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

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

**Cover Sheet**

Name of Principal [**Mr. Charles D. Marsee**]{.underline}

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

Official School Name [**Princeton Charter School**]{.underline}

(As it should appear in the official records)

School Mailing Address [**575 Ewing Street**]{.underline}
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

[**Princeton** **New Jersey
**]{.underline}\_\_\_\_\_\_\_**[08540-2760]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

Tel. [**(609) 924-0575**]{.underline} Fax [**(609) 924-7183**
\_\_\_\_\_\_]{.underline}

Website/URL [**www.pcs.k12.nj.us**]{.underline} E-mail
[**cmarsee@aol.com**]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 22, and certify that to the best of my
knowledge all information is accurate.

Date **[February 6, 2004]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [**Charles D. Marsee -- Head of Princeton
Charter School**]{.underline}

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

District Name **[Princeton Charter School]{.underline}** Tel. [**(609)
924-0575**]{.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 **Dr. Peter Yianilos**

(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 **[February 6, 2004]{.underline}**\_\_\_\_\_\_\_\_\_\_\_\_

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

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

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

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

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

1\. Number of schools in the district: **\_[1]{.underline}\_\_\_**
Elementary schools**---Charter School**

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

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

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

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

\_**[1]{.underline}\_\_\_\_** TOTAL

2\. District Per Pupil Expenditure: **[\$8,494]{.underline}** (2001-02
state audited per pupil expenditure for

Princeton Charter School)

Average State Per Pupil Expenditure: **[\$9,598]{.underline}** (2001-02
All Operating Types)

**[\$8,338]{.underline}** (2001-02 Operating Type K-8)

**[\$8,624]{.underline}** (2001-02 Operating Type Charter)

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

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

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

4\. **[6.5 years]{.underline}** Number of years the principal has been
in her/his position at this school.

[**N/A**]{.underline} If fewer than three years, how long was the
previous principal at this school?

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

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

  **K**       7         9                      **16**       **7**       28        15          **43**

  **1**       11        10                     **21**       **8**       21        18          **39**

  **2**       11        9                      **20**       **9**                             

  **3**       14        8                      **22**       **10**                            

  **4**       11        13                     **24**       **11**                            

  **5**       25        21                     **46**       **12**                            

  **6**       27        20                     **47**       Other                             

                                    **TOTAL                                                   **278**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of **[72%]{.underline}** White

the students in the school: **[8%]{.underline}** Black or African
American

**[5%]{.underline}** Hispanic or Latino

**[15%]{.underline}** Asian/Pacific Islander

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

**[100%]{.underline} Total**

7\. Student turnover, or mobility rate, during the past year:
**[2.9%]{.underline} (2002-03)**

> (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 **4**
              ***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        **7**
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    **239**
              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:
**[0%]{.underline}**

**[0]{.underline}\_\_** Total Number Limited English Proficient

Number of languages represented: **[N/A\_\_]{.underline}**

Specify languages: **N/A**

9\. Students eligible for free/reduced-priced meals:
**[5.76%]{.underline}**

**[16\_]{.underline}\_\_\_** Total Number Students Who Qualify

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

10\. Students receiving special education services:
**[5.4%\_]{.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.

\_\_**[0]{.underline}** Autism \_\_**[0]{.underline}**\_Orthopedic
Impairment

\_\_**[0]{.underline}**\_Deafness \_\_**[2]{.underline}**\_Other Health
Impaired

\_\_**[0]{.underline}**\_Deaf-Blindness
\_\_**[7]{.underline}**\_Specific Learning Disability

\_\_**[0]{.underline}**\_Hearing Impairment
\_\_**[8]{.underline}**\_Speech or Language Impairment

\_\_**[0]{.underline}**\_Mental Retardation
\_\_**[0]{.underline}**\_Traumatic Brain Injury

\_\_**[0]{.underline}**\_Multiple Disabilities
\_\_**[0]{.underline}**\_Visual Impairment Including Blindness

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

    **Number of Staff---As of 2/2/04**

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

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

Classroom teachers **\_\_[19]{.underline}\_\_\_
[8-3\*=5\_]{.underline}**

Special resource teachers/specialists **\_\_[\_0\*\*]{.underline}\_
[\_\_\_\_ 0\*]{.underline}\***

Paraprofessionals [\_\_ **0**\_\_\_]{.underline} [\_\_
\_\_**0**\_]{.underline}

> Support staff [\_\_ **6**\_\_\_]{.underline} [\_\_\_
> \_**4**\_]{.underline}
>
> Total number \_\_**[26]{.underline}**\_\_\_ [\_\_
> \_**12**\_]{.underline}
>
> **\*The head of school and two assistant heads of school serve as
> part-time administrators and part-time classroom teachers; they are
> counted once for the column total in this question under part-time
> administrators.**
>
> **\*\*Princeton Charter School contracts with Middlesex County
> Educational Services Commission for special education teachers and a
> child study team. The school also contracts for school nurse and
> maintenance services.**

12\. Average school student-"classroom teacher" ratio:
**[12.1:1]{.underline}**

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

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

  Daily student        **95.7%**    **96.0%**    **94.6%**   **94.0%**   **95.0%**
  attendance                                                             

  Daily teacher        **100.0%**   **100.0%**   **99.0%**   **98.0%**   **98.0%**
  attendance                                                             

  Teacher turnover     **4.5%**     **5%**       **0%**      **0%**      **0%**
  rate                                                                   

  Student dropout rate **0%**       **0%**       **0%**      **0%**      **0%**

  Student drop-off     **N/A**      **N/A**      **N/A**     **N/A**     **N/A**
  rate                                                                   
  -------------------- ------------ ------------ ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**N/A**

**PART III -- SUMMARY---Narrative Snapshot of the School**

Chartered and opened in 1997 as one of the state's first charter
schools, Princeton Charter School is located in Princeton Township, New
Jersey. Accredited by the American Academy for Liberal Education, the
school currently enrolls 278 students in kindergarten to grade 8.

The school's mission is to provide its diverse student body the best
possible education by focusing on the fundamental academic disciplines
in an atmosphere that affirms academic achievement. The school set the
following objectives for its students:

-   Develop effective written and oral communications skills using
    standard English;

-   Acquire mathematical reasoning and skills;

-   Learn about the political, economic, cultural, geographic, and
    technological forces that have shaped the history of the world;

-   Acquire knowledge and skills in science and conduct inquiries using
    the scientific method;

-   Develop an appreciation of the arts and participate in their
    creation;

-   Be able to speak, read, and write in a language other than English;

-   Learn the essentials necessary for a healthy, safe, and physically
    fit life;

-   Recognize the importance of hard work, personal responsibility, and
    respect for others; and

-   Perform at comparably high achievement levels.

To meet these objectives, the school developed: (1) rigorous curricula
tied to state, national, and international standards; (2) teaching
methods that provide children support and challenges; (3) integrated
formal assessments; (4) a school atmosphere encouraging academic
achievement with high expectations for students and teachers; and (5)
timely and complete communications with parents.

The school focuses on a strong foundation in Language Arts and
Mathematics with one hour of instruction per day and daily homework
assignments in each subject, appropriate text sequences to accommodate
different learning styles and rates of progress, summer mathematics and
reading assignments, challenging literature, and algebraic topics and
geometry woven throughout the curriculum. Technology is integrated with
keyboarding beginning in grade 3. Problem solving and decision-making
skills are emphasized.

In the 2002 **New Jersey Grade Eight Proficiency Assessment**, Princeton
Charter School had the highest percentage of students ranked Advanced
Proficient in Science, the third highest percentage in Mathematics, and
the eighth highest percentage in Language Arts Literacy among the
state's 340 middle schools. Other school accomplishments include:

-   Advanced placement in Algebra 2 or higher-level courses for students
    entering high school;

-   Awards received by students in grades 6 to 8 for:

```{=html}
<!-- -->
```
-   State competitions of the **New Jersey Mathematics League** and
    **MATHCOUNTS**;

-   National French competitions in **Le Grand Concours**; and

```{=html}
<!-- -->
```
-   Champions in the 2003 **New Jersey Scholastic Chess Tournament**.

The school offers avenues for parent involvement through governance
(board of trustees and committees), volunteer activities, and daily
involvement with their children's academic progress. In 2002-03, more
than three-fourths of the families contributed either financially or by
volunteering with the school. Approximately 20 local government and
private organizations serve as community partners to complement the
school's program.

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

1.  **ASSESSMENT RESULTS IN LANGUAGE ARTS AND MATHEMATICS**

As part of the mission of Princeton Charter School to affirm student
achievement, [no students]{.underline} were excluded from any
assessments for which data follow. The sample size is not sufficient to
report subgroups and disaggregate data.

The New Jersey **State Assessment Program** consists of three tests in
Language Arts, Mathematics, and Science. The school administered the
**Grade Eight Proficiency Assessment** (**GEPA**) in 2000 to 2003, the
**Elementary School Proficiency Assessment** (**ESPA**) in 1999 to 2002,
and the **New Jersey Assessment of Skills and Knowledge** (**NJASK**) in
2003. The **ESPA** and **NJASK** were given in grade 4. All tests are
designed to give indications of the progress of students in mastering
skills and knowledge as described in the **New Jersey Core Curriculum
Content Standards**. Scores take into account the number of correct
responses and the level of difficulty of each question on the test. In
reporting scores, the New Jersey Department of Education divides
students into three categories: Partially Proficient (100 to 199),
Proficient (200 to 249), and Advanced Proficient (250 to 300). Partially
Proficient scores are below the state minimum level; students with these
scores may need additional instructional support.

The results of the above state assessments in Language Arts Literacy,
Mathematics, and Science appear on pages 14 to 19 for the **GEPA** and
**ESPA/NJASK**. In Language Arts Literacy **GEPA**, 95 percent or
greater of the students were Proficient or Advanced Proficient with the
exception of one year at 88 percent. Mathematics **GEPA** results show
90 percent or greater of the students as Proficient or Advanced
Proficient. Science **GEPA** results are similar with 95 percent or
greater of the students as Proficient or Advanced Proficient. School
mean scores are consistently above the state mean scores for the three
tests.

**ESPA/NJASK** Language Arts Literacy results show improvement in the
last three years to the point where 91 percent or greater of the
students were Proficient or Advanced Proficient. **ESPA/NJASK**
Mathematics scores show improvement in three of the last four years
where 94 percent or greater of the students were Proficient or Advanced
Proficient. For the three years that the **ESPA** Science test was
administered, students ranked Proficient or Advanced Proficient at 91
percent or greater. School mean scores were consistently above the state
mean scores for the three tests.

Students in grades 2 to 8 take the **Educational Records Bureau**
(**ERB**) examinations each fall. As with the **GEPA** and
**NJASK/ESPA**, results are used by teachers for diagnosis and
remediation. Through an item analysis of results, scores are used to
determine [both]{.underline} individual student and class weaknesses.
Results drive curriculum revision and individual student work; tutoring
is provided when necessary. The **ERB** tests Language Arts areas and
Mathematics areas and include an essay examination in writing. The
skills tested are aligned with the **New Jersey Core Curriculum Content
Standards**.

The **ERB** provide three sets of norms---National, Suburban, and
Independent---as comparisons with scores of other students in the same
grades in other schools. **Suburban Norms** provide a comparison of the
students' achievement with their peers who attend other suburban
schools; these are the norms reported on pages 20 to 26. Scores are
tracked and reported as comparisons for the top-scoring and
lowest-scoring 23 percent of students in each class. Results from the
**ERB** tests show that the students exceed the suburban norms in the
Language Arts areas and Mathematics areas. After attending Princeton
Charter School for one full year, students typically show large gains in
test scores. Thereafter, classes display at least a year's growth in all
tested areas. The **ERB** test administered in grade 2 is used more for
test-taking experience than for formal evaluation. Both the **State
Assessment Program** and the **ERB** standardized tests emphasize the
sustained high levels of achievement by the students at Princeton
Charter School. All stakeholders---board members, administrators,
teachers, staff, parents/guardians, and community partners---contribute
to this achievement.

2.  **ASSESSMENT DATA TO IMPROVE STUDENT AND SCHOOL PERFORMANCE**

Assessment of student achievement at Princeton Charter School begins
with the classroom teachers. By observing and interacting with students
and by grading homework, quizzes, and tests, teachers gauge how well
students learned. The school's Assessment Plan ensures accountability
for academic goals and assessments.

The Assessment Committee establishes milestones. The purposes of the
milestones are to: (1) focus the curriculum in all subjects on critical
learning; (2) emphasize the importance of key skills, knowledge, and
attitudes; (3) motivate students to strive for academic excellence; (4)
provide measurable evidence that students have mastered critical skills
and knowledge; and (5) honor students for their achievement with
certificates. Teacher-specialists (other than the classroom teachers)
evaluate the students' milestones.

The school uses student assessment data to understand and improve
student and school performance by: (1) reviewing **GEPA** and
**NJASK/ESPA** results to ensure compliance with the **New Jersey Core
Curriculum Content Standards**; (2) administering the **ERB** tests in
early fall, allowing time for analyses and adjustments in curriculum
suggested by the test results; (3) having the board of trustees review
the full **ERB** report; (4) having the assistant heads of school review
**ERB** results with every teacher and meet with parents who want to
discuss their children's **ERB** test scores; (5) scheduling meetings
with administrators and a board member who has a professional background
in standardized testing to review all testing results; and (6) driving
the work of academic-area Curriculum Committees that are comprised of
the head of school, all teachers in the area, a board member, parents
with knowledge in the field, and professionals in the field.

3.  **COMMUNICATING STUDENT PERFORMANCE TO PARENTS, STUDENTS, AND THE
    COMMUNITY**

Princeton Charter School utilizes many vehicles to communicate student
performance to parents, students, and the community. The school's
quarterly report cards include both numerical and anecdotal information
for students and parents. These reports cards are supplemented by
interim reports for: (1) all students at the middle of the marking
period and (2) students who are struggling in a class at any time during
the marking period. Parent conferences are held two times each school
year with 80 percent of the parents participating.

Teachers constantly inform their students and parents of results from
classroom assessments and observations of student learning and behavior.
Teachers are given schedules that provide a minimum of one period daily
for conferences with individual or small groups of students and with
parents. Homework assignments for kindergarten to grade 4 are written on
the boards in the classrooms; a Homework Hotline for grades 5 to 7
appears on the school's website.

Parents are notified of class-wide results on the New Jersey **State
Assessment Program**. Parents also receive a summary of results for each
grade and the school as a whole from the **ERB** tests as well as a
detailed report on their children's **ERB** scores. Parents are invited
to discuss these scores and review the item analysis with an
administrator and/or teacher.

The Friends of Princeton Charter School is a combination parent and fund
raising organization supporting the school's efforts. The school also
promotes and advocates community involvement. In evaluating the
milestones for students in grade 8, one evaluator must be a member of
the larger community and not a faculty member. The after-school tutoring
program involves recent graduates of Princeton University. Regular press
releases to local newspapers share the successes of the students and the
school.

4.  **HOW THE SCHOOL SHARES ITS SUCCESSES WITH OTHER SCHOOLS**

Princeton Charter School shares and will continue to share its successes
with other schools. The school's website is divided into two sections:
(1) parents/local community and (2) all educators. In the first section,
important notices are posted along with the weekly newsletter to parents
(which may also be obtained in paper copy). The second section was
developed through a dissemination grant from the New Jersey Department
of Education. In this section, educators may access the school's
curriculum milestones, assessment and accountability procedures, the
academic program, curriculum resources, professional development
activities, and ways to communicate with parents.

The school recently composed four brochures to share with its
stakeholders and the public; titles include Accountability, Learning to
Read, Learning to Write, and Learning Mathematics. Formal presentations
have been prepared on school milestones and assessment procedures as a
means of explaining these areas.

As a New Jersey registered professional development provider, the school
will sponsor a day of professional development workshops open to
charter, traditional public, and private school faculty; this conference
was first conducted in March 2003. A faculty member has presented at
conferences sponsored by another charter school and a national
association. The head of school participates actively in workshops and
meetings with New Jersey Department of Education and the New Jersey
Charter Public Schools Association.

A board member communicates regularly with local newspapers to ensure
that the school's activities and accomplishments are shared with the
community. The school receives and responds to many requests for
information and visits to the school. Staff members have assisted newly
approved charter schools, as they plan to open their doors for the first
time. If selected as a No Child Left Behind---Blue Ribbon School,
Princeton Charter School would welcome the opportunity to share its
mission, objectives, academic program, and activities with a broader
public.

**PART V---CURRICULUM AND INSTRUCTION**

1.  **SCHOOL'S CURRICULUM**

Princeton Charter School believes that children acquire genuine
self-esteem through academic accomplishment. By focusing on core
knowledge and essential skills acquired in an incremental and cumulative
manner, children are provided the building blocks for learning. The
school established a sequence of milestones as significant learning
objectives that most students can achieve. Preference is given to tasks
that cross subject-area boundaries and address the **New Jersey Core
Curriculum Content Standards**. Technology is integrated throughout the
curricula with regular assignments using the computer lab. Students
begin keyboarding in grade 3 and learn computer applications in grades 7
and 8.

**Language Arts:** Students must learn to read so that they can read to
learn. (See Part V---#2.) The acquisition of writing skills progresses
in conjunction with reading. The main components of the writing program
include expository and creative writing with emphasis on organization,
grammar, syntax, spelling, and penmanship. Students write every day, and
assignments are selected to encourage writing of all types. Grammar,
syntax and language mechanics, spelling, and vocabulary are emphasized
throughout the curriculum. Speaking, listening skills, and writing
across the curriculum are also included.

**Science:** The program stresses quantitative reasoning,
experimentation, and observation with classes meeting every day. Each
year students study a topic in the life sciences, physical sciences, and
earth and space sciences. Students in grades 5 to 8 have a fully
equipped science lab enabling them to conduct safe, informative
experiments to introduce and reinforce the concepts studied. Upon
graduation, students have the foundations that they need for high school
science courses and are capable of conducting inquires using the
scientific method. (See Part V---#3 for **Mathematics**.)

**World Languages:** The school offers a comprehensive program in French
from kindergarten to grade 8. It provides an immersion experience for
students by having class daily and by having French as the sole language
of communication in class. Students achieve proficiency in French
writing, speaking, reading, and listening comprehension. Subject matter
is organized around themes from which vocabulary and grammar derive. The
Spanish program is offered to students in grades 5 to 8; it is taught as
a structured, cumulative approach. Students study all aspects of the
language: listening, speaking, vocabulary, grammar, reading, writing,
culture, and learning.

**Social Studies:** The program emphasizes the narrative quality of the
human story; classes meet every day. History is taught in the early
grades through stories, folk tales, legends, myths, and biographies; map
and geography skills are also developed. In grade 4, students study
American history. Starting with grade 5, students pursue a chronological
study of world history and geography beginning with ancient
civilizations and then continuing with classical civilizations. In grade
7, students study the middle ages and civics. Students explore the ideas
behind modern governments around the world in grade 8.

**Arts:** The school offers music instruction in all grades twice a week
for 45 minutes each period. The curriculum provides vocal instruction to
every student and holds an annual music concert in which every student
performs. Literature selected for performance is carefully reviewed and
chosen for its historical content, diverse language and culture, style,
and timely significance. Students are also taught music theory and
composition with technology skills incorporated.

**Physical Education:** In the comprehensive health and physical
education program, students learn about health promotion and disease
prevention, human growth and development, nutritional science, accident
and fire prevention, and physical activity concepts. Cooperation,
sportsmanship, and skill development are emphasized in traditional team
sports. In the spring, all students participate in the **President's
Challenge Fitness Program**; each student receives an evaluation of
his/her performance.

2.  **READING CURRICULUM**

Princeton Charter School recognizes Language Arts skills as an essential
part of a child's early education and utilizes guided reading with
flexible reading groups. Guided reading is utilized by the school as the
means to deliver its reading curriculum because it targets what the
children need to learn---not only the phonetic/decoding side of reading
but also reading comprehension. It offers the teacher flexibility to
assess students and utilize reading groups by ability, so that
[all]{.underline} students remain challenged at [all]{.underline} times.

The two types of reading conducted are: (1) teacher-guided reading where
assignments are always reading levels above where the students'
abilities are and (2) independent reading where assignments are at or
slightly below the students' reading levels. The **Developmental Reading
Assessment** by Celebration Press is the assessment given to each
student individually to determine reading groups. Emerging readers are
assessed every four weeks; more proficient readers are assessed every
six to eight weeks. All groups are kept within the grade levels of the
students. Weak readers also get individualized instruction using the
**Wilson Reading System**---a phonetics-based program.

In early grades, teachers read poetry, folk tales, fables, and legends
out loud to give students experience with a variety of literature and to
inspire their interest in reading. Class discussions, guided by the
teacher's thoughtful questions, promote analytical thinking,
comprehension, and listening skills. As students advance in school, they
read, discuss, interpret, analyze, and compare literature of all forms
including plays, fiction, poetry, and non-fiction. Literature selected
for reading provides students with a wide variety of challenging
materials for [all]{.underline} students. While the reading curriculum
is phonics based, it still uses **SRA Open Court** offering students
experiences in reading both picture books and short chapter books. To
further challenge the students, trade books are incorporated with
chapter books or other books selected by the individual students.

3.  **OTHER CURRICULUM AREA---MATHEMATICS**

The principal elements that make the Mathematics curriculum at Princeton
Charter School sufficiently rigorous to challenge all students include:
(1) a balance between discovery directed by the exchange of ideas
between the teacher and the class and direct presentation of material by
the teacher; (2) algebraic topics and geometry woven throughout the
curriculum; (3) textbooks at least one-grade level higher in grades 2 to
8; (4) computation as fundamental with problem-solving skills and
strategies for word problems stressed; (5) one hour of instruction per
day with daily homework assignments given; (6) summer assignments for
all students; (7) annual state competitions for students in grades 6 to
8 that match their skills with students from other schools; and (8)
computer science incorporated.

The problem-solving activities are carefully selected to challenge
students to think creatively and extend their knowledge. Internal math,
external science, and other real-world applications are taught to enable
students to understand the power of mathematics as a scientific method
and the unity and beauty of mathematics as a science in its own right.
Concepts are reinforced by problems and practice materials. The teaching
style and lesson plans involve a variety of both inductive and deductive
types of activities to help the students learn the mathematical
concepts. "Game days" are held where students solve mathematical puzzles
(many of which are manipulative), play mathematical games (including
chess), or work on their spatial ability by working with tangrams or
Cuisenaire rods to create pattern or shape.

Teaching and learning in Mathematics are done through multiple groups
based on achievement (four groups across grades 5 to 8 with
approximately 10 to 12 students in a group with flexible groups in grade
5 that change by unit). The Mathematics curriculum affirms academic
achievement, addresses the school's mission and focus, and meets or
exceeds all of the **New Jersey Core Curriculum Content Standards**.

4.  **DIFFERENT INSTRUCTIONAL METHODS TO IMPROVE STUDENT LEARNING**

With a mission to provide its diverse student body the best possible
education, Princeton Charter School starts each child at their
individual achievement level and moves them through the curricula as far
as possible. Students are grouped heterogeneously in classes except for
Mathematics starting at grade 5. Teachers make appropriate adjustments
in the instruction and assessment that may be necessary to address
students with IEPs or other "at risk" students. The program also makes
modifications for students who excel; gifted and talented students are
taught in each class using accelerated materials/activities to challenge
their knowledge and skills. Articulation with local high schools enables
students to be tested and placed at sophomore-level or junior-level
courses upon graduation.

Classroom teachers have time in their schedules to work with students in
small groups or on a one-to-one basis. Teachers identify students in
need of academic support during faculty meetings. Strategies to address
the support needed are then developed by kindergarten to grade 4
teachers and teachers of grades 5 to 8. Modifications and supports to
improve student learning are based on the individual needs of the
students. Some methods used include: (1) using teaching strategies
covering the multiple intelligences to accommodate various learning
styles; (2) providing audio-visual aids to supplement instruction or to
teach content in a different format more suitable to students' learning
styles; (3) shortening assignments to meet students' educational
abilities; (4) providing extra time on assignments to allow the
opportunity for certain students to be successful; (5) utilizing teacher
aides for in-class support for students with disabilities; (6) offering
an after-school program with individual tutoring for students who need
that degree of additional support; and (7) having a summer reading list
and mathematics assignment to maintain skills while school is closed.

5.  **PROFESSIONAL DEVELOPMENT PROGRAM**

A concerted effort is made to identify professional development
activities that support the mission of Princeton Charter School to
assist staff in their own development and to improve student
achievement. The Professional Development Committee annually submits the
school's Professional Development Plan to the Mercer County Professional
Development Board; comments from the board on the December 2002 plan
included "effective use of stakeholders and other schools" and "good
alignment between professional development activities and the **New
Jersey Core Curriculum Content Standards**." The school has targeted the
following academic and non-academic areas for action in its Professional
Development Plan: (1) leverage the success of Princeton Charter School
by providing leadership and guidance to other New Jersey charter
schools, including an educator's webpage available at the school's
website; (2) as a registered professional development provider, sponsor
a second day of professional development workshops that is open to
charter, traditional public, and private school faculty; (3) evaluate
and revise existing curriculum; (4) develop curriculum for a pilot
program in information technology; and (5) review outcomes in curriculum
areas and school milestones to ensure that they mesh with the **New
Jersey Core Curriculum Content Standards**. The head of school
participated in **The Oxford Roundtable** at Oxford University in
England in March 2003; this was a colloquium for governmental and
business leaders to engage in discussion of contemporary educational
policy issues. Other staff members have participated in national and
state conferences related to their areas of expertise.

All professional development activities have: (1) improved student
achievement by steering the school toward selecting development
activities with student outcomes in mind, including a better focus on
the **New Jersey Core Curriculum Content Standards** and the **New
Jersey Professional Development Standards**; (2) added to the school's
growing capital of expertise and experience; (3) assisted experienced
teachers to augment their content knowledge and hone their teaching
techniques; (4) helped newer teachers learn to manage their classes
better by emulating good, experienced teachers; and (5) helped teachers
improve in addressing different learning styles for students.

> **NEW JERSEY STATE CRITERION-REFERENCED TEST**
>
> **GRADE EIGHT PROFICIENCY ASSESSMENT (GEPA)**
>
> **LANGUAGE ARTS LITERACY**

+-----------------------------+-------+-------+------+-------+-------+
|                             | *     | *     | **2  | *     | *     |
|                             | *2002 | *2001 | 000- | *1999 | *1998 |
|                             | -03** | -02** | 01** | -00** | -99** |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **Testing Month**           | March | March | M    | March | Grade |
|                             |       |       | arch |       | 8 Not |
|                             |       |       |      |       | Of    |
|                             |       |       |      |       | fered |
|                             |       |       |      |       | in    |
|                             |       |       |      |       | S     |
|                             |       |       |      |       | chool |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **SCHOOL SCORES**           |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Partially    | 1     | 1     | 10   | 1     |       |
|                             | 00.0% | 00.0% | 0.0% | 00.0% |       |
| Proficient                  |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Proficient   | 95.2% | 1     | 8    | 95.0% |       |
|                             |       | 00.0% | 8.0% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At Advanced              | 42.9% | 40.0% | 1    | 15.0% |       |
|                             |       |       | 2.0% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Number of students tested   | 21    | 20    | 25   | 20    |       |
+-----------------------------+-------+-------+------+-------+-------+
| Percent of total students   | 1     | 1     | 10   | 1     |       |
| tested                      | 00.0% | 00.0% | 0.0% | 00.0% |       |
+-----------------------------+-------+-------+------+-------+-------+
| Number of students excluded | 0     | 0     | 0    | 0     |       |
+-----------------------------+-------+-------+------+-------+-------+
| Percent of students         | 0     | 0     | 0    | 0     |       |
| excluded                    |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **SUBGROUP SCORES**         | \*    | \*    | \*   | \*    |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **MEAN SCORES**             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Total Students              | 244.0 | 241.8 | 2    | N/A   |       |
|                             |       |       | 30.9 |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| General Education Students  | 244.9 | 241.8 | 2    | 230.8 |       |
|                             |       |       | 30.9 |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Special Education Students  | \*    | \*    | \*   | \*    |       |
+-----------------------------+-------+-------+------+-------+-------+
| Limited English Speaking    | \*    | \*    | \*   | \*    |       |
| Students                    |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **STATE SCORES**            |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Partially    | 26.2% | 26.8% | N/A  | 24.9% |       |
|                             |       |       |      |       |       |
| Proficient                  |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Proficient   | 67.2% | 64.9% | N/A  | 68.8% |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At Advanced              | 6.6%  | 8.3%  | N/A  | 6.3%  |       |
+-----------------------------+-------+-------+------+-------+-------+
| State Mean Score            | N/A   | 215.0 | N/A  | 214.3 |       |
+-----------------------------+-------+-------+------+-------+-------+

\*Sample size was not sufficient to report as subgroup score.

N/A = Mean score or percentile not available.

> **NEW JERSEY STATE CRITERION-REFERENCED TEST**
>
> **GRADE EIGHT PROFICIENCY ASSESSMENT (GEPA)**
>
> **MATHEMATICS**

+-----------------------------+-------+-------+------+-------+-------+
|                             | *     | *     | **2  | *     | *     |
|                             | *2002 | *2001 | 000- | *1999 | *1998 |
|                             | -03** | -02** | 01** | -00** | -99** |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **Testing Month**           | March | March | M    | March | Grade |
|                             |       |       | arch |       | 8 Not |
|                             |       |       |      |       | Of    |
|                             |       |       |      |       | fered |
|                             |       |       |      |       | in    |
|                             |       |       |      |       | S     |
|                             |       |       |      |       | chool |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **SCHOOL SCORES**           |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Partially    | 1     | 1     | 10   | 1     |       |
|                             | 00.0% | 00.0% | 0.0% | 00.0% |       |
| Proficient                  |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Proficient   | 90.5% | 1     | 9    | 90.0% |       |
|                             |       | 00.0% | 6.0% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At Advanced              | 61.9% | 65.0% | 6    | 65.0% |       |
|                             |       |       | 8.0% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Number of students tested   | 21    | 20    | 25   | 20    |       |
+-----------------------------+-------+-------+------+-------+-------+
| Percent of total students   | 1     | 1     | 10   | 1     |       |
| tested                      | 00.0% | 00.0% | 0.0% | 00.0% |       |
+-----------------------------+-------+-------+------+-------+-------+
| Number of students excluded | 0     | 0     | 0    | 0     |       |
+-----------------------------+-------+-------+------+-------+-------+
| Percent of students         | 0     | 0     | 0    | 0     |       |
| excluded                    |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **SUBGROUP SCORES**         | \*    | \*    | \*   | \*    |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **MEAN SCORES**             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Total Students              | 250.2 | 250.1 | 2    | N/A   |       |
|                             |       |       | 48.9 |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| General Education Students  | 248.7 | 250.1 | 2    | 256.9 |       |
|                             |       |       | 48.9 |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Special Education Students  | \*    | \*    | \*   | \*    |       |
+-----------------------------+-------+-------+------+-------+-------+
| Limited English Proficient  | \*    | \*    | \*   | \*    |       |
| Students                    |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **STATE SCORES**            |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Partially    | 43.2% | 41.8% | N/A  | 40.2% |       |
|                             |       |       |      |       |       |
| Proficient                  |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Proficient   | 40.9% | 42.2% | N/A  | 42.7% |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At Advanced              | 15.9% | 16.0% | N/A  | 17.0% |       |
+-----------------------------+-------+-------+------+-------+-------+
| State Mean Score            | N/A   | 209.3 | N/A  | 210.8 |       |
+-----------------------------+-------+-------+------+-------+-------+

\*Sample size was not sufficient to report as subgroup score.

N/A = Mean score or percentile not available.

> **NEW JERSEY STATE CRITERION-REFERENCED TEST**
>
> **GRADE EIGHT PROFICIENCY ASSESSMENT (GEPA)**
>
> **SCIENCE**

+-----------------------------+-------+-------+------+-------+-------+
|                             | *     | *     | **2  | *     | *     |
|                             | *2002 | *2001 | 000- | *1999 | *1998 |
|                             | -03** | -02** | 01** | -00** | -99** |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **Testing Month**           | March | March | M    | March | Grade |
|                             |       |       | arch |       | 8 Not |
|                             |       |       |      |       | Of    |
|                             |       |       |      |       | fered |
|                             |       |       |      |       | in    |
|                             |       |       |      |       | S     |
|                             |       |       |      |       | chool |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **SCHOOL SCORES**           |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Partially    | 1     | 1     | 10   | 1     |       |
|                             | 00.0% | 00.0% | 0.0% | 00.0% |       |
| Proficient                  |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Proficient   | 95.2% | 1     | 9    | 1     |       |
|                             |       | 00.0% | 6.0% | 00.0% |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At Advanced              | 71.4% | 70.0% | 4    | 75.0% |       |
|                             |       |       | 8.0% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Number of students tested   | 21    | 20    | 25   | 20    |       |
+-----------------------------+-------+-------+------+-------+-------+
| Percent of total students   | 1     | 1     | 10   | 1     |       |
| tested                      | 00.0% | 00.0% | 0.0% | 00.0% |       |
+-----------------------------+-------+-------+------+-------+-------+
| Number of students excluded | 0     | 0     | 0    | 0     |       |
+-----------------------------+-------+-------+------+-------+-------+
| Percent of students         | 0     | 0     | 0    | 0     |       |
| excluded                    |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **SUBGROUP SCORES**         | \*    | \*    | \*   | \*    |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **MEAN SCORES**             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Total Students              | 254.9 | 260.9 | 2    | N/A   |       |
|                             |       |       | 43.4 |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| General Education Students  | 254.8 | 260.9 | 2    | 256.1 |       |
|                             |       |       | 43.4 |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Special Education Students  | \*    | \*    | \*   | \*    |       |
+-----------------------------+-------+-------+------+-------+-------+
| Limited English Proficient  | \*    | \*    | \*   | \*    |       |
| Students                    |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **STATE SCORES**            |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Partially    | N/A   | 25.1% | N/A  | 26.3% |       |
|                             |       |       |      |       |       |
| Proficient                  |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Proficient   | N/A   | 56.0% | N/A  | 54.5% |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At Advanced              | N/A   | 18.9% | N/A  | 19.2% |       |
+-----------------------------+-------+-------+------+-------+-------+
| State Mean Score            | N/A   | 221.5 | N/A  | 220.2 |       |
+-----------------------------+-------+-------+------+-------+-------+

\*Sample size was not sufficient to report as subgroup score.

N/A = Mean score or percentile not available.

> **NEW JERSEY STATE CRITERION-REFERENCED TEST**
>
> **GRADE FOUR ELEMENTARY SCHOOL PROFICIENCY ASSESSMENT (ESPA) AND GRADE
> FOUR NJ ASSESSMENT OF SKILLS AND KNOWLEDGE (NJASK)**
>
> **LANGUAGE ARTS LITERACY**

+-----------------------------+-------+-------+------+-------+-------+
|                             | *     | *     | **2  | *     | *     |
|                             | *2002 | *2001 | 000- | *1999 | *1998 |
|                             | -03** | -02** | 01** | -00** | -99** |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **Assessment Given**        | NJASK | ESPA  | ESPA | ESPA  | ESPA  |
+-----------------------------+-------+-------+------+-------+-------+
| **Testing Month**           | May   | May   | May  | May   | May   |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **SCHOOL SCORES**           |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Partially    | 1     | 1     | 10   | 1     | 1     |
|                             | 00.0% | 00.0% | 0.0% | 00.0% | 00.0% |
| Proficient                  |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Proficient   | 1     | 91.7% | 10   | 79.2% | 70.8% |
|                             | 00.0% |       | 0.0% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At Advanced              | 8.7%  | 29.2% | 1    | 12.5% | 8.3%  |
|                             |       |       | 0.5% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Number of students tested   | 23    | 24    | 19   | 24    | 24    |
+-----------------------------+-------+-------+------+-------+-------+
| Percent of total students   | 1     | 1     | 10   | 1     | 1     |
| tested                      | 00.0% | 00.0% | 0.0% | 00.0% | 00.0% |
+-----------------------------+-------+-------+------+-------+-------+
| Number of students excluded | 0     | 0     | 0    | 0     | 0     |
+-----------------------------+-------+-------+------+-------+-------+
| Percent of students         | 0     | 0     | 0    | 0     | 0     |
| excluded                    |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **SUBGROUP SCORES**         | \*    | \*    | \*   | \*    | \*    |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **MEAN SCORES**             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Total Students              | 232.6 | 233.8 | N/A  | N/A   | N/A   |
+-----------------------------+-------+-------+------+-------+-------+
| General Education Students  | 233.8 | 237.5 | 2    | 217.2 | 219.5 |
|                             |       |       | 34.3 |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Special Education Students  | \*    | \*    | \*   | \*    | \*    |
+-----------------------------+-------+-------+------+-------+-------+
| Limited English Proficient  | \*    | \*    | \*   | \*    | \*    |
| Students                    |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **STATE SCORES**            |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Partially    | 22.4% | 20.9% | 2    | 44.9% | 43.3% |
|                             |       |       | 1.0% |       |       |
| Proficient                  |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Proficient   | 73.8% | 73.1% | 6    | 51.7% | 54.1% |
|                             |       |       | 9.9% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At Advanced              | 3.8%  | 6.0%  | 9.1% | 3.4%  | 2.6%  |
+-----------------------------+-------+-------+------+-------+-------+
| State Mean Score            | N/A   | 216.8 | 2    | 197.4 | 199.7 |
|                             |       |       | 18.1 |       |       |
+-----------------------------+-------+-------+------+-------+-------+

\*Sample size was not sufficient to report as subgroup score.

N/A = Mean score or percentile not available.

> **NEW JERSEY STATE CRITERION-REFERENCED TEST**
>
> **GRADE FOUR ELEMENTARY SCHOOL PROFICIENCY ASSESSMENT (ESPA)**
>
> **AND GRADE FOUR NJ ASSESSMENT OF SKILLS AND KNOWLEDGE (NJASK)**
>
> **MATHEMATICS**

+-----------------------------+-------+-------+------+-------+-------+
|                             | *     | *     | **2  | *     | *     |
|                             | *2002 | *2001 | 000- | *1999 | *1998 |
|                             | -03** | -02** | 01** | -00** | -99** |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **Assessment Given**        | NJASK | ESPA  | ESPA | ESPA  | ESPA  |
+-----------------------------+-------+-------+------+-------+-------+
| **Testing Month**           | May   | May   | May  | May   | May   |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **SCHOOL SCORES**           |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Partially    | 1     | 1     | 10   | 1     | 1     |
|                             | 00.0% | 00.0% | 0.0% | 00.0% | 00.0% |
| Proficient                  |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Proficient   | 95.7% | 87.5% | 9    | 95.8% | 75.0% |
|                             |       |       | 4.7% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At Advanced              | 73.9% | 75.0% | 6    | 58.3% | 45.8% |
|                             |       |       | 3.2% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Number of students tested   | 23    | 24    | 19   | 24    | 24    |
+-----------------------------+-------+-------+------+-------+-------+
| Percent of total students   | 1     | 1     | 10   | 1     | 1     |
| tested                      | 00.0% | 00.0% | 0.0% | 00.0% | 00.0% |
+-----------------------------+-------+-------+------+-------+-------+
| Number of students excluded | 0     | 0     | 0    | 0     | 0     |
+-----------------------------+-------+-------+------+-------+-------+
| Percent of students         | 0     | 0     | 0    | 0     | 0     |
| excluded                    |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **SUBGROUP SCORES**         | \*    | \*    | \*   | \*    | \*    |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **MEAN SCORES**             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Total Students              | 254.6 | 253.8 | N/A  | N/A   | N/A   |
+-----------------------------+-------+-------+------+-------+-------+
| General Education Students  | 257.2 | 261.2 | 2    | 249.3 | 235.5 |
|                             |       |       | 50.5 |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Special Education Students  | \*    | \*    | \*   | \*    | \*    |
+-----------------------------+-------+-------+------+-------+-------+
| Limited English Speaking    | \*    | \*    | \*   | \*    | \*    |
| Students                    |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **STATE SCORES**            |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Partially    | 32.0% | 31.5% | 3    | 34.2% | 39.4% |
|                             |       |       | 4.1% |       |       |
| Proficient                  |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Proficient   | 42.8% | 41.3% | 4    | 46.5% | 44.3% |
|                             |       |       | 4.2% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At Advanced              | 25.2% | 27.2% | 2    | 19.3% | 16.2% |
|                             |       |       | 1.7% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| State Mean Score            | N/A   | 218.1 | 2    | 214.2 | 209.5 |
|                             |       |       | 14.6 |       |       |
+-----------------------------+-------+-------+------+-------+-------+

\*Sample size was not sufficient to report as subgroup score.

N/A = Mean score or percentile not available.

> **NEW JERSEY STATE CRITERION-REFERENCED TEST**
>
> **GRADE FOUR ELEMENTARY SCHOOL PROFICIENCY ASSESSMENT (ESPA)**
>
> **AND GRADE FOUR NJ ASSESSMENT OF SKILLS AND KNOWLEDGE (NJASK)**
>
> **SCIENCE**

+-----------------------------+-------+-------+------+-------+-------+
|                             | *     | *     | **2  | *     | *     |
|                             | *2002 | *2001 | 000- | *1999 | *1998 |
|                             | -03** | -02** | 01** | -00** | -99** |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **Assessment Given**        | No    | No    | ESPA | ESPA  | ESPA  |
|                             | State | State |      |       |       |
|                             | Test  | Test  |      |       |       |
|                             | Of    | Of    |      |       |       |
|                             | fered | fered |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **Testing Month**           |       |       | May  | May   | May   |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **SCHOOL SCORES**           |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Partially    |       |       | 10   | 1     | 1     |
|                             |       |       | 0.0% | 00.0% | 00.0% |
| Proficient                  |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Proficient   |       |       | 10   | 95.8% | 91.7% |
|                             |       |       | 0.0% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At Advanced              |       |       | 8    | 37.5% | 62.5% |
|                             |       |       | 0.0% |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Number of students tested   |       |       | 20   | 24    | 24    |
+-----------------------------+-------+-------+------+-------+-------+
| Percent of total students   |       |       | 10   | 1     | 1     |
| tested                      |       |       | 0.0% | 00.0% | 00.0% |
+-----------------------------+-------+-------+------+-------+-------+
| Number of students excluded |       |       | 0    | 0     | 0     |
+-----------------------------+-------+-------+------+-------+-------+
| Percent of students         |       |       | 0    | 0     | 0     |
| excluded                    |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **SUBGROUP SCORES**         |       |       | \*   | \*    | \*    |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **MEAN SCORES**             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Total Students              |       |       | N/A  | N/A   | N/A   |
+-----------------------------+-------+-------+------+-------+-------+
| General Education Students  |       |       | 2    | 249.0 | 247.1 |
|                             |       |       | 60.9 |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| Special Education Students  |       |       | \*   | \*    | \*    |
+-----------------------------+-------+-------+------+-------+-------+
| Limited English Proficient  |       |       | \*   | \*    | \*    |
| Students                    |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
|                             |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| **STATE SCORES**            |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Partially    |       |       | N/A  | 14.0  | 14.3  |
|                             |       |       |      |       |       |
| Proficient                  |       |       |      |       |       |
+-----------------------------+-------+-------+------+-------+-------+
| \% At or Above Proficient   |       |       | N/A  | 56.8  | 51.6  |
+-----------------------------+-------+-------+------+-------+-------+
| \% At Advanced              |       |       | N/A  | 29.2  | 34.1  |
+-----------------------------+-------+-------+------+-------+-------+
| State Mean Score            |       |       | N/A  | 230.7 | 231.6 |
+-----------------------------+-------+-------+------+-------+-------+

\*Sample size was not sufficient to report as subgroup score.

N/A = Mean score or percentile not available.

**ASSESSMENT REFERENCED AGAINST NATIONAL NORMS**

Grade **[8\_\_]{.underline}** Test [**Educational Records Bureau
(ERB)**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/publication year **[1992 and 2001-02]{.underline}** Publisher
**[Educational Records Bureau\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Number of students in the grade in which the test was administered
**[See below by school year]{.underline}**

Number of students who took the test **[All students---see below by
school year]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[None\_\_\_\_\_]{.underline}**

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

  ----------------------------------- --------------- --------------- ---------------
  **ERB---GRADE 8**                   **2003-2004**   **2002-2003**   **2001-2002**

  Testing Month                       October         October         October

                                                                      

  **SCHOOL SCORES**                                                   

  Number of students tested           38              20              19

  Percent of total students tested    100.0%          100.0%          100.0%

  Number of students excluded         0               0               0

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

**PERCENTILES BASED ON SUBURBAN NORMS (NOT NATIONAL NORMS)**

  ----------------------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ----------
  **ERB CATEGORY**        **TOP                            **MIDDLE                         **LOWEST              
                          23%**                            54%**                            23%**                 

                          **2003**   **2002**   **2001**   **2003**   **2002**   **2001**   **2003**   **2002**   **2001**

  Verbal Reasoning\*      45%        50%        43%        42%        40%        35%        13%        10%        22%

  Vocabulary              43%        70%        47%        46%        15%        27%        11%        15%        26%

  Reading Comprehension   29%        45%        48%        63%        50%        36%        8%         5%         16%

  Writing Mechanics       36%        55%        48%        58%        25%        36%        6%         20%        16%

  Writing Concepts and    24%        60%        64%        65%        30%        20%        11%        10%        16%
  Skills\*\*                                                                                                      

  Quantitative Reasoning  61%        60%        58%        36%        35%        32%        3%         5%         10%

  Mathematics             49%        70%        43%        48%        20%        46%        3%         10%        11%
  ----------------------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ----------

\*Verbal Ability in 2001

\*\*Writing Process in 2001

**ASSESSMENT REFERENCED AGAINST NATIONAL NORMS**

Grade **[7\_\_]{.underline}** Test [**Educational Records Bureau
(ERB)**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/publication year **[1992 and 2001-02]{.underline}** Publisher
**[Educational Records Bureau\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Number of students in the grade in which the test was administered
**[See below by school year]{.underline}**

Number of students who took the test **[All students---see below by
school year]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[None\_\_\_\_\_]{.underline}**

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

  ----------------------------------- --------------- --------------- ---------------
  **ERB---GRADE 7**                   **2003-2004**   **2002-2003**   **2001-2002**

  Testing Month                       October         October         October

                                                                      

  **SCHOOL SCORES**                                                   

  Number of students tested           42              40              23

  Percent of total students tested    100.0%          100.0%          100.0%

  Number of students excluded         0               0               0

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

**PERCENTILES BASED ON SUBURBAN NORMS (NOT NATIONAL NORMS)**

  ------------------------ ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ----------
  **ERB CATEGORY**         **TOP                            **MIDDLE                         **LOWEST              
                           23%**                            54%**                            23%**                 

                           **2003**   **2002**   **2001**   **2003**   **2002**   **2001**   **2003**   **2002**   **2001**

  Verbal Reasoning\*       44%        28%        43%        46%        56%        44%        10%        16%        13%

  Vocabulary               43%        51%        48%        45%        43%        39%        12%        6%         13%

  Reading Comprehension    62%        46%        57%        28%        41%        34%        10%        13%        9%

  Writing Mechanics        46%        51%        52%        39%        38%        35%        15%        11%        13%

  Writing Concepts and     42%        36%        44%        49%        44%        39%        9%         20%        17%
  Skills\*\*                                                                                                       

  Quantitative Reasoning   59%        61%        65%        34%        28%        22%        7%         11%        13%

  Mathematics              60%        41%        65%        36%        53%        27%        4%         6%         8%
  ------------------------ ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ----------

\*Verbal Ability in 2001

\*\*Writing Process in 2001

**ASSESSMENT REFERENCED AGAINST NATIONAL NORMS**

Grade **[6\_\_]{.underline}** Test [**Educational Records Bureau
(ERB)**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/publication year **[1992 and 2001-02]{.underline}** Publisher
**[Educational Records Bureau\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Number of students in the grade in which the test was administered
**[See below by school year]{.underline}**

Number of students who took the test **[All students---see below by
school year]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[None\_\_\_\_\_]{.underline}**

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

  ----------------------------------- --------------- --------------- ---------------
  **ERB---GRADE 6**                   **2003-2004**   **2002-2003**   **2001-2002**

  Testing Month                       October         October         October

                                                                      

  **SCHOOL SCORES**                                                   

  Number of students tested           47              39              39

  Percent of total students tested    100.0%          100.0%          100.0%

  Number of students excluded         0               0               0

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

**PERCENTILES BASED ON SUBURBAN NORMS (NOT NATIONAL NORMS)**

  ------------------------ ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ----------
  **ERB CATEGORY**         **TOP                            **MIDDLE                         **LOWEST              
                           23%**                            54%**                            23%**                 

                           **2003**   **2002**   **2001**   **2003**   **2002**   **2001**   **2003**   **2002**   **2001**

  Verbal Reasoning\*       53%        53%        41%        43%        36%        38%        4%         11%        21%

  Vocabulary               52%        51%        46%        44%        39%        33%        4%         10%        21%

  Reading Comprehension    45%        51%        36%        49%        44%        48%        6%         5%         16%

  Writing Mechanics        47%        62%        54%        47%        25%        28%        6%         13%        18%

  Writing Concepts and     48%        46%        36%        43%        43%        41%        9%         11%        23%
  Skills\*\*                                                                                                       

  Quantitative Reasoning   66%        61%        57%        28%        36%        25%        6%         3%         18%

  Mathematics              64%        66%        40%        28%        31%        51%        8%         3%         9%
  ------------------------ ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ----------

\*Verbal Ability in 2001

\*\*Writing Process in 2001

**ASSESSMENT REFERENCED AGAINST NATIONAL NORMS**

Grade **[5\_\_]{.underline}** Test [**Educational Records Bureau
(ERB)**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/publication year **[1992 and 2001-02]{.underline}** Publisher
**[Educational Records Bureau\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Number of students in the grade in which the test was administered
**[See below by school year]{.underline}**

Number of students who took the test **[All students---see below by
school year]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[None\_\_\_\_\_]{.underline}**

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

  ----------------------------------- --------------- --------------- ---------------
  **ERB---GRADE 5**                   **2003-2004**   **2002-2003**   **2001-2002**

  Testing Month                       October         October         October

                                                                      

  **SCHOOL SCORES**                                                   

  Number of students tested           46              35              31

  Percent of total students tested    100.0%          100.0%          100.0%

  Number of students excluded         0               0               0

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

**PERCENTILES BASED ON SUBURBAN NORMS (NOT NATIONAL NORMS)**

  ------------------------ ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ----------
  **ERB CATEGORY**         **TOP                            **MIDDLE                         **LOWEST              
                           23%**                            54%**                            23%**                 

                           **2003**   **2002**   **2001**   **2003**   **2002**   **2001**   **2003**   **2002**   **2001**

  Verbal Reasoning\*       44%        43%        31%        37%        48%        60%        19%        9%         9%

  Vocabulary               53%        34%        33%        34%        57%        58%        13%        9%         9%

  Reading Comprehension    36%        34%        51%        49%        57%        40%        15%        9%         9%

  Writing Mechanics        42%        24%        58%        45%        67%        39%        13%        9%         3%

  Writing Concepts and     39%        29%        49%        48%        56%        45%        13%        15%        6%
  Skills\*\*                                                                                                       

  Quantitative Reasoning   52%        60%        46%        42%        31%        45%        6%         9%         9%

  Mathematics              48%        54%        55%        45%        40%        39%        7%         6%         6%
  ------------------------ ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ----------

\*Verbal Ability in 2001

\*\*Writing Process in 2001

**ASSESSMENT REFERENCED AGAINST NATIONAL NORMS**

Grade **[4\_\_]{.underline}** Test [**Educational Records Bureau
(ERB)**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/publication year **[1992 and 2001-02]{.underline}** Publisher
**[Educational Records Bureau\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Number of students in the grade in which the test was administered
**[See below by school year]{.underline}**

Number of students who took the test **[All students---see below by
school year]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[None\_\_\_\_\_]{.underline}**

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

  ----------------------------------- --------------- --------------- ---------------
  **ERB---GRADE 4**                   **2003-2004**   **2002-2003**   **2001-2002**

  Testing Month                       October         October         October

                                                                      

  **SCHOOL SCORES**                                                   

  Number of students tested           24              24              24

  Percent of total students tested    100.0%          100.0%          100.0%

  Number of students excluded         0               0               0

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

**PERCENTILES BASED ON SUBURBAN NORMS (NOT NATIONAL NORMS)**

  ------------------------ ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ----------
  **ERB CATEGORY**         **TOP                            **MIDDLE                         **LOWEST              
                           23%**                            54%**                            23%**                 

                           **2003**   **2002**   **2001**   **2003**   **2002**   **2001**   **2003**   **2002**   **2001**

  Auditory Comprehension   21%        38%        50%        71%        54%        33%        8%         8%         17%

  Verbal Reasoning\*       38%        59%        46%        58%        37%        33%        4%         4%         21%

  Reading Comprehension    33%        51%        50%        59%        36%        42%        8%         13%        8%

  Writing Mechanics        42%        59%        50%        54%        28%        38%        4%         13%        12%

  Writing Concepts and     20%        34%        38%        63%        58%        46%        17%        8%         16%
  Skills\*\*                                                                                                       

  Quantitative Reasoning   46%        50%        68%        50%        42%        20%        4%         8%         12%

  Mathematics              50%        83%        71%        46%        13%        17%        4%         4%         12%
  ------------------------ ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ----------

\*Verbal Ability in 2001

\*\*Writing Process in 2001

**ASSESSMENT REFERENCED AGAINST NATIONAL NORMS**

Grade **[3\_\_]{.underline}** Test [**Educational Records Bureau
(ERB)**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/publication year **[1992 and 2001-02]{.underline}** Publisher
**[Educational Records Bureau\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Number of students in the grade in which the test was administered
**[See below by school year]{.underline}**

Number of students who took the test **[All students---see below by
school year]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[None\_\_\_\_\_]{.underline}**

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

  ----------------------------------- --------------- --------------- ---------------
  **ERB---GRADE 3**                   **2003-2004**   **2002-2003**   **2001-2002**

  Testing Month                       October         October         October

                                                                      

  **SCHOOL SCORES**                                                   

  Number of students tested           22              23              22

  Percent of total students tested    100.0%          100.0%          100.0%

  Number of students excluded         0               0               0

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

**PERCENTILES BASED ON SUBURBAN NORMS (NOT NATIONAL NORMS)**

  ------------------------ ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ----------
  **ERB CATEGORY**         **TOP                            **MIDDLE                         **LOWEST              
                           23%**                            54%**                            23%**                 

                           **2003**   **2002**   **2001**   **2003**   **2002**   **2001**   **2003**   **2002**   **2001**

  Auditory Comprehension   54%        39%        28%        46%        53%        72%        0%         8%         0%

  Reading Comprehension    41%        21%        50%        59%        75%        40%        0%         4%         10%

  Word Analysis            60%        35%        64%        40%        61%        31%        0%         4%         5%

  Writing Mechanics        55%        35%        55%        40%        52%        40%        5%         13%        5%

  Mathematics              64%        48%        64%        36%        52%        36%        0%         0%         0%
  ------------------------ ---------- ---------- ---------- ---------- ---------- ---------- ---------- ---------- ----------

**ASSESSMENT REFERENCED AGAINST NATIONAL NORMS**

Grade **[2\_\_]{.underline}** Test [**Educational Records Bureau
(ERB)**\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Edition/publication year **[1992 and 2001-02]{.underline}** Publisher
**[Educational Records Bureau\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}**

Number of students in the grade in which the test was administered
**[See below by school year]{.underline}**

Number of students who took the test **[All students---see below by
school year]{.underline}**

What groups were excluded from testing? Why, and how were they assessed?
**[None\_\_\_\_\_]{.underline}**

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

  ----------------------------------- --------------- --------------- ---------------
  **ERB---GRADE 2**                   **2003-2004**   **2002-2003**   **2001-2002**

  Testing Month                       October         October         Test Not Given

                                                                      

  **SCHOOL SCORES**                                                   

  Number of students tested           19              20              22

  Percent of total students tested    100.0%          100.0%          

  Number of students excluded         0               0               

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

**PERCENTILES BASED ON SUBURBAN NORMS (NOT NATIONAL NORMS)**

  ------------------------ ---------- ---------- ----- ---------- ---------- ----- ---------- ---------- ----
  **ERB CATEGORY**         **TOP                       **MIDDLE                    **LOWEST              
                           23%**                       54%**                       23%**                 

                           **2003**   **2002**         **2003**   **2002**         **2003**   **2002**   

  Auditory Comprehension   32%        35%              57%        55%              11%        10%        

  Reading Comprehension    23%        40%              54%        60%              23%        0%         

  Word Analysis            48%        35%              31%        65%              21%        0%         

  Mathematics              16%        50%              52%        45%              32%        5%         
  ------------------------ ---------- ---------- ----- ---------- ---------- ----- ---------- ---------- ----