##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_\_ Middle \_\_ High \_\_ K-12 \_\_Charter

Name of Principal

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

Official School Name

(As it should appear in the official records)

School Mailing
Address\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County \_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
State School Code Number\*\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( )]{.underline} Fax [( )]{.underline}

Website/URL E-mail

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\*

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

District Name Tel. [( )]{.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

(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.*

**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 for 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 2005-2006 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 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

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

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

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

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

**PART II ‑ DEMOGRAPHIC DATA**

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

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

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

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

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

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

\_\_\_\_\_ Other

\_\_\_\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

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

4\. 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 as of October 1 enrolled at each grade level or
its equivalent in applying school only:

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

  **PreK**              9                      **17**       **7**                             

  **K**       33        25                     **58**       **8**                             

  **1**       27        42                     **69**       **9**                             

  **2**       31        30                     **61**       **10**                            

  **3**       35        23                     **58**       **11**                            

  **4**       48        22                     **70**       **12**                            

  **5**       28        41                     **69**       **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   402
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of % White

the students in the school: % Black or African American

\% Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_\_\_\_\_%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

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

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

  **(3)**                   Total of all transferred    8
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 394
                            the school as of October 1  

  **(5)**                   Total transferred students  .02
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2%
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_\_\_\_\_%

\_\_\_\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_\_\_\_\_\_

Specify languages: English

9\. Students eligible for free/reduced-priced meals: \_\_\_\_\_\_\_\_%

Total number students who qualify: \_\_\_\_\_\_\_\_

> If this method does not produce an 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: \_\_\_\_\_\_\_\_%

\_\_\_\_\_\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

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

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

\_\_\_\_Deaf-Blindness \_\_\_\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_\_\_Speech or Language Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_\_\_Mental Retardation \_\_\_\_Visual Impairment Including
> Blindness
>
> \_\_\_\_Multiple Disabilities

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) \_\_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_\_

Classroom teachers \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

Paraprofessionals \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_
>
> Total number \_\_\_\_\_\_\_ \_\_\_\_\_\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_\_\_\_\_\_

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance  96± %       96± %       96± %       96± %       \%

  Daily teacher attendance  98 %        98 %        98 %        98 %        \%

  Teacher turnover rate     .02%        .02%        .03%        \%          \%

  Student dropout rate      \%          \%          \%          \%          \%
  (middle/high)                                                             

  Student drop-off rate     \%          \%          \%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

14. **(*High Schools Only*)** Show what the students who graduated in
    Spring 2004 are doing as of

> September 2004.
>
> Not applicable

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

**PART III ‑ SUMMARY**

Charlotte Christian School, founded in 1950, is located on 55 acres in
southeast Charlotte, North Carolina. It is an independent,
co-educational, college preparatory, interdenominational Christian day
school for students from junior kindergarten through grade 12. A
self-perpetuating Board of Trustees, which entrusts the leadership and
direction of the school to the Head of School, governs Charlotte
Christian. A principal and support personnel lead each school division:
lower, middle and upper. Academic Deans provide coherence and alignment
to the curriculum.

Of the current 1,017 students, 402 are enrolled in the lower school
division, which serves students from junior kindergarten through fifth
grade.

Charlotte Christian School partners with parents to educate the whole
child: mind, body and soul.

The mission of the school---to equip and prepare students to effectively
integrate Biblical truth and learning into their daily lives and impact
the culture for Christ---begins in the lower school where a scholarly
foundation is laid based on the following principles: all truth and
knowledge come from God; the rigorous pursuit of knowledge is
scholarship; scholars should become exceptional thinkers pursuing
academic excellence; academic excellence grounded in God's truth leads
to wisdom, which enables an individual to impact the culture for Christ.
In addition, students are encouraged to develop lifelong fitness and
wellness habits through physical education and weekend intramural
programs. Students develop creativity and imagination through music,
art, and theatre. Values and character emerge as students participate in
service opportunities in the immediate metropolitan area and contribute
to missions organizations that impact children in other areas of the
world.

Charlotte Christian School, in an effort to serve families, enrolls
students with an array of talents, interests, and abilities. Students
learn that each person is unique, special, and created to serve others.

Caring, insightful faculty strives to provide instruction appropriate
for both high achieving students and for those who have not yet mastered
grade-level content. Currently, the lower school mainstreams all
exceptional students. Students identified by testing can receive
educational therapy in the Directed Studies program. Grade level teams
provide literacy and math instruction using flexible ability groups in
grades three through five.

The lower school faculty members average 19 years of full-time
experience in the classroom. Their average tenure at Charlotte Christian
is eight years. Thirty-eight percent of the lower school faculty has
master's degrees. In addition, teachers commit to and model lifelong
learning by consistent participation in professional development
programs.

Teachers and parent volunteers extend and broaden the curriculum via
after school mini-courses. These classes allow students to discover,
develop, refine, and excel with their God-given talents in order to
impact the community either now or in the future. Classes from Ballet
and Karate to Odyssey of the Mind, Junior Achievement, and Math
Superstars are a few of the many opportunities available to students.

The campus facilities support the goal of educating the whole child.
Classrooms with developmentally appropriate resources, two gymnasiums,
technology labs, two dining facilities, indoor and outdoor science labs,
child-friendly playgrounds, a track, swim and tennis center, and a
library-media center are available to the lower school community.

Charlotte Christian School is a dynamic, educational institution
accredited by the Southern Association of Colleges and Schools (SACS)
for more than 20 years.

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

# [The Meaning of Assessment Results]{.underline}

Assessment is the process of monitoring student performance against
stated expectations in order to

gauge progress and to plan further instruction. Assessment begins during
the admission process at Charlotte Christian School and continues
throughout the tenures of the students at the school. Admissions tests
help predict the probable success of applicants and correctly place
students in classes

in the middle and upper school divisions. Tests for admissions and
placement purposes include:

Wechsler Preschool and Primary Scale of Intelligence administered to
junior kindergarten and kindergarten applicants; the Otis-Lennon School
Ability Test given to first through fourth grade applicants; and the
Independent School Entrance Exam given to applicants in fifth grade and
above.

Once students are enrolled, their levels of performance are measured
through a variety of means including class assignments, homework,
projects, performances, and more formally, through unit and quarterly
tests.

At Charlotte Christian, lower school students in grades two through five
are assessed via the Educational Records Bureau (ERB) Comprehensive
Testing Program 4 (CTP 4). Students in the Directed Studies program are
permitted to take their tests on an untimed basis. All students' scores
are included in the overall class/subject means. Because of the
relatively small numbers of students in each grade level, scores do vary
from year to year. In all grade levels, the scores are in the top 10
percent of schools throughout the country. Our scaled mean scores for
the past five years follow. (Students took the CTP 4 from 2003-05.)
(Students took the CPT 3 in 2001 and 2002.)

Scrutiny of test scores shows that results vary from year to year at a
given grade level, yet results are higher than the Student Percentile
Equivalent for the 90^th^ percentile for every grade in every year in
reading and mathematics. The lower school also measures these results
against those of other private independent schools in the Charlotte
metropolitan area in which student preparation and socio-economic status
are similar. Charlotte Christian Lower School compares favorably with
other schools. The school uses the results of ERBs and other information
to place students in middle school math classes.

The purpose of the testing program is not only to use an external
benchmark that aligns with a college preparatory curriculum in its
rigor, but also to individualize instruction, and to evaluate the
curriculum so the school can continue to improve by increasing student
achievement and by preparing students to compete and to excel in a
global economy.

The goal of assessment at Charlotte Christian is to identify students'
levels of performance in relation to stated expectations. Then, in
partnership, teachers and parents can design means through which
students can excel academically. Academic success will enable students
to enter their colleges of choice, and impact the culture in significant
and meaningful ways for Christ.

# 

# [How Charlotte Christian Uses Assessment Data to Improve Student Performance]{.underline}

Charlotte Christian School uses the information gleaned from the CTP 4
tests: 1) to evaluate how well the school is executing the mission to
provide a college preparatory education to students; 2) to determine if
the current curriculum is meeting the needs of students and aligning
with national standards upon which the ERBs are based; 3) to identify
individual student progress; and 4) to provide insight regarding areas
that may require professional development. Test results also provide
parents with objective information about a student's progress that
substantiates other measures by faculty and provides teachers with a
vehicle for communication.

In evaluating curricular areas that may need improvement, administrators
study the item analyses. When areas of minimal growth are noted,
administrators and grade level teams meet to identify instructional
techniques, resources and activities that need modification. A plan for
improvement is submitted to the academic team. Upon approval,
modifications are implemented.

In weekly grade level planning sessions, teachers use assessment data to
form flexible skills groups for instruction in math and reading.
Teachers identify instructional strategies that will accommodate the
needs of students with diverse learning styles. In addition to flexible
groups that support students who need different approaches to understand
and master concepts and those that need enrichment and challenge,
accelerated math classes are provided for lower school students
performing exceptionally well on ERBs.

Lower school administrators and faculty are studying National Council of
Teacher of Mathematics (NCTM) standards, have brought in two consultants
from different regional universities, and are examining past ERB results
in an effort to create the best possible strategy to improve math
achievement among students. Currently the school is pilot testing two
programs by one publisher based on NCTM standards. Using the information
from past and upcoming ERB tests, the recommendations made by the two
consultants, and the results of the pilot test, Charlotte Christian will
adopt new math practices for the 2006-07 academic year.

**[How Charlotte Christian Lower School Communicates Assessment
Data]{.underline}**

Because school personnel realize parents have chosen to entrust their
children's education to the school

and believe that the school serves in partnership with parents, faculty
members consistently communicate

student progress to parents. Back-to-school events allow parents and
teachers to form relationships and

provide teachers with an opportunity to explain curriculum and student
expectations regarding behavior

and academic performance. Parents can access assignments by phone and on
the school's web site. In

addition, frequent classroom newsletters explain special classroom
projects and events such as center

days or field trips making it easy and convenient for parents to monitor
expectations and plan family activities. Parents and teachers also use
phone calls, notes, and e-mail to communicate. Progress reports that
show student performance in each academic area and specifically
delineate homework and assessment performance are distributed every four
to five weeks. At this point, if not before, intervention strategies are
developed and implemented. At the end of the first quarter, lower school
parent-teacher conferences are held with nearly 100 percent
participation by families. During conferences, teachers can share
student work, observations, and relevant standardized test data. An
academic portfolio is maintained for each student. Portfolios show
progress in writing, mathematics, and reading comprehension through
samples of student work.

Specific communication regarding the ERB-CTP 4 achievement tests is
shared in several parent meetings prior to test administration so
parents become familiar with the tests and test administration, how
results will be communicated, and how to support their children at home.
Parents receive test results for their child(ren) through the mail and
can then meet with an administrator or an academic dean for further
explanation. A summary of the school-wide test results is also
distributed to parents.

Student successes in activities such as the annual Spelling Bee, Math
Olympiad, and ACSI competitions in Speech, Math, Spelling, Art, Music,
and Writing are also recognized via the *Focus*, the school's weekly
newsletter and *Voice,* the school's quarterly publication. Recognition
ceremonies at the close of school allow students to celebrate the
success of peers. The Presidential Award of Academic Excellence,
Presidential Achievement Award, and Exemplary Attendance Awards are
given during end-of-year ceremonies. Classroom teachers recognize each
student with a character award, and students who participated in the
Reading Knights program are also recognized, not only for reading but
also for goal setting and perseverance.

Charlotte Christian School also communicates assessment data in
promotional literature distributed to prospective families,
grandparents, alumni, real estate agents, and other people or
organizations interested in the school. The local newspaper, *The
Charlotte Observer,* publishes assessment information and other articles
about students.

**[How Charlotte Christian School Shares Success:]{.underline}**

Charlotte Christian School works with other schools and professional
organizations to promote student achievement. The school annually
participates in surveys by the North Carolina Association of Independent
Schools (NCAIS) and the Association of Christian Schools International
(ACSI). Faculty members have been frequent presenters at conventions
sponsored by these two organizations as well. These presentations give
representatives of the school an opportunity to share strategies that
promote achievement, motivate students, and inspire individual
accomplishment. The annual report to the Southern Association of
Colleges and Schools (SACS) is another means of reporting success.

Several private schools have formed the Greater Charlotte Consortium of
Independent Schools. Charlotte Christian has hosted several meetings
that provide a vehicle for communication to identify issues common to
all schools and strategies to address them.

Teachers working on advanced degrees share ideas and strategies that
work well with students with colleagues. In addition, these teachers
glean ideas from others to share with the Charlotte Christian School
community during faculty meetings.

Charlotte Christian provides professional development for teachers from
other area Christian schools. Sharing during classes allows for personal
and professional growth for all involved.

Media releases distributed by the Charlotte Christian Communications
Department generate coverage of student, faculty, and school success in
local newspapers such as *The Charlotte Observer, Charlotte Weekly*, and
*The Charlotte World*.

**PART V -- CURRICULUM AND INSTRUCTION**

Charlotte Christian School seeks to serve the community by providing a
Christ-centered, comprehensive college preparatory course of study. The
lower school faculty strives to provide a strong and broad foundation so
students will excel in middle and upper schools and will enter their
colleges of choice upon graduation. The school emphasizes mathematics,
reading and writing as the bases for all other learning. Students
participate in health and wellness activities via physical education
classes, after school activities, and a weekend intramural program.
Creativity and imagination are cultivated and stimulated by
participation in choir, band, visual arts and fine arts. Students
develop composure and confidence as they perform several times
throughout the year in major theatrical productions. Spanish classes
foster cultural awareness and prepare students for successful
progression through the foreign language curriculum. Students prepare to
function in a global society as they begin to use computers as a tool
for acquiring, analyzing, synthesizing, and sharing information. School
personnel believe students succeed best in a nurturing environment where
high expectations are identified and upheld.

*The North Carolina Standard Course of Study*, national curriculum
standards in subject areas, the ERB-CTP 4 achievement test framework,
the Bible, current research, and teacher recommendations are all
considered when developing, modifying, or refining curriculum.
Suggestions for modification to the curriculum are presented to the
academic team for approval prior to implementation.

Lower school teachers prepare students to become critical readers,
fluent writers, and articulate speakers. Students begin their study of
language by learning phonics in junior kindergarten and kindergarten.
*Open Court* is the reading series used for language arts instruction.
Students study specific novels at each grade level, which extend the
basic literacy curriculum.

*Thinking and Writing Across the Curriculum* is integrated school-wide.
Students are provided with opportunities to write in every subject area.
Focus correction areas allow teachers to target specific components of
the writing process. A teacher devoted solely to writing instruction for
fourth and fifth grade students allows the school to emphasize this
skill. Charlotte Christian uses ERB's Writing Assessment Program (WrAP)
to assess progress in writing.

Problem solving, computation, and logical thinking are essential strands
of development in the lower school mathematics curriculum. Students
learn basic skills with a hands-on approach that allows concrete
manipulation of mathematical processes. Homogeneous groups allow
students to function at an individually appropriate level. Students in
third through fifth grades participate in Math Olympics and the Math
Olympiads.

Since students learn languages more easily at a younger age, the school
provides Spanish instruction to all lower school students. Two teachers
native to Spanish speaking countries engage students in listening and
speaking comprehension skills through stories, songs, and rhymes. In
grades 3-5, students read, write, and expand conversational skills
developed in the primary grades.

A lower school science teacher provides concrete practice using the
scientific method through hands-on and developmentally appropriate
science labs in biology, physical science, and earth science. Classroom
teachers follow up with supplemental activities that reinforce the lab
work.

Students begin the social studies curriculum learning about communities
and neighborhoods. Third grade students learn about Charlotte; fourth
grade students study North Carolina; and fifth grade students develop an
understanding of the formation of the United States. Cultural awareness
is heightened by acknowledging the variety of people in our own culture,
studying Spanish cultures in the foreign language program, and
participating in grade level and school-wide missions activities.

Teachers of physical education, art, music, technology, and media
literacy work closely with classroom teachers to integrate these areas
with the core curriculum, and to reinforce and broaden skills.

# [Reading---Curriculum and Instruction at Charlotte Christian School]{.underline}

Philosophically, Charlotte Christian believes reading is the basic and
foundational skill required to excel in every area of the curriculum,
and that in order to impact the culture, students must be knowledgeable
citizens. Therefore, they must not only be literate, but also well read.

Students learn to read by developing phonetic awareness, a skill
introduced in kindergarten. Students then learn to decode words, develop
fluency, build vocabulary and acquire reading comprehension strategies.
Students are encouraged to read extensively, both narrative and
expository texts, and to develop an intrinsic desire to read.

The lower school uses a combination of three approaches to provide the
challenge and support for all students at various developmental/ability
levels. First, the *Open Court* selections combine explicit phonics and
comprehension skills instruction with extensive reading practice using a
variety of genres. Since every skill requires practice, and research
suggests that proficient readers read approximately 544 times as many
words as less skilled readers at the elementary level, teachers lead
students in the study of classic novels. Through the study of novels,
teachers pose questions that stimulate critical thinking and provoke
discussions that build analytical and speaking skills. Finally, reading
incentive programs create enthusiasm for reading and promote parent
participation as students strive to meet reading goals. Charlotte
Christian students contribute to missions projects by earning points in
the Accelerated Reader program, nurturing compassion and developing
character as well as boosting reading ability. The Reading Knights
program, with five increasingly rigorous levels, motivates students to
read from all areas of knowledge and report on what they read, building
analytical and speaking skills as well. Teacher assistants support
students who need additional time developing reading skills.

Students have ample opportunities to share what they have read and
learned by writing. Spelling and grammar are incorporated into writing
assignments at all grade levels. Students have opportunities to develop
skills in different types of writing such as narrative, persuasive,
expository, and reflective as they complete writing assignments in every
area of the curriculum. Each year Charlotte Christian School hosts a
renowned author of Christian children's literature who provides
developmentally appropriate writing workshops that inspire students to
read and write.

# [Science---Curriculum and Instruction at Charlotte Christian School]{.underline}

Becoming analytical thinkers and problem solvers requires that students
learn to be astute observers of the world around them, that they
generate questions, collect and analyze data, predict solutions, and
that they are willing to take risks to determine if their predictions
are accurate. The engaging, hands-on science program at Charlotte
Christian School promotes the development of all of these skills among
students. Emerging scientific thinking is established and nurtured when
students visit the indoor or outdoor science lab each week for an hour
long class where they observe/measure, record, graph, write about, and
report their findings.

Basic concepts in life, physical and earth sciences are established in
kindergarten and are expanded in scope and depth at each subsequent
grade level. The dedicated science laboratory is filled with plants and
creatures including parakeets, finches, an iguana, hamsters, and frogs
(a Firebelly Carnivore and an African Clawed). The lab also includes
both freshwater and saltwater aquariums which permit students to observe
symbiotic relationships, and compare and contrast these different
habitats. Students "own" and assume responsibility to nurture the plants
and animals in the laboratory. Preserved specimens include a bobcat,
squirrels (one albino and two gray), deer, antelope, pheasants, and moth
and butterfly collections from North Carolina and Costa Rica. The
outdoor laboratory includes a pond, butterfly gardens, bird feeders and
a weather station.

Each grade level has a scientific "service project" as well.
Kindergarten and first grade students tend the bird feeders, second
graders care for the butterfly gardens, third graders maintain the
mini-pond, fourth grade students recycle paper and printer cartridges to
earn money for a greenhouse, and fifth grade students participate in
Global Learning Observation to Benefit the Environment (GLOBE) by daily
reporting detailed weather information including the PH of any
precipitation, and the number and types of contrails.

From comparing erosion with and without sod to dissecting owls' pellets
to determine their diets and habitats and from creating models of the
human body systems to experimenting with various electrical circuits,
the science activities are exciting, varied, and integrated with other
areas of the curriculum.

# [Instructional Strategies Used At Charlotte Christian School]{.underline}

Charlotte Christian School is committed to the academic success of each
student. Teachers at Charlotte Christian use a variety of instructional
methods considering the learners, the objective(s) of lessons, current
research on learning, and available resources. Teachers use direct
instruction to provide a knowledge base upon which students can build.
Whenever teachers use this method, students are given ample time to
practice and question to ensure basic concepts are grasped.

Teachers have the opportunity to work with small groups or individuals,
thus tailoring instruction to the learning styles/abilities of each
student. In this context, students who require reinforcement can be
addressed, and students requiring enrichment can be challenged.

Charlotte Christian has seven computer labs, several of which have
*Inspiration,* allowing students to reinforce and organize information
by generating concept maps. Students who have developed inquiry
questions can work independently or in groups to solve problems.

Interactive and collaborative learning takes place in the science lab,
through centers and other types of group projects. Students work
together to role play and to create games that demonstrate their
learning of history.

Building models, experimenting in math and science, participating in
field trips, listening to speakers,

participating in workshops and seminar type activities, and peer
teaching further engage learners with

various learning styles.

**[Professional Development at Charlotte Christian School]{.underline}**

Charlotte Christian School encourages professional growth and
development by offering on-campus

workshops for the convenience of faculty and staff, providing financial
incentives and support for

advanced studies, and budgeting for off-campus workshops so teachers can
participate in

regional and national conferences geared toward growth in specific areas
of the curriculum.

Teachers who attend seminars off campus are responsible for teaching
their peers. In addition to

conferences on specific subjects, selected faculty members have attended
workshops on brain research to promote the use of instructional
strategies that foster more meaningful learning. Teachers regularly
attend early childhood education conferences at the regional or national
levels. Teachers also attend conferences provided by the North Carolina
Association of Independent Schools (NCAIS) and the Association of
Christian Schools International (ACSI.) These conferences provide
teachers with inspiring, informative seminars and with an opportunity to
establish a network of professionals who can regularly exchange ideas
and information.

The school has offered workshops on *Thinking and Writing Across the
Curriculum*, Differentiation of Instruction, Using Standardized Test
Scores to Individualize Instruction, and Trends and Issues In Education.
Technology classes have featured information and practice using
Inspiration, Microsoft Publisher, and Adobe Photoshop software packages.
Currently teachers make take Blogs to Webquests which enables them to
integrate technology into their curriculums.

The purpose of these programs is to motivate faculty and staff members
to acquire more knowledge, to develop and refine skills, to enhance
instructional techniques, to model lifelong learning, and to grow
spiritually and professionally while meeting SACS accreditation
standards.

**PART VI - PRIVATE SCHOOL ADDENDUM**

*The purpose of this addendum is to obtain additional information from
private schools as noted below. Attach the completed addendum to the end
of the application, before the assessment data tables.*

1.  Private school association(s):

> (Identify the religious or independent associations, if any, to which
> the school belongs. List the primary association first.)

2.  Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
    \_\_\_\_\_\_ No \_\_\_\_\_\_

3.  What are the 2005-2006 tuition rates, by grade? (Do not include
    room, board, or fees.)

K 1^st^ 2^nd^ 3^rd^ 4^th^ 5^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_ \$\_\_\_\_\_\_
\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

6^th^ 7^th^ 8^th^ 9^th^ 10^th^ 11^th^

\$\_\_\_\_\_\_ \$\_\_\_\_\_\_

12^th^ Other

4.  What is the educational cost per student? \$\_\_\_\_\_\_

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$\_\_\_\_\_\_

6.  What percentage of the annual budget is devoted to \_\_\_\_\_\_%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? \_\_\_\_\_\_%

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Charlotte Christian School**

Subject: Reading Comprehension

Grade: Third

Test: The Comprehensive Testing Program

Edition: 4^th^ Edition Tests

Publisher: Educational Records Bureau

Year: 2002

Scores are reported as scaled scores.

No students are excluded from the test results.

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | M    | A    | A    | A    |
|                                 | pril | arch | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 3    | 3    | 3    | 3    | 3    |
|                                 | 37.2 | 34.8 | 35.2 | 36.5 | 38.9 |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 66   | 59   | 69   | 62   | 59   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

  ---------------------------------- ------------------------------------
                                     2002-2005

  NATIONAL MEAN SCORE                317.03

  NATIONAL STANDARD DEVIATION        15.20
  ---------------------------------- ------------------------------------

> Mean Scale Scores Corresponding to the 90^th^ Percentile in National
> School Norms for the CTP 4 for each grade in which the Test was
> administered to a national population.

  ------------------ ------------- --------------------------------------
  Subject            Test Level    90^th^ Percentile of School Means

  Reading            3             324
  ------------------ ------------- --------------------------------------

Sid Barish of Educational Records Bureau provided this data.

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Charlotte Christian School**

Subject: Math

Grade: Third

Test: The Comprehensive Testing Program

Edition: 4^th^ Edition Tests

Publisher: Educational Records Bureau

Year: 2002

Scores are reported as scaled scores.

No students are excluded from the test results.

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | M    | A    | A    | A    |
|                                 | pril | arch | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 3    | 3    | 3    | 3    | 3    |
|                                 | 07.9 | 02.7 | 01.6 | 03.1 | 07.0 |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 66   | 59   | 69   | 62   | 59   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

  ---------------------------------- ------------------------------------
                                     2002-2005

  NATIONAL MEAN SCORE                277.00

  NATIONAL STANDARD DEVIATION        17.21
  ---------------------------------- ------------------------------------

> Mean Scale Scores Corresponding to the 90^th^ Percentile in National
> School Norms for the CTP 4 for each grade in which the Test was
> administered to a national population.

  ------------------ ------------- --------------------------------------
  Subject            Test Level    90^th^ Percentile of School Means

  Math               3             289
  ------------------ ------------- --------------------------------------

Sid Barish of Educational Records Bureau provided this data.

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Charlotte Christian School**

Subject: Reading Comprehension

Grade: Fourth

Test: The Comprehensive Testing Program

Edition: 4^th^ Edition Tests

Publisher: Educational Records Bureau

Year: 2002

Scores are reported as scaled scores.

No students are excluded from the test results.

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | M    | A    | A    | A    |
|                                 | pril | arch | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 3    | 3    | 3    | 3    | 3    |
|                                 | 43.5 | 38.8 | 41.2 | 44.1 | 41.1 |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 66   | 59   | 69   | 62   | 59   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

  ----------------------------------- -----------------------------------
                                      2002-2005

  NATIONAL MEAN SCORE                 323.56

  NATIONAL STANDARD DEVIATION         16.58
  ----------------------------------- -----------------------------------

> Mean Scale Scores Corresponding to the 90^th^ Percentile in National
> School Norms for the CTP 4 for each grade in which the Test was
> administered to a national population.

  ------------------ ------------- --------------------------------------
  Subject            Test Level    90^th^ Percentile of School Means

  Reading            4             332
  ------------------ ------------- --------------------------------------

Sid Barish of Educational Records Bureau provided this data.

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Charlotte Christian School**

Subject: Math

Grade: Fourth

Test: The Comprehensive Testing Program

Edition: 4^th^ Edition Tests

Publisher: Educational Records Bureau

Year: 2002

Scores are reported as scaled scores.

No students are excluded from the test results.

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | M    | A    | A    | A    |
|                                 | pril | arch | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 3    | 3    | 3    | 3    | 3    |
|                                 | 14.5 | 06.3 | 16.8 | 20.5 | 14.4 |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 61   | 65   | 65   | 63   | 65   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

  ---------------------------------- ------------------------------------
                                     2002-2005

  NATIONAL MEAN SCORE                288.07

  NATIONAL STANDARD DEVIATION        21.25
  ---------------------------------- ------------------------------------

> Mean Scale Scores Corresponding to the 90^th^ Percentile in National
> School Norms for the CTP 4 for each grade in which the Test was
> administered to a national population.

  ------------------ ------------- --------------------------------------
  Subject            Test Level    90^th^ Percentile of School Means

  Math               4             294
  ------------------ ------------- --------------------------------------

Sid Barish of Educational Records Bureau provided this data.

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Charlotte Christian School**

Subject: Reading Comprehension

Grade: Fifth

Test: The Comprehensive Testing Program

Edition: 4^th^ Edition Tests

Publisher: Educational Records Bureau

Year: 2002

Scores are reported as scaled scores.

No students are excluded from the test results.

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | M    | A    | A    | A    |
|                                 | pril | arch | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 3    | 353  | 3    | 3    | 3    |
|                                 | 48.3 |      | 58.2 | 50.4 | 56.0 |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 68   | 64   | 59   | 72   | 62   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

  ----------------------------------- -----------------------------------
                                      2002-2005

  NATIONAL MEAN SCORE                 329.37

  NATIONAL STANDARD DEVIATION         17.58
  ----------------------------------- -----------------------------------

> Mean Scale Scores Corresponding to the 90^th^ Percentile in National
> School Norms for the CTP 4 for each grade in which the Test was
> administered to a national population.

  ------------------ ------------- --------------------------------------
  Subject            Test Level    90^th^ Percentile of School Means

  Reading            5             344
  ------------------ ------------- --------------------------------------

Sid Barish of Educational Records Bureau provided this data.

**[ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS]{.underline}**

**Charlotte Christian School**

Subject: Math

Grade: Fifth

Test: The Comprehensive Testing Program

Edition: 4^th^ Edition Tests

Publisher: Educational Records Bureau

Year: 2002

Scores are reported as scaled scores.

No students are excluded from the test results.

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 2    |
|                                 | 004- | 003- | 002- | 001- | 000- |
|                                 | 2005 | 2004 | 2003 | 2002 | 2001 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | A    | M    | A    | A    | A    |
|                                 | pril | arch | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 3    | 3    | 3    | 326  | 3    |
|                                 | 25.3 | 33.2 | 38.2 |      | 30.5 |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 68   | 64   | 59   | 72   | 62   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | 100  | 100  | 100  | 100  | 100  |
| > tested                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

  ---------------------------------- ------------------------------------
                                     2002-2005

  NATIONAL MEAN SCORE                301.56

  NATIONAL STANDARD DEVIATION        25.64
  ---------------------------------- ------------------------------------

> Mean Scale Scores Corresponding to the 90^th^ Percentile in National
> School Norms for the CTP 4 for each grade in which the Test was
> administered to a national population.

  ------------------ ------------- --------------------------------------
  Subject            Test Level    90^th^ Percentile of School Means

  Math               5             324
  ------------------ ------------- --------------------------------------

Sid Barish of Educational Records Bureau provided this data.