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

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

**Cover Sheet**

Name of Principal [Ms. Carol A. Leasure]{.underline}

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

Official School Name [Hanover Elementary School]{.underline}

(As it should appear in the official records)

School Mailing Address [3890 Jacksonville Road]{.underline}

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

[Bethlehem PA 18017-9307]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(610) 691-3210]{.underline} Fax [(610) 807-5560]{.underline}

Website/URL [www-ha.beth.k12.pa.us]{.underline} Email
<hanover-offices@bethsd.org>

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

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

(Principal's Signature)

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

Name of Superintendent [Dr. Joseph A. Lewis]{.underline}

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

District Name [Bethlehem Area School District]{.underline} Tel. [(610)
861-0500]{.underline}

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

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

Name of School Board

President/Chairperson [Mrs. Margaret J. Williams]{.underline}

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

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

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

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

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

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

1\. Number of schools in the district: [16]{.underline} Elementary
schools

[4]{.underline} Middle schools

[0]{.underline} Junior high schools

[2]{.underline} High schools

[22]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$ 8,117.30]{.underline}

Average State Per Pupil Expenditure: [\$ 9,021.21]{.underline}

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

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

> \[X\] 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**       29        22                     **51**       **7**                             

  **1**       22        25                     **47**       **8**                             

  **2**       27        19                     **46**       **9**                             

  **3**       22        26                     **48**       **10**                            

  **4**       29        30                     **59**       **11**                            

  **5**       27        26                     **53**       **12**                            

  **6**                                                     Other                             

                                    **TOTAL                                                   304
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [93]{.underline} % White

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

[1]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 6
              ***to*** the school after October  
              1 until the end of the year.       

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

  **(3)**     Subtotal of all transferred        9
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    301
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .029
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2.9%
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [1.6]{.underline}
%

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

Number of languages represented: [4]{.underline}

Specify languages:

Chinese, Portuguese, German & Turkish

9\. Students eligible for free/reduced-priced meals: [1.3]{.underline} %

[4]{.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: [5]{.underline} %

[15]{.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 [1]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [3]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [11]{.underline} Speech or Language
Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [12]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [1]{.underline} [12]{.underline}

Paraprofessionals \_\_\_\_\_\_\_ [4]{.underline}

> Support staff [3]{.underline} [23]{.underline}
>
> Total number [17]{.underline} [39]{.underline}

12\. Student-"classroom teacher" ratio: [25 to 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 attendance 97.37%      97.10%      97.48%      97.37%      96.37%

  Daily teacher attendance 95.4%       94.01%      96.46%      88.89%      95.29%

  Teacher turnover rate    0%          0%          16.6%       0%          0%

  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.**

Hanover Elementary School in Bethlehem, Pennsylvania, is a learning
wonderland where students, parents, teachers, and community work
together. This ensures that students succeed, become life-long learners,
and are committed to academic excellence.

Imagine ... a small, red brick building reminiscent of earlier times
that sits amidst four acres of woods and lawn where children walk, bike,
or scooter to school with friends and parents. Upon entering its doors,
your eyes are greeted by a sign that states, "*Hanover Hawks-Pride In
Academic Excellence*," followed by a warm welcome from the staff,
secretary, and principal.

Imagine ... hallways where student writing, artistic creations, and
projects are proudly displayed. Canned goods, holiday presents, mittens
and gloves are collected to help the extended community. Monthly theme
day posters announce and promote school spirit. Students work side by
side with their peers, and are tutored by parents, high school and
college students.

Imagine... students who are passionate about learning, strive for
academic excellence, are respectful, well mannered, compassionate, and
appreciative. Students here feel safe in their surroundings, participate
in school and community activities, and return to share their later
academic successes.

Imagine... students actively engaged in varied learning opportunities.
Students taste Greek and Moravian cookies, stone soup, potato latkes,
and delicacies at Mother's Day tea. Students see growing plants,
hatching chicks, and caterpillars morphing. Students hear multi-media
presentations, band and orchestra playing, and vocal music groups
practicing for upcoming performances. Students feel the excitement of
learning German, building simple machines, weighing and measuring trash,
and creating heat, light, and sound.

Imagine... parents who are supportive of the staff and their programs,
have high academic expectations, and are actively involved in their
child's school experience. Parents provide supplemental help at home,
attend workshops to learn about new programs, and parent teacher
conferences to discuss their child's progress. They serve as room
parents, Mystery Readers, classroom helpers and tutors, and are
appreciated and valued by the staff. Through the PTA, they supplement
the curriculum with field trips and visits from authors, poets,
scientists, artists, musicians, mathematicians, and historians; publish
student work; oversee and staff the school's numerous programs.

Imagine... a staff that has worked together for years and shared life's
personal joys and sorrows with one another. They have more combined
years of experience than there are students, are committed to academic
excellence and ensuring student success, and are respected by the
community. All continue to refine their skills, and upon retiring, they
return to their "roots" to tutor and substitute teach.

Imagine... a community where education is valued and everyone is
neighborly and protective of their children. Families unite in times of
crises and in times of celebration. Homes for sale are sold in record
time, and former students marry, and return to raise their families in
this nurturing environment.

Educating children at Hanover Elementary School is a total team effort
among the school, home, and community. Imagine that!

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

**Public Schools**

1.  **The school must show assessment results in reading (language arts
    or English) and mathematics for at least the last three years using
    the criteria determined by the CSSO for the state accountability
    system. For formatting, if possible use the sample tables (no charts
    or graphs) at the end of this application. Limit the narrative to
    one page and describe the meaning of the results in such a way that
    someone not intimately familiar with the tests can easily understand
    them. If the state allows the use of the SAT or ACT as part of its
    accountability system, at least 90 percent of the students in the
    appropriate classes must take the tests. If fewer than 90 percent
    take the tests, do not report the data.**

The test results in the attached tables show Hanover Elementary School
scores for the school years 1997-1998 through 2001-2002 in the areas of
Reading and Mathematics. The Pennsylvania System of School Assessment
(PSSA) test is administered to all fifth graders in the state of
Pennsylvania with the exception of some students who have IEPS and some
students with Limited English Proficiency. Scores for the state of
Pennsylvania are reported in a scaled score format. All Hanover fifth
graders took the PSSA test during the five-year period; the only
students who did not complete the test were those absent due to illness.

The state originally reported the test results for both reading and
mathematics in quartiles: the Top Group (76-99%), High-Middle (51-75%),
Low-Middle (26-50%), and Bottom Group (1-25%). These are the test
results shown from 1998 through 2000. Beginning in 2001, the state
assessment introduced the reporting of mathematics and reading results
in terms of four performance levels: Advanced, Proficient, Basic, and
Below Basic. These performance levels are described below:

> • Advanced: The Advanced Level reflects superior academic performance,
> indicating in-depth understanding and exemplary display of skills
> included in the Pennsylvania Academic Content Standards.
>
> • Proficient: The Proficient Level reflects satisfactory academic
> performance, indicating a solid understanding and adequate display of
> the skills included in the Pennsylvania Standards.
>
> • Basic: The Basic Level reflects marginal academic performance,
> indicating a partial understanding and limited display of the skills
> included in the Pennsylvania Standards.
>
> • Below Basic: The Below Basic Level reflects inadequate academic
> performance, indicating little understanding of the skills included in
> the Pennsylvania Standards.

Table A summarizes Hanover Elementary School's reading test scaled
scores and the state scaled scores. The school scores are shown first by
total scaled score for Hanover, then the percentage of students scoring
at each level is listed. The number and percent of students tested is
shown next. The lower end of the table displays the state scaled score
and the percentage of students scoring at each level in reading.

Table B uses the same format to report the data for Mathematics. The
school scores are shown first by total scaled score for Hanover, then
the percentage of students scoring at each level is listed. The number
and percent of students tested is shown next. The lower end of the table
displays the state scaled score and the percentage of students scoring
at each level in mathematics.

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

The principal and teachers analyze assessment data specifically for the
purpose of improving student performance. School summaries of
standardized and performance test data are shared with teachers to
determine school-wide student needs. The principal and staff then agree
on which areas to emphasize, and all grade levels, kindergarten through
grade five, use this school emphasis to guide their curricular direction
for the year. Teachers work in groups to create action plans that target
specific needs, such as increasing exposure to a variety of genres. They
then design strategies to use throughout the year to achieve this
objective.

Student reports are used by classroom teachers to determine individual
weaknesses, as well as group needs. When several students in a number of
classrooms are found to have a weakness in a particular skill, such as
mastery of subtraction facts, the students are provided with a support
network, including retired Hanover teachers, who work with these
children.

Other methods of assessment are also used to monitor student
performance. Portfolios contain on-demand and over-time assessments in
reading, writing, and mathematics. These pieces provide an on-going
snapshot of a student's progress, as well as class performance.
Portfolio pieces, DRA, teacher-created assessments, and report cards are
routinely shared with the principal for monitoring and feedback. The
effective use of assessment data helps Hanover continue to improve
academic performance.

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

Communication about student performance is regularly shared with
students, parents, and community. Standardized and performance testing
results are discussed with students via teacher conferencing. Parents
receive a written copy of their child's test results with a letter of
explanation; the principal conducts parent meetings to discuss and
explain test results. The school's test results are presented to the
PTA, and local media routinely publish the school's state test scores.

Student work, including portfolio pieces, quizzes, tests, homework, and
integrated projects, is discussed at length with parents, using an
assortment of procedures. Parent conferences are held twice yearly, with
an average attendance rate of 99%. Student report cards and portfolios
are used to communicate student performance and progress. Parents are
also free to call and conference individually with the teacher and/or
principal regarding their child's academic performance. This open door
policy is encouraged and expected by the principal, teachers, parents,
and students.

Hanover staff and parents produce a yearly event, Hanover Day, to honor
our former fifth grade students for their success on the PSSA. Members
of the school district, township, local, state, and federal level
politicians, community members and supporters, parents, student body,
and school staff all converge for a celebration of academic
success-Pride in Academic Excellence. This year Governor Edward Rendell
attended to commend our school as "a source of community and
Commonwealth pride."

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

Hanover will share information with other schools through a variety of
formats, beginning with our website. We will be able to showcase the
processes used to achieve our high test scores, using video clips,
photography, samples of student work, teacher and parent expectations,
and a look at the culture that encourages and expects student success.
By linking to other websites, such as our regional Intermediate Unit, we
can reach a larger audience.

Hanover teachers and principal will also issue an open invitation for
other schools to visit us during the school days for observational
purposes, or during inservice times, to share information about our
school. We are also willing to offer workshops to educators and serve as
resources to other schools. The school staff will be able to share
information within the district during district-wide grade level sharing
time, which is provided by the Bethlehem Area School District.
Additionally, during district Math and English/Language Arts trainings,
our teachers will have the opportunity to share their successes with
teachers throughout the district. The principal will have opportunities
to share with other principals at monthly administrative meetings.
Visitations to other school districts also will give Hanover staff the
chance to exchange information and dialog with educators in other
schools.

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

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

Hanover's curriculum is comprehensive, integrated, and based on high
academic standards. It is designed to engage students in their own
education, to prepare them to be life-long learners. The curriculum is a
skill-building process, starting in kindergarten and culminating in
fifth grade. New ideas and programs are embraced, while successful
programs are retained and expanded. Students are encouraged to strive to
exceed state-mandated standards. Ongoing assessment helps present a
complete picture of the students' needs and serves as a guide to modify
instruction. Safety nets are in place to ensure that all students
succeed. Units of study result in performances that are open to the
community and field trips are designed to enhance and reinforce studies.
This makes education more meaningful, and leads to increased student
success.

\[The Math and Reading portions will be discussed in sections II and
III.\]

Writing Workshop allows students to build and hone their writing skills.
Students produce authentic pieces of crafted writing in all content
areas, over time and on demand. Writings include narrative accounts and
procedures, reports, persuasive essays, responses to literature and
poetry. Rubrics state expected academic outcomes and encourage
self-monitoring. Besides displaying student writing, Hanover houses a
parent-run publishing center, which publishes students' finished works.

Social Studies and Science are integrated through the grades. Social
Studies include world events and local history. Our study of the
Moravians, through a partnership with Historic Bethlehem, spans all
grades. Students live history through units on celebrations around the
world, Native American life, biographies, map making, United States and
Pennsylvania history. Science is taught via the discovery approach,
using experiments to learn and reinforce new concepts. Science comes to
life as chicks hatch, caterpillars morph, trash is weighed and measured,
life-sized human body models are built, light flashes, sound pops, and
African animals parade.

Classroom teachers communicate with our specialists to incorporate areas
of study into their programs as well. Music and Art teachers support
classroom unit studies. Librarians reinforce research techniques and
organize an author visit each year. Gym teachers design physical lessons
that coincide with procedural writing and math skills. Academic
Integration guides students on the use of technology in all subject
areas. In addition, technology is used daily in each classroom. Every
room has three to five computers, a portable computer lab shared among
grade levels.

We have a history of excellence at Hanover. Our parents expect it, the
administration expects it, our teachers expect it, and the students
expect it from each other. By working together, we have achieved
outstanding results.

2.  **(Elementary Schools) Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.**

Hanover uses two literature based reading programs, one in the primary
grades and the other in third and fourth grades. Fifth grade has
developed its own program by employing award-winning, compelling
children's novels. A strong emphasis is placed on cross-curriculum
content integration, multimedia presentations, and creative/illustrative
writing. Literary units, used in grades one through five, allow for
author/theme studies, the teaching of genres, and research writing.
These units produce diverse and spectacular culminating activities.

Reading Recovery, a summer transition program, and early literacy
groups, enable every child to read on grade level by the time he or she
enters third grade. Shared and guided reading are implemented in
kindergarten and in first grade. Reader's workshop and comprehension
driven journal-response promote independent reading and writing in
second and third grades. A strong library program provides for reading
at home. Over time and on-demand portfolio writing ensures that all
students meet or exceed state writing standards.

To instill a joy of reading and writing in our students, Hanover
continues developing an author studies library, along with author
presentations and author-in-residence programs. Parents, community
volunteers, and fifth graders listen to and read to the younger
students. Classroom read-ins are scheduled throughout the year. Reading
is important business at Hanover.

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

Hanover's math curriculum is based on state standards. It consists of a
constructivist approach to learning, using Math Investigations
supplemented with a traditional text. Students are engaged in higher
level thinking skills, hands-on discovery activities and problem solving
strategies. Computers are used to remediate, enrich and extend problem
solving. Calculators and manipulatives support the skills taught. Math
is related to real-life situations and is integrated via thematic units
throughout all curriculum areas. Rubrics are used to focus student
expectations and outcomes, and to enhance student success. Portfolios
are utilized to monitor and track student progress. Students' work on
standards-based assignments to build and extend skills learned
previously. Staff communication and stability allows for continuity and
progression. Cooperative learning groups, peer tutoring, large and small
personal grouping, cross grade partners, intervention by retired teacher
tutors and parent volunteers ensure that the needs of all students are
met, and that all students succeed. Hanover teachers and parents take
math seriously, and attend district and school-run workshops to
familiarize themselves with concepts taught in school. Displays of
student math work and achievement adorn the hallways. Parents, teachers
and students value math, strive to excel and take great pride in their
achievement. This is evident in Hanover School's consistently high
scores in math on the Pennsylvania State School Assessment tests.

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

Hanover uses a variety of effective instructional methods to improve
student learning. These methods include one to one, small, large, cross
grade, flexible, and cooperative learning instructional groups. A
hands-on approach to learning, along with the incorporation of engaging
real life applications and problem solving activities, is evident in all
curriculum areas. Teacher modeling and the use of content area rubrics
set the tone for expected academic outcomes. Common planning time allows
for the ongoing evaluation of students' needs, and provides the time to
plan thematic units of study. Computer technology is used for direct
instruction, remediation, and enrichment. Academic support is available
within the classroom setting by the reading specialist, learning support
teacher and aide, guidance counselor, speech therapist, and occupational
therapist. Retired Hanover teachers provide academic interventions
during the school day. Parents, high school students, and local college
students serve as tutors. Outside experts such as authors, illustrators,
poets, scientists, historians, artists, musicians, and mathematicians
provide direct instruction for teachers and students. A comprehensive
after school activity program run by parents and a summer school
academic intervention program are available to students. This variety of
effective instructional methods strengthens and improves student
learning at Hanover Elementary School.

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

At Hanover Elementary School there is a coherent ongoing professional
development program focused on student achievement. The main sources are
the Bethlehem Area School District (BASD), Hanover Elementary School,
and the community at large.

10BASD provides district-wide workshops, field trips, and internet
access. Workshops provide hands-on activities and instruction on current
teaching methods/materials, including demonstration lessons where
trained professionals implement the methods in classrooms. BASD partners
with Wilkes University to provide courses locally to help teachers
refine teaching strategies and upgrade technology skills. Field trips
and Internet programs are used to supplement classroom learning.

Hanover School arranges for experts (college professors, published
authors, illustrators, etc.) to come into the school and provide
exemplary role models. A professional library is maintained and
constantly upgraded. The Hanover Staff maintains constant cross-grade
level communication to ensure continuity in academic programs. Teachers
are encouraged to visit classrooms (in and out of BASD) to see current
teaching practices.

As a result, we are continually improving teaching methods, positively
impacting student learning. This is reflected by increased student
self-confidence, consistent high test scores, and class performance that
reveals the essential skills needed to function in the world today.

  ------------------------ --------- --------- --------- --------- ---------
  Assessment Results for                                           
  Hanover Elementary                                               
  School                                                           

  Using Pennsylvania                                               
  System of School                                                 
  Assessment (PSSA)                                                

  Grade 5 Reading                                                  

  Table A                                                          

                                                                   

                                                                   

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

  Testing month            April     April     April     April     April

  SCHOOL SCORES                                                    

  SCALED SCORES            1640      1570      1580      1520      1500

  Advanced / Top           79.2%     68.1%     78.9%     63.8%     65.6%

  Proficient / High Middle 18.9%     26.1%     18.4%     31.0%     16.4%

  Basic / Low Middle       1.9%      4.3%      2.6%      5.2%      14.8%

  Below Basic / Bottom     0.0%      1.4%      0.0%      0.0%      3.3%

  Number of students       53        69        38        58        61
  tested                                                           

  Percent of total         98.1%     100.0%    100.0%    100.0%    98.4%
  students tested                                                  

  Number of students       0         0         0         0         0
  excluded                                                         

  Percent of students      0         0         0         0         0
  excluded                                                         

                                                                   

  STATE SCORES                                                     

  SCALED SCORES            1320      1310      1320      1310      1310

  Advanced / Top           18.2%     19.8%     29.2%     27.3%     26.9%

  Proficient / High Middle 38.8%     36.3%     25.7%     26.1%     25.7%

  Basic / Low Middle       22.7%     20.9%     22.8%     23.6%     23.9%

  Below Basic / Bottom     20.3%     23.1%     22.4%     23.1%     23.5%
  ------------------------ --------- --------- --------- --------- ---------

  ------------------------ --------- --------- --------- --------- ---------
  Assessment Results for                                           
  Hanover Elementary                                               
  School                                                           

  Using Pennsylvania                                               
  System of School                                                 
  Assessment (PSSA)                                                

  Grade 5 Mathematics                                              

  Table B                                                          

                                                                   

                                                                   

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

  Testing month            April     April     April     April     April

  SCHOOL SCORES                                                    

  SCALED SCORES            1630      1630      1690      1600      1520

  Advanced / Top           88.7%     89.7%     94.7%     81.0%     75.4%

  Proficient / High Middle 7.5%      5.9%      5.3%      15.5%     13.1%

  Basic / Low Middle       1.9%      4.4%      0.0%      3.4%      8.2%

  Below Basic / Bottom     1.9%      0.0%      0.0%      0.0%      3.3%

  Number of students       53        68        38        58        61
  tested                                                           

  Percent of total         98.1%     98.6%     100.0%    100.0%    98.4%
  students tested                                                  

  Number of students       0         0         0         0         0
  excluded                                                         

  Percent of students      0         0         0         0         0
  excluded                                                         

                                                                   

  STATE SCORES                                                     

  SCALED SCORES            1320      1320      1310      1300      1310

  Advanced / Top           25.8%     22.5%     26.7%     22.2%     24.4%

  Proficient / High Middle 27.3%     30.5%     25.2%     26.3%     24.5%

  Basic / Low Middle       21.7%     24.6%     25.9%     28.5%     26.9%

  Below Basic / Bottom     25.2%     22.4%     22.3%     23.0%     24.1%
  ------------------------ --------- --------- --------- --------- ---------