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

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

**Cover Sheet**

Name of Principal Mr. Lee Bell

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

Official School Name C. Hunter Ritchie Elementary School

(As it should appear in the official records)

School Mailing Address 4416 Broad Run Church Road

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

New Baltimore, VA 20187-2535

City State Zip Code+4 (9 digits total)

Tel. (540) 349-0460 Fax (540) 349-0469

Website/URL fcps1.org E-mail lbell@fcps1.org

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

Date

(Principal's Signature)

Name of Superintendent\* Dr. J. David Martin

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

District Name Fauquier County Public Schools Tel. (540) 351-1011

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

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

(Superintendent's Signature)

Name of School Board

President/Chairperson [Mrs. Bronwyn H. Lambelet, Chairman]{.underline}

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

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

Date

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

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

#######   {#section .unnumbered}

####### 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**

**DISTRICT**

1\. Number of schools in the district: 10 Elementary schools

4 Middle schools

Junior high schools

2 High schools

1 Other (Briefly explain) (Alternative Ed)

17 TOTAL

2\. District Per Pupil Expenditure: \$8,351

Average State Per Pupil Expenditure: \$7,836

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

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

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

4\. [14]{.underline} Number of years the principal has been in her/his
position at this school.

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

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

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

  **K**          46               54                 **100**   

  **1**          42               39                 **81**    

  **2**          48               38                 **86**    

  **3**          43               49                 **92**    

  **4**          54               45                 **99**    

  **5**          35               58                 **93**    

  **TOTAL                                                      551
  STUDENTS IN                                                  
  THE APPLYING                                                 
  SCHOOL**                                                     
  -------------- ---------------- ------------------ --------- ----------------

6\. Racial/ethnic composition of [94]{.underline} % White

the students in the school: [3]{.underline} % Black or African American

[1.5]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

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

  ----------- ------------------------------------ -----------------------
  **(1)**     Number of students who transferred   25
              ***to*** the school after October 1  
              until the end of the year.           

  **(2)**     Number of students who transferred   17
              ***from*** the school after October  
              1 until the end of the year.         

  **(3)**     Subtotal of all transferred students 42
              \[sum of rows (1) and (2)\]          

  **(4)**     Total number of students in the      551
              school as of October 1               

  **(5)**     Subtotal in row (3) divided by total 0.08
              in row (4)                           

  **(6)**     Amount in row (5) multiplied by 100  8
  ----------- ------------------------------------ -----------------------

8\. Limited English Proficient students in the school: [0.2]{.underline}
%

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

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

Specify languages:

Kazakh

9\. Students eligible for free/reduced-priced meals: [4.7]{.underline} %

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

10\. Students receiving special education services: [10.8]{.underline} %

> [60]{.underline} Total Number of Students Served

Below is the number of students with disabilities according to
conditions designated in the Individuals with Disabilities Education
Act.

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

\_\_\_\_Deafness [10]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [12]{.underline} Specific Learning Disability

[1]{.underline} Hearing Impairment [22]{.underline} Speech or Language
Impairment

[4]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

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

[1]{.underline} Dev. Delay [1]{.underline} EMO Disturb

11\. The number of full‑time and part‑time staff members in each of the
categories is listed below:

########  Number of Staff

> **[Full-time]{.underline}** **[Part-Time]{.underline}**
>
> Administrator(s) [2]{.underline} \_\_\_\_\_\_\_\_
>
> Classroom teachers [27\*]{.underline} \_\_\_\_\_\_\_\_
>
> \* includes 2 Sp. Ed. Self-contained
>
> Special resource teachers/specialists [1]{.underline} \_\_\_\_\_\_\_\_
>
> Paraprofessionals [1]{.underline} \_\_\_\_\_\_\_\_
>
> Support staff [3]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [34]{.underline} \_\_\_\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio: 20.4

> 13\. Below is the attendance patterns of students as a percentage.

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

  Daily student attendance 96.61       95.83       97.90       96.25       95.89

  Daily teacher attendance                                                 

  Teacher turnover rate    4%          4%          0           0           0
  ------------------------ ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

C. Hunter Ritchie School is a kindergarten through grade five public
school named after a Virginia gentleman who served on the county school
board for 28 years. The school was opened in 1990. It is located on
Route 600 near the village of New Baltimore. The facilities at Ritchie
consist of 33 classrooms, a multipurpose room, library, and one computer
lab.

Ritchie serves 560 students with an average class size of 22:1. Its
instructional program guides students to become successful, independent
readers and writers, mathematicians who reason and compute accurately,
historians who know and understand the past and how it shapes the
future, and scientists who use investigation and inquiry to learn about
the world. Technology is integrated throughout the curriculum. Student
progress is continually assessed to inform instruction.

Ritchie's mission is the same as it is for the entire division: to
cultivate the intellect, ability, and character of each student to
ensure an educated citizenry. Ritchie, therefore, is committed to
addressing both the academic and social needs of each student. The staff
has developed specific programs to meet these needs and Ritchie's
student achievement success is the result of this careful strategic
attention. Ritchie students come from economically diverse backgrounds;
ethnic diversity exists in type, but not in large numbers. In September
2003, the student enrollment at our school is made up of 91 percent
Caucasian, 5 percent African-American, 2 percent Asian, and 2 percent
Hispanic.

Five percent of the students qualify for free and reduced priced meals.
The student population is comprised of students that speak English
primarily at home. Ritchie Elementary has several programs that focus on
helping "at risk" students and the special needs of all students.
("At-risk" is defined as students that may not pass the state standard
assessments in reading and math based on teacher evaluation, previous
SOL experience, STAR assessments, PALS scores, COGAT scores, and SOLAR
testing.) This assistance is provided by having both during and
after-school programs with specialized instruction. We also have a
gifted and talented program for identified students and art, music, and
physical education instruction for all students.

Finally, the community gives unlimited support to Ritchie. The PTO and
volunteer programs make the difference. Parent participation in school
conferences, activities, and events sends a meaningful message to
children that school is important. The school serves as a meeting place
for many community events each month including scouting programs,
recreational athletics, and citizens' meetings. It is this kind of
collaboration that has elevated Ritchie's success.

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

**I. Explanation of Reading Results**

SOL (Standards of Learning) reading tests are state wide criterion
reference tests given in grades 3 and 5. The charts contained in this
report are labeled literature, research, and writing at 3^rd^ and
reading/literature and research at 5^th^. In Virginia, these assessments
are used to determine adequate yearly progress (as defined in the NCLB
Act) for the entire school and each subgroup. They are also used to
determine school accreditation. Ritchie has been fully accredited for
four years---the duration of the SOL accreditation program.

Standards of Learning assessment results in reading are in three levels:
passed (proficient), pass advanced, or failed (below passing). The
scores shown in the chart and graphs are the passing percentages, i.e.,
the percentage of students making the passing benchmark score of 400.
The charts show this information for each subgroup. For example, the
chart on Grade5 reading shows that in 2003 a total of 95% of Ritchie's
students passed the state test, and 38% of those passing scored in the
advanced category.

The charts show disaggregated data across three years; the graphs show
aggregate group data across six years. Ritchie's tests results show
gains across all years.

**Explanation of Mathematics Results**

SOL (Standards of Learning) mathematics tests are state wide criterion
reference tests given in grades 3 and 5. In Virginia, these assessments
are used to determine adequate yearly progress (as defined in the NCLB
Act) for the entire school and each subgroup. They are also used to
determine school accreditation. Ritchie has been fully accredited for
the duration of the SOL accreditation program, and in 3^rd^ grade
mathematics the school reached a 96% passing rate in 2003. Standards of
Learning assessment results in mathematics are in three levels: passed
(proficient), pass advanced, or failed (below passing). The scores shown
in the chart and graphs are the passing percentages, i.e., the
percentage of students making the passing benchmark score of 400. The
charts show this information for each subgroup. For example, the chart
on Grade 5 mathematics shows that in 2003 a total of 95% of Ritchie's
students passed the state test, and 37% of those passing scored in the
advanced category.

The charts show disaggregated data across three years; the graphs show
aggregate group data across six years. The climb in achievement has been
significant.

**II. Use of Assessment Data to Improve Student Achievement**

Ritchie Elementary School uses assessment data to make instructional and
leadership decisions annually. All Fauquier County Public Schools must
develop annual improvement plans. In planning for each school year the
Ritchie staff's improvement plan is data-driven at its core. The school
improvement team reviews its student achievement results, develops
strategies to address the data, and implements the strategies/goals. For
example, historically, the 5^th^ grade SOL math assessment and the 3^rd^
grade SOL English test have been most difficult for Ritchie students.
The first focus of the plan, then, lies with those students who are
still not passing the SOL tests. Those children, though their numbers
are relatively small, are the focus of the school's improvement plan.
Analysis of the school's data indicates that most of the children not
meeting these expectations have learning disabilities or are below
average in cognitive functioning. Most of these children have been
referred to the schools student support program and teacher assistance
team (called TAT) and a limited number are tested for eligibility for
Special Education services. Many have been served in the reading lab and
Reading Buddies Program. The school plan documents further efforts that
help these children achieve greater academic success as measured by the
SOL assessment. The goal is to have all students meeting the 400 passing
benchmark and specifically to have students in subgroups raise their
scores at least 5%-10% annually. The second focus area is to increase
the number of students achieving a pass advanced score on the SOL tests.
The school believes that it must encourage its students to reach the
highest benchmarks. If the sky is the limit for the school, then shall
it be for each student. School Improvement Plans are implemented,
monitored, and adjusted based on any new data that comes available.

**III. Communication of Student Performance to Parents, Students, and
the Community**

As stated previously, the Ritchie administration develops an annual
school improvement plan which includes an overview of the school to
include its history and successes, a summation of the school
demographics to include student and faculty information, the school's
most recent data, an explanation of what the data reveal, and goals and
strategies for the school year. The plan is submitted to the
superintendent and made available to the *parents and the community* via
hard or electronic copy. A summation of plans is also presented in a
public meeting to the school board annually, and each school's plan is
presented publicly at least every two years. Finally, implementation of
strategies and programs at both the school and classroom level are
reported to *parents* via classroom and school newsletters and website
information. Students' performance is tracked systematically and shared
with each *student* in conferences, written feedback, and in whole-group
forums.

**IV. Sharing of Successes Beyond the School Walls** As stated
previously the school's plan is presented in a public meeting to the
school board on a regular basis. Central office instructional staff
members read all plans and after having read the plan share appropriate
strategies with other schools. Further, the administration encourages
teachers to share their successes with staff and then share the
information with the central office staff. Typically, school staff
members then present ideas at the school division's Instructional
Framework Conference held in the Spring of each school year. Ritchie
staff members also participate in regional and state workshops as
presenters and participants.

**PART V -- CURRICULUM AND INSTRUCTION**

**I. The C. Hunter Ritchie Core and Fine Arts Curriculum and Related
Arts**

The core curriculum mirrors that of the state's core curriculum which is
based on high content standards.

As stated previously, Ritchie's **English** program guides students to
become successful, independent readers and writers. In kindergarten
through third grade, the primary goal is to teach all students to read
fluently and to comprehend a variety of fiction and nonfiction
selections that relate to all areas of the curriculum. In fourth and
fifth grades, students continue to acquire and refine strategies for
comprehending and analyzing selections that encompass all literary
types, exemplify universal themes, and relate to all subjects. Further,
students acquire the ability to make full and effective use of the
written and spoken language in their future educational, occupational,
and personal endeavors.

# The Ritchie mathematics program seeks to develop mathematicians who reason and compute accurately. Standards with specific mathematics content strands are identified for kindergarten through fifth grade. These content strands are Number and Number Sense; Computation and Estimation; Measurement; Geometry; Probability and Statistics; and Patterns, Functions, and Algebra. 

Ritchie's **history and social science curriculum** standards seek to
develop historians who know and understand the past and how it shapes
the future. The History and Social Science Standards are designed to (1)
develop the knowledge and skills of history, geography, civics, and
economics that enable students to place the people, ideas, and events
that have shaped our state and our nation in perspective; (2) instill in
students a thoughtful pride in the history of America through an
understanding that what "We the People of the United States" launched
more than two centuries ago was not a perfect union, but a continual
effort to build a "more perfect" union, one which has become the world's
most successful experiment in constitutional self-government; (3) enable
students to understand the basic values, principles, and operation of
American constitutional democracy; (4) prepare students for informed and
responsible citizenship; (5) develop students' skills in debate,
discussion, and writing; and (6) provide students with a framework for
continuing education in history and the social sciences.

The **science** curriculum produces scientists who use investigation and
inquiry to learn about the world. The purposes of scientific
investigation and discovery are to satisfy humankind's quest for
knowledge and understanding and to preserve and enhance the quality of
the human experience. The science standards identify academic content
for essential components of the science curriculum at different grade
levels. Throughout a student's science schooling from kindergarten
through grade six, specific content strands, or topics, are included.
These strands are (1) Scientific Investigation, Reasoning, and Logic;
(2) Force, Motion, and Energy; (3) Matter; (4) Life Processes; (5)
Living Systems; (6) Interrelationships in Earth/Space Systems; (7)Earth
Patterns, Cycles, and Change; and (8) Resources.

Finally, the arts are supported through assigned staff members to both
art and music. Each staff member in the arts is highly qualified in
his/her respective area and provides opportunities for students to meet
standards in music related to performance, creativity, investigation,
and connections (connecting music to other areas). In art, students
explore visual communication and production, culture as it relates to
art, aesthetics/appreciation, and safety. The arts curricula support the
core areas but also provide students with opportunities to express ideas
and talents in non-linguistic ways.

**II. The Reading Curriculum at C. Hunter Ritchie**

The K-5 reading curriculum addresses 10 key components:

-   phonological awareness instruction

-   phonics instruction

-   alphabet knowledge instruction

-   presence of decodable text

-   vocabulary instruction

-   listening comprehension instruction

-   reading comprehension instruction

-   presence of information texts

-   ongoing assessments

The reading series supports the philosophy of reading instruction in
Fauquier County Public Schools as well as Virginia's *Standards of
Learning*. Through the use of the series, as well as library and other
supplemental resources, students are provided with a balanced reading
program and receive a solid foundation in classic and contemporary
literature. Instruction begins by developing phonological and phonemic
awareness as a precursor to phonics instruction. Explicit instruction
along with practice and application builds letter-sound knowledge,
decoding strategies, spelling, and word analysis skills. After students
learn to read, the curriculum continues to focus on appropriate literacy
opportunities, skills (including phonics), and strategies that will
assure continued success as students move through the upper elementary
grades. Spelling instruction uses the word study approach. The
curriculum promotes family literacy and provides a variety of literacy
materials to be used by parents and students at home. Instruction is
differentiated to address the needs of the diverse learners through
flexible grouping within the regular classroom and with the support of
the reading specialist in the reading lab. Assessment is on-going: PALS
(Phonological Awareness and Literacy Screening) scores in grades K-3 are
used for placement in the reading center, and S.T.A.R. Reading and
Accelerated Reader quizzes along with the Scott Foresman Reading
assessments are used to inform instruction.

The choice of reading program is a division decision; however, the staff
at Ritchie implements the program in its own unique way. Ritchie's
program is marked by a strong commitment to grade level planning and
pacing, differentiation of strategies and resources, and providing
blocks of time for students to read at their instructional level.

**III. Use of Technology to Support Essential Skills and Overall
Mission**

The school and division's mission *to cultivate the intellect, ability,
and character of each student to ensure an educated citizenry* will not
be realized if educators do not maximize the use of technology for
instruction purposes. Therefore, a critical curriculum area is
technology. While technology should not and does not stand alone as a
separate entity, the state has identified specific requirements in
reference technology and Ritchie has embraced these requirements.
Minimum skills that students should acquire by the end of Grade 5
include the following: (1) demonstrating a basic understanding of
computer theory including bits, bytes, and binary logic; (2) developing
a basic technology vocabulary (3) Selecting and use technology
appropriate to tasks; (4) developing basic keyboarding skills. (5)
Operating peripheral devices;(6) applying technologies to strategies for
problem solving; and (7) critical thinking and (8) processing, storing,
retrieving, and transmitting electronic information.

**IV. Instructional Methods to Improve Student Achievement**

Research-based instructional strategies are emphasized at Ritchie; these
strategies are described by educational (McRel) researcher, Dr. Robert
Marzano. Examples include the use of comparison and contrast discussions
and activities, non-linguistic representations, and summarization to
teach content. Further, an emphasis on quality differentiated
instruction under girds all of Ritchie's instructional programs. Special
instructional programs include the following: (1) "Reading Buddies"
program---trained adult tutors to work with individuals, grades 1-3; (2)
after school remediation twice weekly for grades 2 through 5 for at risk
students from January through May by professional staff ; (3) an annual
summer pre-Kindergarten program for at-risk students called "Ready to
Grow"; (4) use of the Accelerated Reader program; (5) use of individual
student portfolios for those students with disabilities or limited
English proficiency, economically disadvantaged and minority students.
Finally, after school enrichment opportunities for students include a
Foreign Language Exploratory, Chess Club, Battle of the Books,
Destination Imagination, and Math Club.

**V. Professional Development at C. Hunter Ritchie and Its Relationship
to Student Achievement**

The professional development activities listed below are described in
the school's school improvement plan. Each activity is
[directly]{.underline} related to the student achievement goals
described in Part IV of this application. The workshop titles and/or
focus topics for 2002-2003 are as follows:

a.  Analyzing of standardized test scores to promote student success.

b.  Training staff in the use of the donated Learning Tree Technology
    Cart.

c.  SOLAR (Standards of Learning Assessment Resource) training, K-5

d.  Workshop on Higher Level Thinking Skills in Math.

e.  Workshop on similarities and differences based on Marzano's
    *Classroom Instruction that Works.*

f.  School division workshops on alignment of Math curriculum and text.

g.  Selected teachers attending reading conferences.

h.  Training in differentiation of instruction.

**PART VII - ASSESSMENT RESULTS**

######### 

<table>
<colgroup>
<col style="width: 33%" />
<col style="width: 3%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 12%" />
<col style="width: 3%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 12%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 5%" />
<col style="width: 11%" />
<col style="width: 1%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="13"><h2 id="grade-3-mathematics">GRADE 3
MATHEMATICS</h2></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="3"><strong>2001</strong></td>
<td colspan="2"></td>
<td colspan="2"><strong>2002</strong></td>
<td></td>
<td colspan="4"><strong>2003</strong></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td></td>
<td colspan="3">46%</td>
<td colspan="2"></td>
<td colspan="2">39%</td>
<td></td>
<td colspan="4">69%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td></td>
<td colspan="3">41%</td>
<td colspan="2"></td>
<td colspan="2">48%</td>
<td></td>
<td colspan="4">27%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td></td>
<td colspan="3">13%</td>
<td colspan="2"></td>
<td colspan="2">12%</td>
<td></td>
<td colspan="4">3%</td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td></td>
<td colspan="3">78</td>
<td colspan="2"></td>
<td colspan="2">89</td>
<td></td>
<td colspan="4">91</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td></td>
<td colspan="3">96%</td>
<td colspan="2"></td>
<td colspan="2">98%</td>
<td></td>
<td colspan="4">100%</td>
</tr>
<tr class="even">
<td><blockquote>
<p># absent</p>
</blockquote></td>
<td></td>
<td colspan="3">3</td>
<td colspan="2"></td>
<td colspan="2">2</td>
<td></td>
<td colspan="4">0</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% absent</p>
</blockquote></td>
<td></td>
<td colspan="3">4%</td>
<td colspan="2"></td>
<td colspan="2">2%</td>
<td></td>
<td colspan="4">0%</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td colspan="3"><p><strong>Subgroup</strong></p>
<h1 id="transfers">Transfers</h1></td>
<td colspan="2"></td>
<td colspan="2"><p><strong>Subgroup</strong></p>
<h1 id="transfers-1">Transfers</h1></td>
<td></td>
<td colspan="4"><p><strong>Subgroup</strong></p>
<p><strong>Transfers</strong></p></td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td></td>
<td colspan="3">3</td>
<td colspan="2"></td>
<td colspan="2">1</td>
<td></td>
<td colspan="4">2</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td></td>
<td colspan="3">4%</td>
<td colspan="2"></td>
<td colspan="2">1%</td>
<td></td>
<td colspan="4">2%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td></td>
<td colspan="3">0%</td>
<td colspan="2"></td>
<td colspan="2">0%</td>
<td></td>
<td colspan="4">50%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td></td>
<td colspan="3">62%</td>
<td colspan="2"></td>
<td colspan="2">100%</td>
<td></td>
<td colspan="4">50%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td></td>
<td colspan="3">33%</td>
<td colspan="2"></td>
<td colspan="2">0%</td>
<td></td>
<td colspan="4">0%</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td colspan="2"><strong>Black</strong></td>
<td colspan="2"></td>
<td colspan="2"><strong>Black</strong></td>
<td colspan="2"></td>
<td colspan="3"><strong>Black</strong></td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td></td>
<td colspan="3">1</td>
<td colspan="2"></td>
<td colspan="2">4</td>
<td></td>
<td colspan="4">1</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td></td>
<td colspan="3">1%</td>
<td colspan="2"></td>
<td colspan="2">4%</td>
<td></td>
<td colspan="4">1%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td></td>
<td colspan="3">0%</td>
<td colspan="2"></td>
<td colspan="2">0%</td>
<td></td>
<td colspan="4">100%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td></td>
<td colspan="3">0%</td>
<td colspan="2"></td>
<td colspan="2">25%</td>
<td></td>
<td colspan="4">0%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td></td>
<td colspan="3">100%</td>
<td colspan="2"></td>
<td colspan="2">75%</td>
<td></td>
<td colspan="4">0%</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3"><strong>Hispanic</strong></td>
<td><strong>Asian/Pacific</strong></td>
<td colspan="3"><strong>Hispanic</strong></td>
<td><strong>Asian/Pacific</strong></td>
<td colspan="3"><strong>Hispanic</strong></td>
<td colspan="2"><strong>Asian/Pacific</strong></td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td colspan="3">1</td>
<td>0</td>
<td colspan="3">0</td>
<td>3</td>
<td colspan="3">2</td>
<td colspan="2">0</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td colspan="3">1%</td>
<td>0%</td>
<td colspan="3">0%</td>
<td>3%</td>
<td colspan="3">2%</td>
<td colspan="2">0%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td colspan="3">0%</td>
<td>0%</td>
<td colspan="3">0%</td>
<td>33%</td>
<td colspan="3">100%</td>
<td colspan="2">0%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td colspan="3">100%</td>
<td>0%</td>
<td colspan="3">0%</td>
<td>33%</td>
<td colspan="3">0%</td>
<td colspan="2">0%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td colspan="3">0%</td>
<td>0%</td>
<td colspan="3">0%</td>
<td>33%</td>
<td colspan="3">0%</td>
<td colspan="2">0%</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3"></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td><h3 id="state-scores">STATE SCORES</h3></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td></td>
<td colspan="3">38%</td>
<td></td>
<td colspan="3">40%</td>
<td></td>
<td colspan="4">48%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at or Above Proficient</p>
</blockquote></td>
<td></td>
<td colspan="3">39%</td>
<td></td>
<td colspan="3">40%</td>
<td></td>
<td colspan="4">35%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td></td>
<td colspan="3">23%</td>
<td></td>
<td colspan="3">20%</td>
<td></td>
<td colspan="4">17%</td>
</tr>
</tbody>
</table>

<table style="width:100%;">
<colgroup>
<col style="width: 32%" />
<col style="width: 3%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 12%" />
<col style="width: 3%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 14%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 5%" />
<col style="width: 11%" />
<col style="width: 1%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="13"><h2
id="grade-3-literature-and-research-and-writing">GRADE 3 LITERATURE AND
RESEARCH AND WRITING</h2></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="3"><strong>2001</strong></td>
<td colspan="2"></td>
<td colspan="2"><strong>2002</strong></td>
<td></td>
<td colspan="4"><strong>2003</strong></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td></td>
<td colspan="3">12%</td>
<td colspan="2"></td>
<td colspan="2">28%</td>
<td></td>
<td colspan="4">37%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td></td>
<td colspan="3">68%</td>
<td colspan="2"></td>
<td colspan="2">55%</td>
<td></td>
<td colspan="4">58%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td></td>
<td colspan="3">21%</td>
<td colspan="2"></td>
<td colspan="2">17%</td>
<td></td>
<td colspan="4">6%</td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td></td>
<td colspan="3">78</td>
<td colspan="2"></td>
<td colspan="2">89</td>
<td></td>
<td colspan="4">90</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td></td>
<td colspan="3">96%</td>
<td colspan="2"></td>
<td colspan="2">98%</td>
<td></td>
<td colspan="4">99%</td>
</tr>
<tr class="even">
<td><blockquote>
<p># absent</p>
</blockquote></td>
<td></td>
<td colspan="3">3</td>
<td colspan="2"></td>
<td colspan="2">2</td>
<td></td>
<td colspan="4">1</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% absent</p>
</blockquote></td>
<td></td>
<td colspan="3">4%</td>
<td colspan="2"></td>
<td colspan="2">2%</td>
<td></td>
<td colspan="4">1%</td>
</tr>
<tr class="even">
<td></td>
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td></td>
<td colspan="3"><p><strong>Subgroup</strong></p>
<p><strong>Transfers</strong></p></td>
<td colspan="2"></td>
<td colspan="2"><p><strong>Subgroup</strong></p>
<p><strong>Transfers</strong></p></td>
<td></td>
<td colspan="4"><p><strong>Subgroup</strong></p>
<p><strong>Transfers</strong></p></td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td></td>
<td colspan="3">3</td>
<td colspan="2"></td>
<td colspan="2">1</td>
<td></td>
<td colspan="4">2</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td></td>
<td colspan="3">4%</td>
<td colspan="2"></td>
<td colspan="2">1%</td>
<td></td>
<td colspan="4">2%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td></td>
<td colspan="3">0%</td>
<td colspan="2"></td>
<td colspan="2">0%</td>
<td></td>
<td colspan="4">0%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td></td>
<td colspan="3">100%</td>
<td colspan="2"></td>
<td colspan="2">100%</td>
<td></td>
<td colspan="4">100%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td></td>
<td colspan="3">0%</td>
<td colspan="2"></td>
<td colspan="2">0%</td>
<td></td>
<td colspan="4">0%</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td colspan="2"><strong>Black</strong></td>
<td colspan="2"></td>
<td colspan="2"><strong>Black</strong></td>
<td colspan="2"></td>
<td colspan="3"><strong>Black</strong></td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td></td>
<td colspan="3">1</td>
<td colspan="2"></td>
<td colspan="2">4</td>
<td></td>
<td colspan="4">1</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td></td>
<td colspan="3">1%</td>
<td colspan="2"></td>
<td colspan="2">4%</td>
<td></td>
<td colspan="4">1%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td></td>
<td colspan="3">0%</td>
<td colspan="2"></td>
<td colspan="2">0%</td>
<td></td>
<td colspan="4">0%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td></td>
<td colspan="3">0%</td>
<td colspan="2"></td>
<td colspan="2">25%</td>
<td></td>
<td colspan="4">100%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td></td>
<td colspan="3">100%</td>
<td colspan="2"></td>
<td colspan="2">75%</td>
<td></td>
<td colspan="4">0%</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3"><strong>Hispanic</strong></td>
<td><strong>Asian/Pacific</strong></td>
<td colspan="3"><strong>Hispanic</strong></td>
<td><strong>Asian/Pacific</strong></td>
<td colspan="3"><strong>Hispanic</strong></td>
<td colspan="2"><strong>Asian/Pacific</strong></td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td colspan="3">1</td>
<td>0</td>
<td colspan="3">0</td>
<td>3</td>
<td colspan="3">2</td>
<td colspan="2">0</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td colspan="3">1%</td>
<td>0%</td>
<td colspan="3">0%</td>
<td>3%</td>
<td colspan="3">2%</td>
<td colspan="2">0%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td colspan="3">0%</td>
<td>0%</td>
<td colspan="3">0%</td>
<td>33%</td>
<td colspan="3">0%</td>
<td colspan="2">0%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td colspan="3">100%</td>
<td>0%</td>
<td colspan="3">0%</td>
<td>33%</td>
<td colspan="3">100%</td>
<td colspan="2">0%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td colspan="3">0%</td>
<td>0%</td>
<td colspan="3">0%</td>
<td>33%</td>
<td colspan="3">0%</td>
<td colspan="2">0%</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3"></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td><h3 id="state-scores-1">STATE SCORES</h3></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td></td>
<td colspan="3">11%</td>
<td></td>
<td colspan="3">16%</td>
<td></td>
<td colspan="4">19%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at or Above Proficient</p>
</blockquote></td>
<td></td>
<td colspan="3">53%</td>
<td></td>
<td colspan="3">55%</td>
<td></td>
<td colspan="4">53%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td></td>
<td colspan="3">35%</td>
<td></td>
<td colspan="3">28%</td>
<td></td>
<td colspan="4">28%</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 32%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 12%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 5%" />
<col style="width: 12%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 5%" />
<col style="width: 11%" />
<col style="width: 1%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="14"><h2 id="grade-5-mathematics">GRADE 5
MATHEMATICS</h2></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td colspan="3"><strong>2001</strong></td>
<td colspan="2"></td>
<td colspan="2"><strong>2002</strong></td>
<td></td>
<td colspan="4"><strong>2003</strong></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">13%</td>
<td colspan="2"></td>
<td colspan="2">17%</td>
<td></td>
<td colspan="4">37%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">66%</td>
<td colspan="2"></td>
<td colspan="2">62%</td>
<td></td>
<td colspan="4">58%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">21%</td>
<td colspan="2"></td>
<td colspan="2">20%</td>
<td></td>
<td colspan="4">5%</td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">90</td>
<td colspan="2"></td>
<td colspan="2">98</td>
<td></td>
<td colspan="4">92</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">99%</td>
<td colspan="2"></td>
<td colspan="2">100%</td>
<td></td>
<td colspan="4">100%</td>
</tr>
<tr class="even">
<td><blockquote>
<p># absent</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">1</td>
<td colspan="2"></td>
<td colspan="2">0</td>
<td></td>
<td colspan="4">0</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% absent</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">1%</td>
<td colspan="2"></td>
<td colspan="2">0%</td>
<td></td>
<td colspan="4">0%</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td colspan="3"><p><strong>Subgroup</strong></p>
<p><strong>Transfers</strong></p></td>
<td colspan="2"></td>
<td colspan="2"><p><strong>Subgroup</strong></p>
<p><strong>Transfers</strong></p></td>
<td></td>
<td colspan="4"><p><strong>Subgroup</strong></p>
<p><strong>Transfers</strong></p></td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">1</td>
<td colspan="2"></td>
<td colspan="2">2</td>
<td></td>
<td colspan="4">4</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">1%</td>
<td colspan="2"></td>
<td colspan="2">2%</td>
<td></td>
<td colspan="4">4%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">0%</td>
<td colspan="2"></td>
<td colspan="2">0%</td>
<td></td>
<td colspan="4">25%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">100%</td>
<td colspan="2"></td>
<td colspan="2">50%</td>
<td></td>
<td colspan="4">50%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">0%</td>
<td colspan="2"></td>
<td colspan="2">50%</td>
<td></td>
<td colspan="4">25%</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3"></td>
<td colspan="2"><strong>Black</strong></td>
<td colspan="2"></td>
<td colspan="2"><strong>Black</strong></td>
<td colspan="2"></td>
<td colspan="3"><strong>Black</strong></td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">4</td>
<td colspan="2"></td>
<td colspan="2">7</td>
<td></td>
<td colspan="4">2</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">4%</td>
<td colspan="2"></td>
<td colspan="2">7%</td>
<td></td>
<td colspan="4">2%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">0%</td>
<td colspan="2"></td>
<td colspan="2">0%</td>
<td></td>
<td colspan="4">0%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">75%</td>
<td colspan="2"></td>
<td colspan="2">29%</td>
<td></td>
<td colspan="4">50%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">25%</td>
<td colspan="2"></td>
<td colspan="2">71%</td>
<td></td>
<td colspan="4">50%</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4"><strong>Hispanic</strong></td>
<td><strong>Asian/Pacific</strong></td>
<td colspan="3"><strong>Hispanic</strong></td>
<td><strong>Asian/Pacific</strong></td>
<td colspan="3"><strong>Hispanic</strong></td>
<td colspan="2"><strong>Asian/Pacific</strong></td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td colspan="4">1</td>
<td>1</td>
<td colspan="3">2</td>
<td>1</td>
<td colspan="3">1</td>
<td colspan="2">0</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td colspan="4">1%</td>
<td>1%</td>
<td colspan="3">2%</td>
<td>1%</td>
<td colspan="3">1%</td>
<td colspan="2">0%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td colspan="4">100%</td>
<td>0%</td>
<td colspan="3">50%</td>
<td>0%</td>
<td colspan="3">100%</td>
<td colspan="2">0%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td colspan="4">0%</td>
<td>100%</td>
<td colspan="3">50%</td>
<td>100%</td>
<td colspan="3">0%</td>
<td colspan="2">0%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td colspan="4">0%</td>
<td>0%</td>
<td colspan="3">0%</td>
<td>0%</td>
<td colspan="3">0%</td>
<td colspan="2">0%</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4"></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td><h3 id="state-scores-2">STATE SCORES</h3></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td></td>
<td colspan="4">14%</td>
<td></td>
<td colspan="3">16%</td>
<td></td>
<td colspan="4">18%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at or Above Proficient</p>
</blockquote></td>
<td></td>
<td colspan="4">52%</td>
<td></td>
<td colspan="3">55%</td>
<td></td>
<td colspan="4">56%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td></td>
<td colspan="4">33%</td>
<td></td>
<td colspan="3">29%</td>
<td></td>
<td colspan="4">26%</td>
</tr>
</tbody>
</table>

<table>
<colgroup>
<col style="width: 32%" />
<col style="width: 2%" />
<col style="width: 0%" />
<col style="width: 1%" />
<col style="width: 5%" />
<col style="width: 12%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 5%" />
<col style="width: 12%" />
<col style="width: 2%" />
<col style="width: 2%" />
<col style="width: 5%" />
<col style="width: 11%" />
<col style="width: 1%" />
</colgroup>
<tbody>
<tr class="odd">
<td colspan="14"><h2 id="grade-5-readingliterature-and-research">GRADE 5
READING/LITERATURE AND RESEARCH</h2></td>
<td></td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td colspan="3"><strong>2001</strong></td>
<td colspan="2"></td>
<td colspan="2"><strong>2002</strong></td>
<td></td>
<td colspan="4"><strong>2003</strong></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">15%</td>
<td colspan="2"></td>
<td colspan="2">31%</td>
<td></td>
<td colspan="4">38%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">73%</td>
<td colspan="2"></td>
<td colspan="2">57%</td>
<td></td>
<td colspan="4">57%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">12%</td>
<td colspan="2"></td>
<td colspan="2">12%</td>
<td></td>
<td colspan="4">5%</td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">89</td>
<td colspan="2"></td>
<td colspan="2">97</td>
<td></td>
<td colspan="4">92</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">98%</td>
<td colspan="2"></td>
<td colspan="2">99%</td>
<td></td>
<td colspan="4">100%</td>
</tr>
<tr class="even">
<td><blockquote>
<p># absent</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">2</td>
<td colspan="2"></td>
<td colspan="2">1</td>
<td></td>
<td colspan="4">0</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% absent</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">2%</td>
<td colspan="2"></td>
<td colspan="2">1%</td>
<td></td>
<td colspan="4">0%</td>
</tr>
<tr class="even">
<td></td>
<td colspan="2"></td>
<td colspan="3"></td>
<td colspan="2"></td>
<td colspan="2"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td></td>
<td colspan="2"></td>
<td colspan="3"><p><strong>Subgroup</strong></p>
<p><strong>Transfers</strong></p></td>
<td colspan="2"></td>
<td colspan="2"><p><strong>Subgroup</strong></p>
<p><strong>Transfers</strong></p></td>
<td></td>
<td colspan="4"><p><strong>Subgroup</strong></p>
<p><strong>Transfers</strong></p></td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">1</td>
<td colspan="2"></td>
<td colspan="2">2</td>
<td></td>
<td colspan="4">4</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">1%</td>
<td colspan="2"></td>
<td colspan="2">2%</td>
<td></td>
<td colspan="4">4%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">0%</td>
<td colspan="2"></td>
<td colspan="2">50%</td>
<td></td>
<td colspan="4">25%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">100%</td>
<td colspan="2"></td>
<td colspan="2">50%</td>
<td></td>
<td colspan="4">50%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">0%</td>
<td colspan="2"></td>
<td colspan="2">0%</td>
<td></td>
<td colspan="4">25%</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="3"></td>
<td colspan="2"><strong>Black</strong></td>
<td colspan="2"></td>
<td colspan="2"><strong>Black</strong></td>
<td colspan="2"></td>
<td colspan="3"><strong>Black</strong></td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">4</td>
<td colspan="2"></td>
<td colspan="2">7</td>
<td></td>
<td colspan="4">2</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">4%</td>
<td colspan="2"></td>
<td colspan="2">7%</td>
<td></td>
<td colspan="4">2%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">0%</td>
<td colspan="2"></td>
<td colspan="2">0%</td>
<td></td>
<td colspan="4">0%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">75%</td>
<td colspan="2"></td>
<td colspan="2">57%</td>
<td></td>
<td colspan="4">50%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td colspan="2"></td>
<td colspan="3">25%</td>
<td colspan="2"></td>
<td colspan="2">43%</td>
<td></td>
<td colspan="4">50%</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4"><strong>Hispanic</strong></td>
<td><strong>Asian/Pacific</strong></td>
<td colspan="3"><strong>Hispanic</strong></td>
<td><strong>Asian/Pacific</strong></td>
<td colspan="3"><strong>Hispanic</strong></td>
<td colspan="2"><strong>Asian/Pacific</strong></td>
</tr>
<tr class="even">
<td><blockquote>
<p># tested</p>
</blockquote></td>
<td colspan="4">1</td>
<td>1</td>
<td colspan="3">2</td>
<td>1</td>
<td colspan="3">1</td>
<td colspan="2">0</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% tested</p>
</blockquote></td>
<td colspan="4">1%</td>
<td>1%</td>
<td colspan="3">2%</td>
<td>1%</td>
<td colspan="3">1%</td>
<td colspan="2">0%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td colspan="4">0%</td>
<td>0%</td>
<td colspan="3">0%</td>
<td>0%</td>
<td colspan="3">100%</td>
<td colspan="2">0%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at or above Proficient</p>
</blockquote></td>
<td colspan="4">100%</td>
<td>100%</td>
<td colspan="3">100%</td>
<td>100%</td>
<td colspan="3">0%</td>
<td colspan="2">0%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td colspan="4">0%</td>
<td>0%</td>
<td colspan="3">0%</td>
<td>0%</td>
<td colspan="3">0%</td>
<td colspan="2">0%</td>
</tr>
<tr class="odd">
<td></td>
<td colspan="4"></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td colspan="3"></td>
<td colspan="2"></td>
</tr>
<tr class="even">
<td><h3 id="state-scores-3">STATE SCORES</h3></td>
<td></td>
<td colspan="4"></td>
<td></td>
<td colspan="3"></td>
<td></td>
<td colspan="4"></td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% at Advanced</p>
</blockquote></td>
<td></td>
<td colspan="4">13%</td>
<td></td>
<td colspan="3">17%</td>
<td></td>
<td colspan="4">19%</td>
</tr>
<tr class="even">
<td><blockquote>
<p>% at or Above Proficient</p>
</blockquote></td>
<td></td>
<td colspan="4">60%</td>
<td></td>
<td colspan="3">61%</td>
<td></td>
<td colspan="4">63%</td>
</tr>
<tr class="odd">
<td><blockquote>
<p>% Failed</p>
</blockquote></td>
<td></td>
<td colspan="4">27%</td>
<td></td>
<td colspan="3">22%</td>
<td></td>
<td colspan="4">18%</td>
</tr>
</tbody>
</table>

The

![](media/image1.wmf)Third Grade SOL Passing Rates

![](media/image2.wmf)Yearly Comparison

Fifth Grade SOL Passing Rates

![](media/image3.wmf)Yearly Comparison