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

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

**Cover Sheet**

Name of Principal: [Mr. Elliott Witney]{.underline}

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

Official School Name: [KIPP Academy]{.underline}

(As it should appear in the official records)

School Mailing Address: [10711 KIPP Way]{.underline}

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

[Houston Texas 77099-2675]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(832) 328-1051]{.underline} Fax [(832 ) 832-0178]{.underline}

Website/URL [www.kipphouston.org]{.underline} Email
[ewitney@kipphouston.org]{.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 all information is accurate.

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

(Principal's Signature)

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

Name of Superintendent [Mr. Michael Feinberg]{.underline}

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

District Name [KIPP, Inc. Charter School]{.underline} Tel. [(832)
328-1051]{.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 Mr. Shawn Hurwitz

(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\_\_\_\_\_\_\_\_\_3/31/03\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

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

[2]{.underline} Middle schools

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

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

[2]{.underline} TOTAL

2\. District Per Pupil Expenditure: \_\*\*\*See below\_

\*\*\*From the typical expenditures that schools incur, including
salaries, real estate, and supplies, we expect to spend an average of
\$6375/pupil.

In addition to these typical expenditures, traditionally KIPP has chosen
to enhance the experience our students receive at school by supporting
our alumni, providing end-of-year field trips out of state, and
expenditures associated with the extended year.

With those additional expenditures, the school expects to average
approximately \$9,155/pupil. The increase is a reflection of the
additional pieces of the school that we choose to provide for our
students and staff.

Average State Per Pupil Expenditure: \_\$6769\_\_\_\_

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

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

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

4\. [0.75]{.underline} Number of years the principal has been in her/his
position at this school.

[2]{.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**       33        53          **86**

  **1**                                                     **8**       27        43          **70**

  **2**                                                     **9**       1         2           **3**

  **3**                                                     **10**                            

  **4**                                                     **11**                            

  **5**       46        43                     **89**       **12**                            

  **6**       40        47                     **87**       Other                             

                                    **TOTAL                                                   **335**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [0.89]{.underline} % White

the students in the school: [19.1]{.underline} % Black or African
American

[77.3]{.underline} % Hispanic or Latino

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

\% American Indian/Alaskan Native

**100% Total**

7\. Student turnover, or mobility rate, during the past year:
[2.8%]{.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 0
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 10
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        10
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    345
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .028
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    2.8
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [7.46
%]{.underline}

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

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

Specify languages: [Spanish]{.underline}

9\. Students eligible for free/reduced-priced meals: [84.7%]{.underline}

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

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

10\. Students receiving special education services [3.88%]{.underline}

[13]{.underline} Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness [10]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [3]{.underline} Speech or Language Impairment

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

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

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

    **Number of Staff**

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

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

Classroom teachers [16]{.underline} \_\_\_\_\_\_\_\_

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

Paraprofessionals [1]{.underline} \_\_\_\_\_\_\_\_

> Support staff [12]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [31]{.underline} \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: [26-1]{.underline}

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

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

  Daily student attendance 99.1        98.5%       99%         99%         0

  Daily teacher attendance 99%         99%         98.5%       96%         0

  Teacher turnover rate    21%         37%         26%         40%         0

  Student dropout rate     0           0           0           0           0

  Student drop-off rate    0           0           0           0           0
  ------------------------ ----------- ----------- ----------- ----------- -----------

In the past, our teacher turnover rate has been quite
high.  However, KIPP's growth has accounted for most of this turnover --
many of those former teachers are still part of the KIPP team and
family. Teachers who have moved into leadership and administrative
positions at the school, along with others who have joined a KIPP
leadership training program ultimately opening and leading their own
KIPP school around the country, account for a great deal of our
turnover. This is KIPP Academy's challenge as the "mothership" and
leader of the KIPP national movement -- with 15 KIPP schools up and
running across the country, and 19 more schools set to open this summer,
many of these schools look to KIPP Academy for guidance and help as they
work on being just as effective as the original KIPP school in Houston.
Over these four school years 1998-2002, 24 teachers left the classroom
at KIPP Academy. Approximately 17% took on administrative roles in the
school, and another 17% left the school to join the KIPP
leadership-training program described above. The remaining teachers left
for other reasons, including pursuing other career options, moving with
a spouse, and non-renewal of contracts.

**[PART III ‑ SUMMARY]{.underline}**

Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.

KIPP Academy in Houston, Texas is an academically rigorous public
charter school serving predominantly low-income, minority students in
grades 5 through 9. Its mission is simple, yet demanding: to prepare
students with the academic skills, intellectual habits, and qualities of
character necessary to succeed in high school, college, and the
competitive world beyond.

KIPP Academy's goals for its students are:

1.  Learn the rigorous academic skills fundamental to success in high
    school and college.

2.  Become curious, creative habitual thinkers and scholars.

3.  Develop the qualities of character necessary to be proactive,
    self-disciplined citizens inside and outside the school.

4.  Develop leadership skills.

5.  Develop and realize individual goals of achievement based on high
    expectations.

KIPP is an acronym for *Knowledge Is Power Program.* KIPP Academy was
founded in 1995 and originally served students predominantly from
Houston's tough Gulfton neighborhood where crime, gangs, and drugs are
routine. Even today, while KIPP serves a broader area - drawing students
from over 60 zip codes -- most of its students come from homes where
English is seldom spoken, and where few, if any, family members have
ever completed high school.

Many of our entered KIPP in fifth grade having not passed the state's
basic skills tests, Texas Assessment of Academic Skills (TAAS). After
one year at KIPP, nearly 100 percent of students pass (school-wide
passing rate of 99.8% in 2002), earning KIPP Academy an Exemplary rating
from the Texas Education Agency each year since its inception. Beyond
these basic skills, though, KIPP students go on to complete course work
far beyond their grade levels -- many completing high school courses.
Moreover, eighth graders who finished in 1999-2002 have been accepted to
the top public magnet school programs in Houston and have accepted
scholarships totaling more than \$11 million to attend some of the most
prestigious private high schools in Houston and the nation.

KIPP's success lies squarely on its academic and character programs,
which are designed to engage children and their parents in the
educational process. Students, parents, and teachers are required to
sign a *Commitment To Excellence Form* that specifies attendance from
7:25 a.m. to 5:00 p.m. Monday through Friday, for four hours on Saturday
(twice a month), and for three weeks each summer. The agreement
obligates parents to reinforce the students' commitment, ensure
attendance, and help with approximately two hours of homework each
evening.

The school has established a team-like environment that simply wills
itself, through a relentless pursuit of excellence via hard work, to
achieve outstanding results. For example, teachers are on-call 24 hours
a day, providing students and families with their cell phone numbers so
that students may call in the evenings for homework help. The prevalent
attitude that students, teachers, and parents will do *whatever it
takes* to realize the school's goals is the mission that guides all
members of the KIPP team and family.

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

1\. School's assessment results.

The Texas Assessment of Academic Skills (TAAS) was a test measuring each
student\'s mastery of the academic standards established in the Texas
Essential Knowledge and Skills (TEKS), which is established by the
state. In the years from which our data derives, 5th, 6th, 7th, and 8th
graders were given assessments both in Reading and Math. Eighth graders
also were tested in Writing, Science, and Social Studies. The tests are
un-timed, and each test measures a minimum level of content and skills
students should have in order to be promoted to the next grade level.

Our results show that each year our school has been in existence, we
have been among the state leaders in TAAS testing. Every year we have
been ranked as a Texas Exemplary School, which is the highest rating a
school can achieve.

Each year we have focused our instruction on what it will take for our
students to be successful not just on this test, but on the academic
skills students will need to be successful in high school, college, and
the competitive world beyond. We have taught relentlessly to ensure that
this happens.

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

We are always trying to improve. KIPP Academy gathers data to decide how
to achieve success better. We assess different ways, including academic
work and standardized testing, personal conversations, parental
correspondence, graded assignments, evening homework phone calls,
afternoon parent conferences, and portfolios.

We have two progress reports to record performance of each student. We
produce academic progress twice each quarter that allow us to review a
student's status. This helps cultivate strategies to improve student
achievement. We believe that if there are problems, we find solutions;
this data helps generate solutions. These include calling plans to check
homework in the subject in which students struggle, tutorials during the
school day, conferring with student's previous teachers to share best
practices, etc.

The staff also compiles portfolios. These help teachers and
administrators understand the whole student, where he/she needs the most
help, what strategies have been tried, and gives way to finding new
solutions to make the student and school improve in performance.

We also monitor closely norm- and criterion-referenced standardized
testing that drives faculty instructional growth plans.

Finally, we maintain contact with our alumni throughout high school. We
track our alumni to monitor strengths and weaknesses academically and
socially. This data drives the reflection we do on curriculum to better
prepare the students we have now for their futures in high school and
college.

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

We believe that to progress and gain more knowledge about oneself,
frequent and specific feedback is essential. We try to communicate well
with our parents, students, and community to constantly improve and
continue the high expectations that we have for everyone.

One of the greatest tools of communication to parents is what we call a
"ticket." A ticket is our way of saying that a student's parents must
review the information sent home and sign it to show that it has been
read/reviewed. Tickets can be academic progress reports, individual
class grades, important news and information pertinent to families,
weekly progress reports (paycheck), and correspondence or homework
review in the agenda. We have cell phones to answer any students' or
parents' questions about homework. We have parent conferences, too, to
meet about performance at school.

We want our students to set individual goals based on high expectations.
KIPP students are well informed about their status at school. They
receive two academic progress reports a quarter and are aware of their
daily status. Each student receives a weekly "paycheck" (progress
report) which keeps them informed of their development. The money they
earn is a reflection of this development. Students understand and play
an active role in this system of incentives by checking daily, applying
and working to maintain this system to earn extra pay, and keeping track
of their KIPP bank account. Students use the money they earn to buy
school supplies, uniforms, books, CDs, etc.

As a public school, our performance and other results are known and
published in local periodicals. We also have materials such as flyers
and other brochures that we give out to the community, and we post
information on our website.

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

KIPP Academy will continue to share its successes in the following ways:

1.  Share best practices and lessons learned with a variety of
    constituencies and stakeholders, including interested teachers,
    parents, principals, counselors, school Board members,
    superintendents, state and national government officials.

2.  Train educators in different aspects of KIPP school life so as to
    replicate appropriate components of the KIPP model.

KIPP hosts visitors to learn more about the school, works with the KIPP
National organization to train future school leaders, and advocate in
the community about the school and how to achieve success.

During the 2001-2002 school year, over 500 visitors came to KIPP Academy
from all over the state and the nation to learn more about its students'
successes. KIPP hosted groups from several school districts, the Texas
Region VI Education Service Center, and others.

In addition to Texas educators, we have been visited by the following:
the British Ministry of Education; the White House Fellowship Program;
and, Brazilian and Japanese delegations hosted by the US State
Department.

KIPP's intention is to facilitate learning wherever possible -- whether
that is in the classroom or among a group of visitors who have come to
see for themselves and experience what has made KIPP Academy's students
so successful. For that reason, KIPP has an open-door policy and
welcomes visitors throughout the school year.

Finally, KIPP Academy is the model for a national replication effort of
high performing public schools that work with educationally underserved
students. 13 schools have opened, and 19 more schools following KIPP's
lead will open in the summer of 2003. These schools' founders spend
extensive time on campus learning about academic leadership, operations
management, community development, and organizational culture and
leadership.

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

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

We want all our students to have the opportunity to attend college. Thus
our mission is to prepare students to be successful here, but also after
KIPP. We seek to develop on our campus an on-going school culture in
which success is the expectation and failure is not an option. We set
high standards for content and skills, and intellectual habits,
self-esteem, and the relentless pursuit necessary to achieve after KIPP.

We worked with educational consultants to develop school goals that
further define success at KIPP. We develop independent thinkers enabled
with skills and knowledge necessary to help "build a better tomorrow" (a
quote from one of our school chants).

Academic excellence in English derives from one's own willingness to
engage actively with the English language. One must: read and write
habitually; set reading and writing agendas in the ever-evolving
literate life; write high-quality final drafts demonstrating an
understanding of the intricacies of a diverse set of genres; be a
self-aware reader and writer; be able to talk about books utilizing a
diverse collection of literary techniques; be able to write
college-style literary essays utilizing textual evidence, argumentation,
thesis statements, and research; and, understand grammar and its
importance in a language.

In Mathematics, we develop in students the content and skills they need
to master Algebra by the end of their time at KIPP. From an introductory
Math course in 5^th^ that focuses on mastery in arithmetic, we build
through a 6^th^ grade Pre-Algebra course that continues the fundamentals
while exposing students to the underpinnings of Algebra. By 7^th^ and
8^th^, all our students take Algebra.

We accelerate our science curriculum in a survey of general science:
Earth, Biological, and Physical Sciences are all taught. We use Delta
Science labs and supplementary bookwork to enrich their experiences,
too. And at the end of the year, on our school trips, we explore Science
up close -- in places like the Smithsonian in Washington, DC (5^th^),
Utah National Parks (6^th^), the Natural Science Museum in New York City
(7^th^), and the Yosemite Institute (8^th^).

KIPP's historians engage in inquiry, simulation, and a number of other
higher-order thinking techniques to understand the historical realities
of the country and world. Students write research-based papers and take
good notes, too. Bringing History to life, on trips we visit Washington,
DC (5^th^); Philadelphia, New York City, and Boston (7^th^); and, Los
Angeles and San Francisco (8^th^).

We teach Spanish for our native and non-native Spanish-speaking
students. We want them to demonstrate proficiency both in conversational
Spanish and in reading and writing Spanish.

Last, we teach a human development class in a variety of ways called
"Life." This class is comprised of the numerous character and life
lessons our students learn each day -- not only in class, but as a piece
of an ongoing character development piece. Our School Goals drive this
curriculum, including instruction on how to be a leader, when to be a
follower, communication skills, teamwork skills, and countless other
important lessons we believe future citizens should know.

*2. (**Secondary Schools)** Describe in one-half page the school's
English language curriculum, including efforts the school makes to
improve the reading skills of students who read below grade level.*

Nearly all our entering KIPP fifth graders read below grade level and
lack many key reading and writing strategies needed for comprehension.
Further, a significant percentage of our students live in
Spanish-speaking homes, and their English vocabulary is below the
National average. Our job in four years is to prepare them with what
they will need to be successful in top-quality high schools. This ranges
from an ability to read complex texts to writing literary essays
comparing themes in multiple texts.

Our 4-year department was developed based on the research-driven Reading
and Writing Institutes at Columbia University's Teacher\'s College. The
goal is to develop fluent, life-long readers and writers. Students learn
the basics -- from handwriting and phonics to reading comprehension
strategies and basic grammar. From there, over time, they develop into
readers and authors who write complex literary essays, read accelerated
texts, and publish a variety of different genre pieces.

Our students read approximately 30 books a year, and they write daily
either in their Writer's Notebook or toward publication. They explore a
diverse number of texts and genres while in our department. With the
additional time and the focus on the habits of life-long fluency, our
students leave 8^th^ grade prepared to achieve in a diverse number of
high schools throughout the city and country.

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

All students master Algebra by the end of 8^th^ grade. Some entering
5^th^ graders struggle to master arithmetic. Our department has
sequenced a curriculum that begins with the fundamental premise that
"All of us will learn" everything. We begin with basic math, such as
place value and times tables, and build a foundation of skills,
self-confidence, and self-esteem that enables students to master the
basics quickly and hunger for more.

Three critical components to KIPP's instructional strategies in math are
step-by-step teaching and explaining "why" -- demanding mastery. The
first component requires that students learn to fragment problems into
manageable pieces. The second component refers to the teacher's goal to
teach the students not simply [how]{.underline} to do various math
skills, but get them to understand [why]{.underline} steps work. Thus,
students develop a greater degree of mathematical logic, too.

The second component has to do with KIPP's high expectations. KIPP does
not reteach skills in future grades; teachers demand mastery, not
coverage. This mastery allows KIPP's 6^th^ grade Math curriculum to
begin Pre-Algebra. KIPP's 7^th^ and 8^th^ grade is a two-year Algebra
course. To aid students, teachers employ a whole-body, multi-sensory
teaching style called Musical Ball Points delivering instruction
actively and engagingly.

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

"There are no shortcuts" and "No excuses" are the dominant cultural
expectations both of teaching and learning. And we are always looking
for better ways to do what we do. Simply covering the material is
unacceptable; student **understanding** is what we hope to accomplish.

We start with an important modification across the board -- more time.
Our students are on task longer each day, week, and year, than most of
their peers. This allows teachers to teach and students to learn more.
The extra time is an instructional method that allows our teaching staff
to differentiate the instruction to match the varying needs of the
students. Students who struggle are challenged; students who struggle to
be challenged are pushed to achieve beyond what they imagined possible.

Our research-based instruction (see curriculum) includes multi-sensory
work, visual aids, English as a Second Language instructional
techniques, and other proven strategies. And when the in-class time does
not suffice, we provide additional tutoring when needed (before school,
during lunch, between classes, etc.). We even have a small group of
students who stay at the school each night until as late as 8:30pm to
complete their homework if completing homework at home is challenging.

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

We believe strongly that we can always improve; thus, professional
development is a vital piece of what we do. Teachers are given ongoing
opportunities to attend professional development whenever interested.

We prepare staff with the highest quality professional development.
English faculty must attend the Columbia University Teacher's College
Reading and Writing Institutes, and some Math teachers have attended the
Rice University Summer Mathematics Program. Hewlett-Packard has trained
Math teachers to integrate laptop computers into the curriculum, too.

Our goal is to develop the highest quality planning possible, too. Two
teachers attended the Understanding by Design (UbD) Institute during the
summer of 2002 and brought back another research-proven model of
"backwards design theory," written about in the book *Understanding by
Design*. Teachers started by modeling the process and have continued to
grow their understanding by collaborative planning and paired
observations.

The last piece of professional development is the ongoing development
our staff receives by sharing membership in the growing KIPP schools
network. Faculty from other KIPP schools -- modeled in many ways after
ours -- gather together for content area conferences. This year,
English, Math, History, and Science teachers all have attended workshops
with peers throughout the country to share best practices.

STATE CRITERION-REFERENCED TESTS

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [5]{.underline} Test\_\_[Texas Assessment of Academic
Skills]{.underline}\_\_\_

Edition/publication year_Published annually\_ Publisher \_\_\_\_\_Texas
Education Agency\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[One limited English proficiency student was not tested. Our promotional
standards are tied to multiple assessments, including, but not limited
to the state criterion-based test. So students that do not take the
state test are assessed using normative-referenced tests, and other
academic and behavioral assessments.]{.underline}

Number excluded [1 (total)]{.underline} Percent excluded [0.27%
(total)]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

***Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.***

Texas has developed a set of state standards called Texas Essential
Knowledge and Skills, or TEKS. These include both the knowledge and
skills the state believes are necessary for students to achieve. At the
end of the year, students in grades 5-8 at KIPP are given the Texas
Assessment of Academic Skills (this year it is called the Texas
Assessment of Knowledge and Skills) to assess each student's mastery of
the state's standards. This test is broken down into smaller pieces, or
objectives. One's ability to pass this test is one's ability to
demonstrate mastery of a percentage of the test's objectives. In
general, a student must get approximately 70% of the questions correct
in order to pass.

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for Grade 5 Mathematics

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

  Testing month                      April       April       April       April       April

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Passing                100%        100%        97.1%       100%        100%

  Number of students tested          96          93          70          65          40

  Percent of total students tested   100%        100%        100%        100%        97.6%

  Number of students excluded        0           0           0           0           1

  Percent of students excluded       0%          0%          0%          0%          2.4%

  SUBGROUP SCORES                                                                    

  1\. [African American]{.underline}                                                 

  At or Above Passing                100%        100%        88.9%       100%        NA

  2\. [Hispanic]{.underline}                                                         

  At or Above Passing                100%        100%        98.3%       100%        100%

  3\. [Economically                                                                  
  Disadvantaged]{.underline}                                                         

  At or Above Passing                100%        100%        98.3%       100%        100%

  4\. [Special                                                                       
  Education]{.underline}                                                             

  At or Above Passing                100%        100%        NA          NA          NA

  5\. [Male]{.underline}                                                             

  At or Above Passing                100%        100%        100%        100%        100%

  6\. [Female]{.underline}                                                           

  At or Above Passing                100%        100%        95.5%       100%        100%

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Passing                96.2%       94.6%       92.1%       90.1%       89.6%

  State Mean Score                   NA          NA          NA          NA          NA
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(a) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

STATE CRITERION-REFERENCED TESTS

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [5]{.underline} Test\_\_[Texas Assessment of Academic
Skills]{.underline}\_\_\_

Edition/publication year_Published annually\_ Publisher \_\_\_\_\_Texas
Education Agency\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[One limited English proficiency student was not tested. Our promotional
standards are tied to multiple assessments, including, but not limited
to the state criterion-based test. So students that do not take the
state test are assessed using normative-referenced tests, and other
academic and behavioral assessments.]{.underline}

Number excluded [1 (total)]{.underline} Percent excluded [0.27%
(total)]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

***Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.***

Texas has developed a set of state standards called Texas Essential
Knowledge and Skills, or TEKS. These include both the knowledge and
skills the state believes are necessary for students to achieve. At the
end of the year, students in grades 5-8 at KIPP are given the Texas
Assessment of Academic Skills (this year it is called the Texas
Assessment of Knowledge and Skills) to assess each student's mastery of
the state's standards. This test is broken down into smaller pieces, or
objectives. One's ability to pass this test is one's ability to
demonstrate mastery of a percentage of the test's objectives. In
general, a student must get approximately 70% of the questions correct
in order to pass.

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for Grade 5 Reading

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

  Testing month                      April       April       April       April       April

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Passing                99%         96.8%       92.9%       95.0%       96.1%

  Number of students tested          96          93          70          65          40

  Percent of total students tested   100%        100%        100%        100%        97.6%

  Number of students excluded        0           0           0           0           1

  Percent of students excluded       0%          0%          0%          0%          2.4%

  SUBGROUP SCORES                                                                    

  1\. [African American]{.underline}                                                 

  At or Above Passing                100%        95.5%       100%        100%        NA

  2\. [Hispanic]{.underline}                                                         

  At or Above Passing                98.6%       97.1%       91.7%       94.2%       95.7%

  3\. [Economically                                                                  
  Disadvantaged]{.underline}                                                         

  At or Above Passing                98.8%       97.5%       91.5%       94.4%       96.0%

  4\. [Special                                                                       
  Education]{.underline}                                                             

  At or Above Passing                100%        80.0%       NA          NA          NA

  5\. [Male]{.underline}                                                             

  At or Above Passing                97.7%       97.2%       92.3%       100%        91.7%

  6\. [Female]{.underline}                                                           

  At or Above Passing                100%        96.5%       93.2%       91.2%       100%

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Passing                92.7%       90.2%       87.8%       86.4%       88.4%

  State Mean Score                   NA          NA          NA          NA          NA
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(b) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

STATE CRITERION-REFERENCED TESTS

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [6]{.underline} Test\_\_[Texas Assessment of Academic
Skills]{.underline}\_\_\_

Edition/publication year_Published annually\_ Publisher \_\_\_\_\_Texas
Education Agency\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[No students were excluded from testing except those who were absent.
Our promotional standards are tied to multiple assessments, including,
but not limited to the state criterion-based test. So students that do
not take the state test are assessed using normative-referenced tests,
and other academic and behavioral assessments.]{.underline}

Number excluded [1 (total)]{.underline} Percent excluded [0.29%
(total)]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

***Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.***

Texas has developed a set of state standards called Texas Essential
Knowledge and Skills, or TEKS. These include both the knowledge and
skills the state believes are necessary for students to achieve. At the
end of the year, students in grades 5-8 at KIPP are given the Texas
Assessment of Academic Skills (this year it is called the Texas
Assessment of Knowledge and Skills) to assess each student's mastery of
the state's standards. This test is broken down into smaller pieces, or
objectives. One's ability to pass this test is one's ability to
demonstrate mastery of a percentage of the test's objectives. In
general, a student must get approximately 70% of the questions correct
in order to pass.

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for Grade 6 Mathematics

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

  Testing month                      April       April       April       April       April

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Passing                100%        100%        100%        100%        100%

  Number of students tested          84          71          64          68          52

  Percent of total students tested   100%        98.6%       100%        100%        100%

  Number of students excluded        0           1           0           0           0

  Percent of students excluded       0%          1.4%        0%          0%          0%

  SUBGROUP SCORES                                                                    

  1\. [African American]{.underline}                                                 

  At or Above Passing                100%        100%        100%        100%        100%

  2\. [Hispanic]{.underline}                                                         

  At or Above Passing                100%        100%        100%        100%        100%

  3\. [Economically                                                                  
  Disadvantaged]{.underline}                                                         

  At or Above Passing                100%        100%        100%        100%        100%

  4\. [Male]{.underline}                                                             

  At or Above Passing                100%        100%        100%        100%        100%

  5\. [Female]{.underline}                                                           

  At or Above Passing                100%        100%        100%        100%        100%

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Passing                93.8%       91.4%       88.5%       86.9%       86.1%

  State Mean Score                   NA          NA          NA          NA          NA
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(c) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

STATE CRITERION-REFERENCED TESTS

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [6]{.underline} Test\_\_[Texas Assessment of Academic
Skills]{.underline}\_\_\_

Edition/publication year_Published annually\_ Publisher \_\_\_\_\_Texas
Education Agency\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[Absent students were not tested. Our promotional standards are tied to
multiple assessments, including, but not limited to the state
criterion-based test. So students that do not take the state test are
assessed using normative-referenced tests, and other academic and
behavioral assessments.]{.underline}

Number excluded [2 (total)]{.underline} Percent excluded [0.59%
(total)]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

***Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.***

Texas has developed a set of state standards called Texas Essential
Knowledge and Skills, or TEKS. These include both the knowledge and
skills the state believes are necessary for students to achieve. At the
end of the year, students in grades 5-8 at KIPP are given the Texas
Assessment of Academic Skills (this year it is called the Texas
Assessment of Knowledge and Skills) to assess each student's mastery of
the state's standards. This test is broken down into smaller pieces, or
objectives. One's ability to pass this test is one's ability to
demonstrate mastery of a percentage of the test's objectives. In
general, a student must get approximately 70% of the questions correct
in order to pass.

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for Grade 6 Reading

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

  Testing month                      April       April       April       April       April

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Passing                100%        100%        98.4%       100%        97.1%

  Number of students tested          84          71          64          68          51

  Percent of total students tested   100%        98.6%       100%        100%        98.1%

  Number of students excluded        0           1           0           0           1

  Percent of students excluded       0%          1.4%        0%          0%          1.9%

  SUBGROUP SCORES                                                                    

  1\. [African American]{.underline}                                                 

  At or Above Passing                100%        100%        100%        100%        80.0%

  2\. [Hispanic]{.underline}                                                         

  At or Above Passing                100%        100%        98.1%       100%        98.3%

  3\. [Economically                                                                  
  Disadvantaged]{.underline}                                                         

  At or Above Passing                100%        100%        98.3%       100%        96.8%

  4\. [Male]{.underline}                                                             

  At or Above Passing                100%        100%        100%        100%        100%

  5\. [Female]{.underline}                                                           

  At or Above Passing                100%        100%        97.4%       100%        94.3%

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Passing                88.2%       85.6%       86.0%       84.9%       85.6%

  State Mean Score                   NA          NA          NA          NA          NA
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(d) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

STATE CRITERION-REFERENCED TESTS

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [7]{.underline} Test\_\_[Texas Assessment of Academic
Skills]{.underline}\_\_\_

Edition/publication year_Published annually\_ Publisher \_\_\_\_\_Texas
Education Agency\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[No students were excluded. Our promotional standards are tied to
multiple assessments, including, but not limited to the state
criterion-based test. So students that do not take the state test are
assessed using normative-referenced tests, and other academic and
behavioral assessments.]{.underline}

Number excluded [0]{.underline} Percent excluded [0%]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

***Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.***

Texas has developed a set of state standards called Texas Essential
Knowledge and Skills, or TEKS. These include both the knowledge and
skills the state believes are necessary for students to achieve. At the
end of the year, students in grades 5-8 at KIPP are given the Texas
Assessment of Academic Skills (this year it is called the Texas
Assessment of Knowledge and Skills) to assess each student's mastery of
the state's standards. This test is broken down into smaller pieces, or
objectives. One's ability to pass this test is one's ability to
demonstrate mastery of a percentage of the test's objectives. In
general, a student must get approximately 70% of the questions correct
in order to pass.

**[CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for Grade 7 Mathematics

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

  Testing month                      April       April       April       April       April

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Passing                100%        100%        100%        100%        100%

  Number of students tested          68          73          69          61          69

  Percent of total students tested   100%        100%        100%        100%        100%

  Number of students excluded        0           0           0           0           0

  Percent of students excluded       0%          0%          0%          0%          0%

  SUBGROUP SCORES                                                                    

  1\. [African American]{.underline}                                                 

  At or Above Passing                100%        100%        100%        100%        NA

  2\. [Hispanic]{.underline}                                                         

  At or Above Passing                100%        100%        100%        100%        100%

  3\. [Economically                                                                  
  Disadvantaged]{.underline}                                                         

  At or Above Passing                100%        100%        100%        100%        100%

  4\. [Male]{.underline}                                                             

  At or Above Passing                100%        100%        100%        100%        100%

  5\. [Female]{.underline}                                                           

  At or Above Passing                100%        100%        100%        100%        100%

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Passing                92.2%       89.6%       88.1%       84.9%       83.7%

  State Mean Score                   NA          NA          NA          NA          NA
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(e) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

**[STATE CRITERION-REFERENCED TESTS]{.underline}**

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [7]{.underline} Test\_\_[Texas Assessment of Academic
Skills]{.underline}\_\_\_

Edition/publication year_Published annually\_ Publisher \_\_\_\_\_Texas
Education Agency\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[Students excluded from testing were absent the day of the test. Our
promotional standards are tied to multiple assessments, including, but
not limited to the state criterion-based test. So students that do not
take the state test are assessed using normative-referenced tests, and
other academic and behavioral assessments.]{.underline}

Number excluded [3 (total)]{.underline} Percent excluded [0.88%
(total)]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

***Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.***

Texas has developed a set of state standards called Texas Essential
Knowledge and Skills, or TEKS. These include both the knowledge and
skills the state believes are necessary for students to achieve. At the
end of the year, students in grades 5-8 at KIPP are given the Texas
Assessment of Academic Skills (this year it is called the Texas
Assessment of Knowledge and Skills) to assess each student's mastery of
the state's standards. This test is broken down into smaller pieces, or
objectives. One's ability to pass this test is one's ability to
demonstrate mastery of a percentage of the test's objectives. In
general, a student must get approximately 70% of the questions correct
in order to pass.

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for Grade 7 Reading

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

  Testing month                      April       April       April       April       April

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Passing                100%        100%        100%        98.3%       100%

  Number of students tested          66          73          69          61          68

  Percent of total students tested   97.1%       100%        100%        100%        98.6%

  Number of students excluded        2           0           0           0           1

  Percent of students excluded       2.9%        0%          0%          0%          1.4%

  SUBGROUP SCORES                                                                    

  1\. [African American]{.underline}                                                 

  At or Above Passing                100%        100%        100%        100%        NA

  2\. [Hispanic]{.underline}                                                         

  At or Above Passing                100%        100%        100%        98.1%       100%

  3\. [Economically                                                                  
  Disadvantaged]{.underline}                                                         

  At or Above Passing                100%        100%        100%        98.2%       100%

  4\. [Male]{.underline}                                                             

  At or Above Passing                100%        100%        100%        100%        100%

  5\. [Female]{.underline}                                                           

  At or Above Passing                100%        100%        100%        96.8%       100%

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Passing                91.3%       89.4%       83.5%       83.6%       85.5%

  State Mean Score                   NA          NA          NA          NA          NA
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(f) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

STATE CRITERION-REFERENCED TESTS

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [8]{.underline} Test [Texas Assessment of Academic
Skills]{.underline}

Edition/publication year_Published annually\_ Publisher \_\_\_\_\_Texas
Education Agency\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[Two students (code: other reason, e.g., illness) were tested but not
scored. Our promotional standards are tied to multiple assessments,
including, but not limited to the state criterion-based test. So
students that do not take the state test are assessed using
normative-referenced tests, and other academic and behavioral
assessments.]{.underline}

Number excluded [2 (total)]{.underline} Percent excluded [0.72%
(total)]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

***Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.***

Texas has developed a set of state standards called Texas Essential
Knowledge and Skills, or TEKS. These include both the knowledge and
skills the state believes are necessary for students to achieve. At the
end of the year, students in grades 5-8 at KIPP are given the Texas
Assessment of Academic Skills (this year it is called the Texas
Assessment of Knowledge and Skills) to assess each student's mastery of
the state's standards. This test is broken down into smaller pieces, or
objectives. One's ability to pass this test is one's ability to
demonstrate mastery of a percentage of the test's objectives. In
general, a student must get approximately 70% of the questions correct
in order to pass.

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for Grade 8 Mathematics

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

  Testing month                      April       April       April       April       April

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Passing                100%        100%        100%        100%        100%

  Number of students tested          69          61          61          59          24

  Percent of total students tested   98.6%       100%        100%        98.3%       100%

  Number of students excluded        1           0           0           1           0

  Percent of students excluded       1.4%        0%          0%          1.7%        0%

  SUBGROUP SCORES                                                                    

  1\. [African American]{.underline}                                                 

  At or Above Passing                100%        100%        NA          NA          NA

  2\. [Hispanic]{.underline}                                                         

  At or Above Passing                100%        100%        100%        100%        100%

  3\. [Economically                                                                  
  Disadvantaged]{.underline}                                                         

  At or Above Passing                100%        100%        100%        100%        100%

  4\. [Male]{.underline}                                                             

  At or Above Passing                100%        100%        100%        100%        100%

  5\. [Female]{.underline}                                                           

  At or Above Passing                100%        100%        100%        100%        100%

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Passing                92.9%       92.4%       90.2%       86.3%       83.8%

  State Mean Score                   NA          NA          NA          NA          NA
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(g) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)

STATE CRITERION-REFERENCED TESTS

The Data Display Table is illustrated on the following page.

Provide the following information for all tests in reading (language
arts or English) and mathematics. Complete a separate form for reading
(language arts or English) and mathematics at each grade level.

Grade [8]{.underline} Test [Texas Assessment of Academic
Skills]{.underline}

Edition/publication year_Published annually\_ Publisher \_\_\_\_\_Texas
Education Agency\_\_\_\_\_\_\_\_\_\_

What groups were excluded from testing? Why, and how were they assessed?
[Two students (code: other reason, e.g., illness) were tested but not
scored. Our promotional standards are tied to multiple assessments,
including, but not limited to the state criterion-based test. So
students that do not take the state test are assessed using
normative-referenced tests, and other academic and behavioral
assessments.]{.underline}

Number excluded [2 (total)]{.underline} Percent excluded [0.72%
(total)]{.underline}

For the school and state, report scores as the percentage of students
tested whose performance was scored at or above the cutpoint used by the
state for 1) basic, 2) proficient, and 3) advanced, or similar
categories as defined by the state. States will vary in their
terminology and cutpoints. Note that the reported percentage of students
scoring above the basic cutpoint should include students scoring above
the proficiency, and advanced cutpoints.

***Explain the standards for basic, proficient, and advanced, and make
clear what the test results mean in a way that someone unfamiliar with
the test can interpret the results.***

Texas has developed a set of state standards called Texas Essential
Knowledge and Skills, or TEKS. These include both the knowledge and
skills the state believes are necessary for students to achieve. At the
end of the year, students in grades 5-8 at KIPP are given the Texas
Assessment of Academic Skills (this year it is called the Texas
Assessment of Knowledge and Skills) to assess each student's mastery of
the state's standards. This test is broken down into smaller pieces, or
objectives. One's ability to pass this test is one's ability to
demonstrate mastery of a percentage of the test's objectives. In
general, a student must get approximately 70% of the questions correct
in order to pass.

**[STATE CRITERION-REFERENCED TESTS, Continued]{.underline}**

Data Display Table for Grade 8 Reading

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

  Testing month                      April       April       April       April       April

  SCHOOL SCORES                                                                      

  Total                                                                              

  At or Above Passing                100%        100%        100%        100%        100%

  Number of students tested          69          61          61          59          24

  Percent of total students tested   98.6%       100%        100%        98.3%       100%

  Number of students excluded        1           0           0           1           0

  Percent of students excluded       1.4%        0%          0%          1.7%        0%

  SUBGROUP SCORES                                                                    

  1\. [African American]{.underline}                                                 

  At or Above Passing                100%        100%        NA          NA          NA

  2\. [Hispanic]{.underline}                                                         

  At or Above Passing                100%        100%        100%        100%        100%

  3\. [Economically                                                                  
  Disadvantaged]{.underline}                                                         

  At or Above Passing                100%        100%        100%        100%        100%

  4\. [Male]{.underline}                                                             

  At or Above Passing                100%        100%        100%        100%        100%

  5\. [Female]{.underline}                                                           

  At or Above Passing                100%        100%        100%        100%        100%

  STATE SCORES                                                                       

  Total                                                                              

  At or Above Passing                94.3%       91.9%       89.6%       88.2%       85.3%

  State Mean Score                   NA          NA          NA          NA          NA
  ---------------------------------- ----------- ----------- ----------- ----------- -----------

Use the same basic format for subgroup results. Complete a separate form
for each test and each grade level. Present *at least* three years of
data to show decreasing disparity among subgroups. Some subgroup
examples are:

(h) Socioeconomic Status (e.g., eligible for free and reduced meals, not
    eligible for free and reduced meals)

> \(b\) Ethnicity (e.g., White, Black or African American, Hispanic or
> Latino, Asian/Pacific Islander, American Indian/Alaskan Native)