
| /Above |       |       |       |       |       |       |         |
|        | 32    | 35    | 32    | 36    | 26    | 28    | 27      |
| Number |       |       |       |       |       |       |         |
|        |       |       |       |       |       |       |         |
| P      |       |       |       |       |       |       |         |
| ercent |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+

**STANFORD 9**

**THIRD GRADE**

**C26 . 2000**

+--------+-------+---------+-------+-------+------+-------+---------+
|        | Total | Voc     | Word  | Re    | T    | Pr    | Pro     |
|        | Re    | abulary | Re    | ading | otal | oblem | cedures |
|        | ading |         | ading | Comp  | Math | So    |         |
|        |       |         |       |       |      | lving |         |
+--------+-------+---------+-------+-------+------+-------+---------+
| Number |       |         |       |       |      |       |         |
| Po     |       |         |       |       |      |       |         |
| ssible |       |         |       |       |      |       |         |
+--------+-------+---------+-------+-------+------+-------+---------+
| Number | 116   | 116     | NA    | 116   | 116  | 116   | 116     |
| Tested |       |         |       |       |      |       |         |
+--------+-------+---------+-------+-------+------+-------+---------+
| Number | 45.8  | 17.2    | NA    | 28.6  | 44.4 | 27.2  | 17.2    |
| Raw    |       |         |       |       |      |       |         |
| Score  |       |         |       |       |      |       |         |
+--------+-------+---------+-------+-------+------+-------+---------+
| Mean   | 592   | 583     | NA    | 598   | 586  | 592   | 577     |
| Scaled |       |         |       |       |      |       |         |
| Score  |       |         |       |       |      |       |         |
+--------+-------+---------+-------+-------+------+-------+---------+
| Na     | 34-4  | 31-4    | NA    | 37-4  | 40-5 | 38-4  | 46.5    |
| tional |       |         |       |       |      |       |         |
| PR-S   |       |         |       |       |      |       |         |
+--------+-------+---------+-------+-------+------+-------+---------+
| Mean   | 41.3  | 39.8    | NA    | 42.8  | 44.9 | 43.7  | 48.0    |
| Na     |       |         |       |       |      |       |         |
| tional |       |         |       |       |      |       |         |
| NCE    |       |         |       |       |      |       |         |
+--------+-------+---------+-------+-------+------+-------+---------+
| At     | 29    | 20      | NA    | 18    | 35   | 37    | 45      |
| /Above |       |         |       |       |      |       |         |
|        | 25    | 20      |       | 18    | 34   | 35    | 46      |
| Number |       |         |       |       |      |       |         |
|        |       |         |       |       |      |       |         |
| P      |       |         |       |       |      |       |         |
| ercent |       |         |       |       |      |       |         |
+--------+-------+---------+-------+-------+------+-------+---------+

2001

+--------+-------+-------+-------+-------+-------+-------+---------+
|        | Total | Word  | Word  | Re    | Total | Pr    | Pro     |
|        | Re    | Study | Re    | ading | Math  | oblem | cedures |
|        | ading | S     | ading | Comp  |       | So    |         |
|        |       | kills |       |       |       | lving |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 84    | NA    | 30    | 54    | 76    | 46    | 30      |
| Po     |       |       |       |       |       |       |         |
| ssible |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 102   | NA    | 102   | 102   | 102   | 102   | 102     |
| Tested |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 42.3  | NA    | 16.2  | 26.1  | 43.4  | 27.1  | 16.3    |
| Raw    |       |       |       |       |       |       |         |
| Score  |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Mean   | 584.9 | NA    | 577.6 | 589.1 | 583.9 | 592.5 | 570.7   |
| Scaled |       |       |       |       |       |       |         |
| Score  |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Na     | 28-4  | NA    | 28-4  | 30-4  | 39-4  | 38-4  | 41-5    |
| tional |       |       |       |       |       |       |         |
| PR-S   |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Mean   | 37.8  | NA    | 37.5  | 38.9  | 43.9  | 43.4  | 45.2    |
| Na     |       |       |       |       |       |       |         |
| tional |       |       |       |       |       |       |         |
| NCE    |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| At     | 16    | NA    | 19    | 13    | 37    | 34    | 46      |
| /Above |       |       |       |       |       |       |         |
|        | 16    |       | 19    | 13    | 36    | 33    | 45      |
| Number |       |       |       |       |       |       |         |
|        |       |       |       |       |       |       |         |
| P      |       |       |       |       |       |       |         |
| ercent |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+

2002

+--------+-------+-------+-------+-------+-------+-------+---------+
|        | Total | Word  | Word  | Re    | Total | Pr    | Pro     |
|        | Re    | Study | Re    | ading | Math  | oblem | cedures |
|        | ading | S     | ading | Comp  |       | So    |         |
|        |       | kills |       |       |       | lving |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 84    | NA    | 30    | 54    | 76    | 46    | 30      |
| Po     |       |       |       |       |       |       |         |
| ssible |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 109   | NA    | 109   | 109   | 109   | 109   | 109     |
| Tested |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Number | 56.3  | NA    | 20.3  | 36.0  | 54.9  | 33.0  | 21.9    |
| Raw    |       |       |       |       |       |       |         |
| Score  |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Mean   | 620.8 | NA    | 608.7 | 629.6 | 616.9 | 621.6 | 613.9   |
| Scaled |       |       |       |       |       |       |         |
| Score  |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Na     | 54-5  | NA    | 48-5  | 57-5  | 61-6  | 56-5  | 69-6    |
| tional |       |       |       |       |       |       |         |
| PR-S   |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| Mean   | 52.3  | NA    | 48.9  | 53.8  | 56.1  | 53.0  | 60.4    |
| Na     |       |       |       |       |       |       |         |
| tional |       |       |       |       |       |       |         |
| NCE    |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+
| At     | 56    | NA    | 54    | 60    | 76    | 64    | 77      |
| /Above |       |       |       |       |       |       |         |
|        | 51    |       | 50    | 55    | 70    | 59    | 71      |
| Number |       |       |       |       |       |       |         |
|        |       |       |       |       |       |       |         |
| P      |       |       |       |       |       |       |         |
| ercent |       |       |       |       |       |       |         |
+--------+-------+-------+-------+-------+-------+-------+---------+

**STANFORD 9**

**FOURTH GRADE**

**C 27. 2000**

+--------+-------+---------+------+------+------+-------+---------+
|        | Total | Voc     | Word | Rea  | T    | Pr    | Pro     |
|        | Re    | abulary | Rea  | ding | otal | oblem | cedures |
|        | ading |         | ding | Comp | Math | So    |         |
|        |       |         |      |      |      | lving |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number |       |         | NA   |      |      |       |         |
| Po     |       |         |      |      |      |       |         |
| ssible |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 68    | 68      | NA   | 68   | 68   | 68    | 68      |
| Tested |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 49.0  | 21.4    | NA   | 27.6 | 49.7 | 31.0  | 18.3    |
| Raw    |       |         |      |      |      |       |         |
| Score  |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Mean   | 616   | 363     | NA   | 609  | 625  | 625   | 626     |
| Scaled |       |         |      |      |      |       |         |
| Score  |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Na     | 31-4  | 47-5    | NA   | 28-4 | 54-5 | 53-5  | 56-5    |
| tional |       |         |      |      |      |       |         |
| PR-S   |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Mean   | 39.8  | 48.6    | NA   | 37.6 | 51.9 | 51.5  | 53.0    |
| Na     |       |         |      |      |      |       |         |
| tional |       |         |      |      |      |       |         |
| NCE    |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| At     | 22    | 19      | NA   | 30   | 46   | 43    | 46      |
| /Above |       |         |      |      |      |       |         |
|        | 23    | 20      |      | 31   | 47   | 44    | 47      |
| Number |       |         |      |      |      |       |         |
|        |       |         |      |      |      |       |         |
| P      |       |         |      |      |      |       |         |
| ercent |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+

2001

+--------+-------+---------+------+------+------+-------+---------+
|        | Total | Voc     | Word | Rea  | T    | Pr    | Pro     |
|        | Re    | abulary | Rea  | ding | otal | oblem | cedures |
|        | ading |         | ding | Comp | Math | So    |         |
|        |       |         |      |      |      | lving |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 84    | 30      | NA   | 54   | 78   | 48    | 30      |
| Po     |       |         |      |      |      |       |         |
| ssible |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 97    | 97      | NA   | 97   | 97   | 97    | 97      |
| Tested |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 44.6  | 16.2    | NA   | 28.3 | 47.7 | 30.3  | 17.4    |
| Raw    |       |         |      |      |      |       |         |
| Score  |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Mean   | 614.6 | 605.2   | NA   | 6    | 3    | 615.0 | 626     |
| Scaled |       |         |      | 18.6 | 21.4 |       |         |
| Score  |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Na     | 31-4  | 47-5    | NA   | 28-4 | 54-5 | 53-5  | 56-5    |
| tional |       |         |      |      |      |       |         |
| PR-S   |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Mean   | 39.8  | 48.6    | NA   | 37.6 | 51.9 | 51.5  | 53.0    |
| Na     |       |         |      |      |      |       |         |
| tional |       |         |      |      |      |       |         |
| NCE    |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| At     | 21    | 18      | NA   | 30   | 46   | 44    | 45      |
| /Above |       |         |      |      |      |       |         |
|        | 22    | 19      |      | 31   | 47   | 45    | 46      |
| Number |       |         |      |      |      |       |         |
|        |       |         |      |      |      |       |         |
| P      |       |         |      |      |      |       |         |
| ercent |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+

**2002**

+--------+-------+---------+------+------+------+-------+---------+
|        | Total | Voc     | Word | Rea  | T    | Pr    | Pro     |
|        | Re    | abulary | Rea  | ding | otal | oblem | cedures |
|        | ading |         | ding | Comp | Math | So    |         |
|        |       |         |      |      |      | lving |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 84    | NA      | 30   | 54   | 78   | 48    | 30      |
| Po     |       |         |      |      |      |       |         |
| ssible |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 103   | 103     | NA   | 103  | 102  | 102   | 103     |
| Tested |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 51.9  | 20.2    | NA   | 31.7 | 53.2 | 33.4  | 19.8    |
| Raw    |       |         |      |      |      |       |         |
| Score  |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Mean   | 630.5 | 632.0   | NA   | 6    | 6    | 634.7 | 630.9   |
| Scaled |       |         |      | 30.8 | 32.1 |       |         |
| Score  |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Na     | 43-5  | 45-5    | NA   | 44-5 | 56-5 | 54-5  | 59-5    |
| tional |       |         |      |      |      |       |         |
| PR-S   |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Mean   | 46.3  | 47.4    | NA   | 46.9 | 53.3 | 52.3  | 54.9    |
| Na     |       |         |      |      |      |       |         |
| tional |       |         |      |      |      |       |         |
| NCE    |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| At     | 39    | 49      | NA   | 42   | 61   | 56    | 68      |
| /Above |       |         |      |      |      |       |         |
|        | 38    | 48      |      | 41   | 60   | 55    | 66      |
| Number |       |         |      |      |      |       |         |
|        |       |         |      |      |      |       |         |
| P      |       |         |      |      |      |       |         |
| ercent |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+

**STANFORD 9**

**FIFTH GRADE**

**C 28. 2000**

+--------+-------+---------+------+------+------+-------+---------+
|        | Total | Voc     | Word | Rea  | T    | Pr    | Pro     |
|        | Re    | abulary | Rea  | ding | otal | oblem | cedures |
|        | ading |         | ding | Comp | Math | So    |         |
|        |       |         |      |      |      | lving |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number |       |         |      |      |      |       |         |
| Po     |       |         |      |      |      |       |         |
| ssible |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 76    | 76      | NA   | 76   | 76   | 76    | 76      |
| Tested |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 40.4  | 16.1    | NA   | 24.3 | 40.6 | 26.1  | 14.4    |
| Raw    |       |         |      |      |      |       |         |
| Score  |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Mean   | 621   | 621     | NA   | 620  | 626  | 626   | 625     |
| Scaled |       |         |      |      |      |       |         |
| Score  |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Na     | 21-3  | 20-3    | NA   | 24-4 | 30-4 | 34-4  | 29-4    |
| tional |       |         |      |      |      |       |         |
| PR-S   |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Mean   | 33.0  | 32.6    | NA   | 34.9 | 39.1 | 41.1  | 58.4    |
| Na     |       |         |      |      |      |       |         |
| tional |       |         |      |      |      |       |         |
| NCE    |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| At     | 24    | 21      | NA   | 26   | 55   | 58    | 67      |
| /Above |       |         |      |      |      |       |         |
|        | 26    | 23      |      | 28   | 61   | 63    | 73      |
| Number |       |         |      |      |      |       |         |
|        |       |         |      |      |      |       |         |
| P      |       |         |      |      |      |       |         |
| ercent |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+

2001

+--------+-------+---------+------+------+------+-------+---------+
|        | Total | Voc     | Word | Rea  | T    | Pr    | Pro     |
|        | Re    | abulary | Rea  | ding | otal | oblem | cedures |
|        | ading |         | ding | Comp | Math | So    |         |
|        |       |         |      |      |      | lving |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 84    | 30      | NA   | 54   | 78   | 48    | 30      |
| Po     |       |         |      |      |      |       |         |
| ssible |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 69    | 69      | NA   | 68   | 68   | 68    | 68      |
| Tested |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 44.6  | 17.8    | NA   | 26.7 | 47.9 | 29.9  | 18.0    |
| Raw    |       |         |      |      |      |       |         |
| Score  |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Mean   | 631.8 | 638.9   | NA   | 6    | 6    | 638.6 | 645.5   |
| Scaled |       |         |      | 28.6 | 40.8 |       |         |
| Score  |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Na     | 30-4  | 34-4    | NA   | 30-4 | 46-5 | 47-5  | 46-5    |
| tional |       |         |      |      |      |       |         |
| PR-S   |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Mean   | 38.8  | 41.6    | NA   | 39.2 | 47.9 | 48.5  | 48.1    |
| Na     |       |         |      |      |      |       |         |
| tional |       |         |      |      |      |       |         |
| NCE    |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| At     | 16    | 19      | NA   | 17   | 33   | 29    | 32      |
| /Above |       |         |      |      |      |       |         |
|        | 23    | 28      |      | 25   | 49   | 43    | 47      |
| Number |       |         |      |      |      |       |         |
|        |       |         |      |      |      |       |         |
| P      |       |         |      |      |      |       |         |
| ercent |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+

2002

+--------+-------+---------+------+------+------+-------+---------+
|        | Total | Voc     | Word | Rea  | T    | Pr    | Pro     |
|        | Re    | abulary | Rea  | ding | otal | oblem | cedures |
|        | ading |         | ding | Comp | Math | So    |         |
|        |       |         |      |      |      | lving |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 84    | 30      | NA   | 54   | 78   | 48    | 30      |
| Po     |       |         |      |      |      |       |         |
| ssible |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 92    | 92      | NA   | 92   | 92   | 92    | 92      |
| Tested |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Number | 47.0  | 18.3    | NA   | 28.6 | 55.2 | 34.3  | 20.9    |
| Raw    |       |         |      |      |      |       |         |
| Score  |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Mean   | 636.3 | 641.0   | NA   | 6    | 6    | 657.1 | 663.5   |
| Scaled |       |         |      | 34.1 | 59.0 |       |         |
| Score  |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Na     | 32-4  | 34-4    | NA   | 61-6 | 61-6 | 61-6  | 59-5    |
| tional |       |         |      |      |      |       |         |
| PR-S   |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| Mean   | 40.2  | 41.4    | NA   | 41.3 | 56.1 | 55.8  | 55.0    |
| Na     |       |         |      |      |      |       |         |
| tional |       |         |      |      |      |       |         |
| NCE    |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+
| At     | 20    | 21      | NA   | 20   | 66   | 58    | 67      |
| /Above |       |         |      |      |      |       |         |
|        | 22    | 23      |      | 22   | 72   | 63    | 73      |
| Number |       |         |      |      |      |       |         |
|        |       |         |      |      |      |       |         |
| P      |       |         |      |      |      |       |         |
| ercent |       |         |      |      |      |       |         |
+--------+-------+---------+------+------+------+-------+---------+