##### 2004-2005 No Child Left Behind - Blue Ribbon Schools Program

U.S. Department of Education

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle \_\_ High
[X]{.underline} K-12

Name of Principal: \_\_\_\_\_\_\_[Dr. Melanie
Ezell\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

Official School Name: \_\_\_\_\_\_\_[The Dunham
School\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address: \_\_\_\_\_[11111 Roy Emerson
Drive\_\_\_\_\_]{.underline}

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

# \_\_\_\_\_\_\_Baton Rouge, Louisiana 70810-1786\_\_\_\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County: \_\_\_\_\_\_\_[East Baton Rouge Parish\_\_\_\_\_\_]{.underline}
School Code Number\* \_\_\_\_\_[692003\_\_\_]{.underline}

Telephone \_\_\_\_\_[(225) 767-7097 \_\_\_\_\_\_]{.underline} Fax ­­­­
\_\_\_\_\_\_[(225) 767-7056\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.dunhamschool.org](http://www.dunhamschool.org/) E-mail:
<____EzellMC@dunhamschool.org>\_\_\_\_

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

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

(Principal's Signature)

Name of Superintendent\*
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[N/A]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

District Name [N/A]{.underline} 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.

[N/A]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson : \_\_\_\_\_\_\_\_[Mr. Gary
Gilbert]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

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

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

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2004-2005 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 1999 and has not received the 2003 or 2004 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
>
> \[ X\] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. \_\_[2]{.underline}\_\_Number of years the principal has been in
her/his position at this school.

\_\_[6]{.underline}\_\_ 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**    15        12                     **25**       **7**       29        23          **52**

  **K**       25        23                     **48**       **8**       21        17          **38**

  **1**       14        7                      **21**       **9**       42        29          **71**

  **2**       20        15                     **35**       **10**      26        29          **55**

  **3**       23        20                     **43**       **11**      25        29          **54**

  **4**       14        16                     **30**       **12**      31        24          **54**

  **5**       21        21                     **42**       **Other**                         

  **6**       24        16                     **40**                                         

                                    **TOTAL                                                   **608**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of 96 % White

the students in the school: 3 % Black or African American

[1]{.underline} % Hispanic or Latino

0 % Asian/Pacific Islander

0 % 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:
\_2.649\_\_\_\_\_\_\_%

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

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

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

  **(3)**                   Subtotal of all transferred 16
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 608
                            the school as of October 1  
                            (same as in #5 above)       

  **(5)**                   Subtotal in row (3) divided .03
                            by total in row (4)         

  **(6)**                   Amount in row (5)           3
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school: \_\_\_0\_\_\_\_%

\_\_\_\_0\_\_\_Total Number Limited English Proficient Number of
languages represented: \_\_\_\_0\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals: \_\_\_\_0\_\_\_\_%

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.
>
> We do not participate in the federally supported lunch program. During
> the 2004-2005 school year, we are providing financial assistance to 93
> students or 15% of our student body.

10\. Students receiving special education services:
\_[11]{.underline}\_\_\_%

\_\_[64]{.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 \_\_[2]{.underline}\_Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness \_[62]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_\_\_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) \_\_\_\_[6]{.underline}\_\_
\_\_\_\_[3]{.underline}\_\_\_

Classroom teachers \_\_\_[52]{.underline}\_\_
\_\_\_\_[8]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_\_[5]{.underline}\_\_
\_\_\_\_[4]{.underline}\_\_\_

Paraprofessionals \_\_\_\_[0]{.underline}\_
\_\_\_\_[2]{.underline}\_\_\_

> Support staff \_\_\_[22]{.underline}\_\_ \_\_\_[10]{.underline}\_\_\_
>
> Total number \_\_\_[85]{.underline}\_\_\_\_
> \_\_\_[27]{.underline}\_\_\_

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

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

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  99.92%      99.97%      99.95%      99.98%      99.97%

  Daily teacher attendance  97.4%       96.7%       97.5%       97.8%       97.8%

  Teacher turnover rate     14%         12%         21%         18%         \%

  Student dropout rate      0%          0%          0%          0%          0%
  (middle/high)                                                             

  Student drop-off rate     1.4\*%      .4%         3.1%        1.1%        .4%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

\*For the 2003-04 school year, we gained students by year's end. The
"1.4" reflects a gain in the student, not a drop off.

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

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \_       |
|                                                         | \_[59]{.un |
|                                                         | derline}\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [\_      |
|                                                         | \_95\_%]{. |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_\_     |
|                                                         | [5\_\_]{.u |
|                                                         | nderline}% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

### PART III ‑ SUMMARY

> The Dunham School is an independent, inter-denominational Christian
> college preparatory coeducational day school established in 1981. The
> campus is located on 23 acres in residential South Baton Rouge. In
> addition to the administration offices, the school has 53 classrooms,
> three science labs, two libraries and computer labs, an auditorium, a
> cafeteria, three art and music studios, a gymnasium, three athletic
> fields, and seven tennis courts. Through stable growth and facility
> expansion, the School currently serves a student body of 608 students
> in pre-kindergarten through grade twelve.
>
> At present, Dunham has seventy-eight faculty members. Of this group,
> fifty-seven are full time teachers, fifty-two hold bachelor's degrees,
> twenty-four hold masters, and two hold doctoral degrees. Accredited by
> the Southern Association of Colleges and Schools and approved by the
> State of Louisiana, Dunham is governed by a self-perpetuating Board of
> Trustees comprised of twelve men and women committed to the successful
> fulfillment of the Dunham mission.
>
> The Dunham School's pre-k through 12 curriculum and faculty provide
> students with the opportunity for college-preparatory education. The
> tenets of The Dunham School mission clearly define the educational
> program at Dunham for all its students: "rigorous academic
> instruction," opportunities for "creative expression in the fine
> arts," and "challenging athletic and recreational activities," all set
> within a "framework of Christian instruction and example." As our
> mission statement makes clear, the key to the success of our mission
> is our faculty who "serve as role models \[...\] mature in their
> professional growth and faith."
>
> Dunham's curriculum provides students with a solid foundation in the
> core subjects, along with honors and advanced placement courses.
> Believing that cogent, lucid writing and speaking occupy an important
> place in every student's education, the School emphasizes writing
> across the curriculum and student-directed Harkness classes to foster
> independent, critical thinking and articulation of ideas. Dunham's
> Lower School provides students with a challenging environment for
> age-appropriate learning and individual attention through a curriculum
> that includes reading, writing, mathematics, science, social studies,
> foreign language, computer, music, and art.
>
> Extracurricular activities offer students an opportunity to
> participate in athletic, recreational, and service activities to build
> school spirit, teamwork, and a sense of responsibility. Boys and girls
> play a variety of sports, as well as participate in band, choir, and
> drama productions and festivals, the Middle School literary journal,
> Lower School's Young Author's Night, and annual trips abroad. Our
> choirs have regularly performed in Carnegie Hall, and the annual art
> auction inspires young artists to develop their talents.
>
> Developing students' minds and talents is a vital part of The Dunham
> School; however, the most distinct quality of Dunham is its desire to
> give students an "education of the heart." Important to the personal
> growth of students are experiences that emphasize spiritual and moral
> values, such as service projects, chapel, and advisory groups.
>
> The Dunham School community consists of students, parents, educators,
> and staff members who are devoted to fulfilling the school's mission
> and to living out the values expressed in the school's honor code. At
> The Dunham School we believe in "a truly holistic view of
> education---a desire to educate the whole child: academically,
> physically, socially, and spiritually."

## Part IV --INDICATORS OF ACADEMIC SUCCESS

1\. As an independent school, we do not participate in the state
assessment test battery; however, we administer nationally normed
assessments that also provide us with state level comparisons.

In 9^th^ and 10^th^ grade we use the PLAN test; advanced sophomores and
all juniors take the PSAT; and all seniors take the ACT. Our students'
mean scores are consistently higher than the national and state
averages. As another measure of comparison, about 42 % of grade-level
eligible students take Advanced Placement tests, and approximately 52 %
of those students pass the tests with a score of 3 or above.

Because all seniors take the ACT, which provides comparison at both the
state and national levels, those test results will be used as the basis
of explanation of Upper School performance in reading and mathematics.
The English subscore not only is consistently higher than the state and
national scores, but has also shown a steady rate of improvement since
1997-98. The most recent five-year ACT history reflects score
improvement for graduates from 23.9 (1999-2000) to 25.7 (2003-2004). The
same trend is seen in the Reading subscores, which have continued an
upward climb from 23.6 (1999-2000) to 24.4 (2003-2004). In mathematics,
significant upward movement from 21.9 (1999-2000) to 24.5 (2003-2004) is
notable, with an outstanding single year increase from 23.3 (2002-2003)
to 24.5 (2003-2004).

In contrast, the state and national scores have remained fairly constant
during the same five-year period at 19.7-19.9 (state English), 20.2-20.5
(national English), 19.7-19.9 (state Reading), 221.1-21.4 (national
Reading), 18.8-19.2 (state Math), and 20.6-20.7 (national Math)

The CTP III and CTP IV (Middle School) and CTP IV (Lower School) tests,
published by the Educational Records Bureau, are used in grades 3-8
because they were developed specifically around instructional programs
in independent schools and incorporate the leading edge of curriculum
and test development. Middle School Mathematics I and II subtest scores
are consistently above the national norm. For the past three years, the
scores show that eighth graders performed at the highest level, followed
by seventh, and finally sixth. The reading comprehension scores show a
slight improvement from grade level to grade level, with the highest
scores in the eighth grade, followed by seventh, and then sixth.

Lower School scores for the last three years indicate that our students'
performance has been consistently above average in Reading and
Mathematics. Our fourth and fifth grade students met or exceeded the
90^th^ percentile in both subjects, according to national norms. Our
third grade students performed similarly well, although their math
scores for two of the years placed them slightly below the 90^th^
percentile. Our developmentally appropriate curriculum, which is aligned
with the NAEYC guidelines, precludes standardized testing until the
third grade. Therefore, the third graders' scores are understandably
lower as the students experience the test-taking process for the first
time.

2\. Assessment data is used in a variety of ways to improve school and
student performance. In Middle/Upper Schools, standardized assessment
data is reviewed departmentally to analyze and identify curricular
strengths and weaknesses and make any necessary adjustments in classroom
instruction; as a resource in curriculum mapping; and to provide
comparative information on which to plan action steps for improvement.
Test data is used by the Academic Dean, the College Counselor and the
Academic Support director to counsel students about course selection,
academic performance, college selection, scholarship searches, and to
provide assistance in performance improvement. Department heads also
review all major assessment instruments for emphasis on critical
thinking, writing components, content expectations, and appropriate
grading. Grades/grade distribution are reviewed each grading period to
ensure appropriate levels of difficulty are maintained. The Lower School
uses assessment data to support students' learning and development, to
plan instruction for individuals and groups, to communicate with
parents, and to determine how our school is performing relative to other
public and private schools nationally, identifying patterns of strength
and weakness. As part of our self-study preliminary to SACS
re-accreditation, a review of test data showed that Lower School
students were above average in all areas of Reading and Language Arts,
except for Spelling, and that students' mathematical problem-solving
ability was above average, although their recall of math facts and
procedures was not as strong. As a result, the spelling curriculum
changed to improve our students' achievement and a new "Mastering Math
Facts" program was implemented. To individualize instruction as much as
possible, the faculty analyzes the standardized test scores of each
student and plans instruction that will meet the individual specific
needs. Teachers look for discrepancies between individual students'
aptitude and achievement scores, and target areas for academic
improvement.

3\. The Dunham School strives to develop strong lines of communication
among parents, students, and teachers. Communication about student
performance takes place regularly and in a number of ways. In addition
to continuous online access to students' grades, parents receive
quarterly grade reports, mid-semester narrative assessments, and, as
needed, individual reports by mail, email, or phone. Students are
regularly provided with information about their peers' performance at
bi-weekly Chapel assemblies, bulletin board displays, and school
publications. Parents, including the Board of Trustees, receive
information through the website; the monthly divisional newsletters; the
school newsletter, *Spirit*; the annual Honors Night, Athletic Banquet,
and Parents' Night; Open House luncheons for prospective parents; and
the city newspaper and television stations. Parents are also provided
with copies of test score reports and information to aid in
interpretation of the results, with individual counseling upon request.
Lower School schedules parent/teacher conferences twice a year. All
students are issued personal planners in which teachers may jot informal
notes to parents daily if necessary. Additionally, trustees are provided
with an annual "State of the School" report that includes student
performance data.

> For the past three years, our school has received the LSU Golden
> Achievement Award as one of the top 20 schools in the state in number
> of college credit hours earned by our students in spring testing. Our
> students are consistently named as winners by local civic
> organizations and television stations for their academic, community,
> and/or athletic achievements. School marketing materials with school
> academic performance data are also distributed in the community.

4\. The Dunham School faculty participates regularly in professional
growth conferences and activities; sharing and networking are important
components of such conferences. In the past five years we have hosted
visits from schools interested in observing our Harkness program, the
SACS accreditation Peer Review Team, observations from LSU education
majors, an LSU teacher internship, and the state choir festival, among
other events. Many of our teachers have visited outstanding schools in
several states and attended regional and national conferences. Faculty
involved in extracurricular programs are active in state athletic
associations; students and faculty are actively involved in community
service. A number of faculty are enrolled in graduate courses, one has
recently published several articles, one has served on a national board
and hosted a national convention, and another is co-authoring a science
text.

> There is a strong commitment to the exchange of ideas both in the
> educational community and the community-at-large; this is but a
> highlight summary of some of the avenues of exchange. The Dunham
> School maintains an active website where information is shared with
> all who have access to the Internet. Teachers share successes with
> fellow teachers at other schools, striving to glean new and exciting
> techniques from this interaction.
>
> The Lower School has a close, working relationship with the Early
> Childhood Education Department at Louisiana State University. Our
> school, on several occasions, has hosted workshops for LSU students
> pursuing degrees in the field of Early Childhood Education. Our
> teachers have conducted presentations for the students on such topics
> as successful classroom management, after school programming and
> direction, and developmentally appropriate practice.

**Part V: CURRICULUM AND INSTRUCTION**

1\. Curriculum changes in recent years have resulted in a streamlined
continuum of learning. Essential questions are used to develop curricula
and guide revision. A variety of assessment tools geared for various
learning styles are used, and expectations for students are clear and
consistent. Critical thinking, student responsibility, articulation of
ideas, and written expression are foundational to the learning process
in all disciplines. In addition to regular cross-divisional department
head and departmental meetings, curriculum mapping, faculty training,
evaluation of syllabi and assessment tools, and periodic review of
professional improvement goals are among the means used to ensure that
all departments are meeting the school's high expectations.

> Lower School's developmentally appropriate curriculum is based on
> NAEYC guidelines and aligned with state and national standards
> established by NCTM, NSTA, NCTE, and IRA. Students progress age
> appropriately from concrete to abstract understanding and individually
> through instruction and individual goal setting in a variety of
> programs. Middle School curriculum builds on the Lower School's
> foundation as students prepare for Upper School. Beginning in 8^th^
> grade, humanities courses are taught at Harkness tables in
> student-driven discussion format, with teacher as facilitator rather
> than lecturer.
>
> The Upper School curriculum is comprehensive, rigorous,
> college-preparatory, and focused on national standards. Graduation
> requirements include four credits in English, math, and science; three
> and one-half credits in social studies; and least two credits in the
> same foreign language. Honors and Advanced Placement courses are
> offered in English, science, math, social studies, foreign language,
> and art; pre-AP courses in English and math are offered through the
> Inquiry Program for exceptional younger students. Over 40% of our
> students are enrolled in advanced classes. The **English** curriculum
> provides students with the opportunity to communicate orally and in
> writing by increasing understanding of the language through a study of
> its grammar and literature. Systematic text analysis, grammar and
> vocabulary study, and process writing develop essential
> cross-curricular skills sequentially. The NCTM-driven **mathematics**
> curriculum challenges all students in mastery of mathematical
> concepts, procedures, and applications. Students are challenged to
> analyze, reason logically, problem solve, communicate mathematics
> orally and in writing, and make connections among mathematics, other
> content areas, and the real world. The **science** curriculum is based
> on NSTA standards and focuses on student mastery of scientific
> concepts and their application while endeavoring to enhance the
> educational experience through assessment standards, technology, and
> ongoing curriculum review. The **social studies** curriculum provides
> students with an understanding of the world and the events that have
> shaped it. By allowing students the opportunity to become responsible
> and active students who appreciate societies and their cultural
> contributions, students become more knowledgeable and effective
> citizens of their world. The **foreign language** curriculum immerses
> learners in the target language and the culture of that people, while
> providing students with a variety of creative, interesting,
> interactive, and challenging activities in French, Latin, or Spanish.
> The goals expressed in the National Standards of Foreign Language
> Education Project form the basis for acquiring the skills necessary
> for proficiency and cultural appreciation. Two years of the same
> language are required and four are offered. Middle schoolers
> experience all three languages in 6^th^ grade and enter their target
> language in 7^th^ grade. The **fine arts** curriculum is designed to
> enhance the development of higher order thinking skills, create
> problem-solving opportunities, spark the imagination, and encourage
> individual responsibility through creative and innovative student
> expression in art, drama, choral music and instrumental music.
> Foundational to the curriculum is dedication to the premise that
> students are more productive and their academic performance is
> strengthened if the arts are included in their lives.

# 2A. The Dunham Lower School reading curriculum is a balanced approach to literacy, based on Patricia Cunningham's "Four Blocks" model. The Four Blocks, namely Guided Reading, Self-Selected Reading, Writing, and Working with Words (Phonics), represent four different, but interrelated, approaches to teaching children to read. Daily instruction in all four blocks provides numerous opportunities for all children to learn to read and write, as different learning styles are addressed. The Four Blocks model also meets the needs of students on different literacy levels as each block is designed to be as multi-level as possible, providing additional support for children who struggle and additional challenges for others. 

> Teachers use a variety of literature for guided reading, including
> traditional basal readers, as well as trade books. Our school has
> invested in a computerized STAR test, which is used to determine
> students' reading levels. This has been beneficial for self-selected
> reading time, as teachers are able to recommend books on the
> appropriate level rather than those that may be too easy or too
> difficult, hence a more effective learning time for the student. These
> leveled books are also part of our Accelerated Reader Program, which
> provides incentives to students for setting and meeting individual
> reading goals. It has been a wonderful enhancement to our primary
> reading program, as our students are highly motivated to read.

2B. The English language curriculum at The Dunham School consists of an
integration of spelling, vocabulary, writing mechanics, grammar, and
literature with an emphasis on critical thinking skills. Across all
grade levels, the creative and critical expression of ideas in writing
is a vital part of the English Department. Regular spelling and
vocabulary units are integrated with reading comprehension skills in the
lower grades and are incorporated into the writing classes in the upper
grades. These skills are assessed through oral drills, written quizzes,
and, in upper grades, essays. In the Middle and Upper Schools,
literature is taught by both genre and convention, as the analysis and
evaluation of literary texts is crucial. Grades eight through twelve
utilize the Harkness method, through which students learn not only the
importance of written communication, but effective oral communication as
well, and they are able to develop skills that will carry them well
beyond their time in academic study. In addition to the required core
English classes, a variety of English electives, including Shakespeare,
Writing Workshop, Southern Literature, AP English Literature &
Composition, and pre-AP English are available to Middle and Upper School
students in order to nurture their interest in the language arts.

> The Admissions Office at The Dunham School administers the Educational
> Records Bureau CTP-IV to assess the appropriate grade level for
> prospective students, including a comprehensive reading test. While
> The Dunham School is able to accept only a limited number of students
> who read below grade level, two full-time Academic Support personnel
> are on staff to accommodate the needs of students with dyslexia,
> attention deficit disorder, and other mild language disabilities. The
> Academic Support Program has achieved great success with these
> students by providing in-school tutoring and serving as liaisons among
> students, parents, and teachers.

3\. The Math Department at the Dunham School is committed to student
mastery of mathematical concepts and their application. Curricular
strands founded on the National Council of Teachers of Mathematics
Standards serve as the foundation for all content learning objectives in
mathematics coursework. Mathematics courses are designed to allow
students to learn and apply mathematical concepts within the framework
of a Christian world-view. All mathematics courses at Dunham requires
age-appropriate projects, discussion, and critical thinking development.

To prepare students effectively for college, Dunham requires four years
of mathematics to meet graduation requirements. The Dunham School's
mathematics curriculum for a traditional student consists of Algebra
I-Parts I and II, beginning in 8^th^ grade, or Algebra I in 9^th^ grade,
Geometry in 10^th^ grade, Algebra II in 11^th^ grade, and PreCalculus in
grade 12. Students pursuing the mathematics honors curriculum take
Algebra I Honors in 8^th^ grade, Geometry Honors in 9^th^ grade, Algebra
II Honors in 10^th^ grade, Pre-Calculus Honors in 11^th^ grade, and
either Calculus or AP Calculus in grade 12.

4\. The Lower School employs instructional methods consistent with the
Piagetian philosophy of education. We believe students construct their
knowledge by actively interacting with their environment, rather than
waiting passively for teacher-directed learning. Therefore, in early
grades, learning centers with quality literature and hands-on materials
are provided for reading instruction and investigation in math, science,
social studies, and art. Teachers facilitate learning by asking
appropriate questions to advance critical thinking and discovery, by
demonstrating use of materials, and by sharing facts and knowledge with
the students. As students progress, they participate in cooperative
learning with group projects and assignments; they also use the latest
technology to enhance their learning.

> Garner's study of intelligences encourages teachers to appeal not just
> to the auditory learner, but also to the kinesthetic, tactile, and
> verbally intelligent student. Middle and Upper School teachers at The
> Dunham School desire to teach the whole child and employ a variety of
> instructional methods to do so. Students with different learning
> styles and abilities have numerous opportunities for success through
> integration of technology in the classroom, laboratory work, student
> presentation and performance. Humanities courses employ the Harkness
> method to develop critical thinking, articulation and defense of
> ideas, and effective written communication. Peer editing in the
> writing process strengthens analysis and revision skills while
> providing group interaction. Math and science classes use a more
> traditional approach, with lecture and note taking, complemented by
> hands on discovery and group work. Research papers, project
> development, and presentations in all courses provide students with
> opportunities to develop research and organizational skills,
> creativity, and presentation/performance skills.

5\. The Dunham School is committed to the professional development of
all teachers. Advanced degrees are encouraged, and full tuition
reimbursement is provided for teachers pursuing higher degrees or
educational coursework. Importance is emphasized by the commitment of
time and finances, including a yearly professional development budget
averaging \$45,000 for the past five years. In addition, significant
grant monies are allocated to professional development.

Each school year begins with one professional growth day for new
teachers, and with a one-year monthly mentoring program for first year
teachers. All teachers participate in five days of on-campus
professional development per year. In addition, each division designs
and implements a division-specific program; principals collectively
select, design, implement and evaluate areas of school wide professional
growth. For example, school wide curriculum mapping began in 2004, with
a three-year implementation plan. In March 2004, one principal attended
a curriculum mapping ASCD pre-conference workshop for investigative
purposes. In May and August 2004, nationally recognized experts trained
faculty in using newly purchased software designed to enter personal
curricululm maps for individual subject areas. Subsequent years will
include integration across grade levels and subject areas.

> In addition, Upper School has professional growth goals in the areas
> of Harkness teaching and Advanced Placement. Harkness teaching,
> implemented five years ago, is an integral part of humanities courses.
> Professional development includes on site three-day training workshops
> by Phillips Exeter Academy teachers, teacher visits to Exeter, and
> attendance at Exeter's summer workshops. This training resulted in
> significant growth in student achievement as indicated by an increase
> of reading and language scores over five years.
>
> As a college preparatory school where life long learning is promoted
> and encouraged, continual professional growth and the understanding of
> its relationship to student achievement by faculty is a high priority.

**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): Educational Records Bureau, Southern
    Association for College Admissions Counseling, National Association
    of College Admissions Counseling

> (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
    \_\_\_x\_\_\_ No \_\_\_\_\_\_

3.  What are the 2004-2005 tuition rates, by grade? (Do not include
    room, board, or fees.)

\$\_\_5800 \$\_\_6800 \$\_\_\_6800\_\_\_ \$\_\_6800 \$\_\_\_6800
\$\_\_6800

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

\$\_7550 \$7550\_\_ \$7550 \$8000\_\_ \$8000\_\_\_\_\_ \$8000\_\_

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

\$\_8000\_ \$\_\_\_\_\_\_

12^th^ Other

4.  What is the educational cost per student? \$\_\_8318.00

(School budget divided by enrollment)

5.  What is the average financial aid per student? \$\_\_2687.52

6.  What percentage of the annual budget is devoted to \_\_9.91%

scholarship assistance and/or tuition reduction?

7.  What percentage of the student body receives

scholarship assistance, including tuition reduction? \_\_51\_\_%

**The Dunham Lower School**

**CTP IV**

# Publisher: Educational Records Bureau

Publication Year 2001-2002

Scores are reported here as scaled scores.

+------------------------------------+---------------+-----------------+
|                                    | 2003-2004     | 2002-2003       |
+------------------------------------+---------------+-----------------+
| Testing month                      | May           | May             |
+------------------------------------+---------------+-----------------+
| # Grade 5                          |               |                 |
+------------------------------------+---------------+-----------------+
| Reading                            | 347.4         | 349.1           |
+------------------------------------+---------------+-----------------+
| Mathematics                        | 327.5         | 326.6           |
+------------------------------------+---------------+-----------------+
| Number of students tested          | 37            | 39              |
+------------------------------------+---------------+-----------------+
| Percent of total students tested   | 100           | 100             |
+------------------------------------+---------------+-----------------+
| # Grade 4                          |               |                 |
+------------------------------------+---------------+-----------------+
| Reading                            | 335.5         | 337.7           |
+------------------------------------+---------------+-----------------+
| Mathematics                        | 307.1         | 304.4           |
+------------------------------------+---------------+-----------------+
| Number of students tested          | 43            | 38              |
+------------------------------------+---------------+-----------------+
| Percent of total students tested   | 97            | 100             |
+------------------------------------+---------------+-----------------+
| # **Number of students excluded**  | 3             | 0               |
+------------------------------------+---------------+-----------------+
| # Grade 3                          |               |                 |
+------------------------------------+---------------+-----------------+
| Reading                            | 330.5         | 327.8           |
+------------------------------------+---------------+-----------------+
| Mathematics                        | 287.3         | 284.4           |
+------------------------------------+---------------+-----------------+
| Number of students tested          | 33            | 45              |
+------------------------------------+---------------+-----------------+
| Percent of total students tested   | 100           | 100             |
+------------------------------------+---------------+-----------------+

# 

# 

# 

# READING

  ---------------- ------------------------------------------------------
  Grade            School Mean Scale Score at 90^th^ Percentile of
                   National School Norms

  5                344

  4                332

  3                324
  ---------------- ------------------------------------------------------

# MATHEMATICS

  ---------------- ------------------------------------------------------
  Grade            School Mean Scale Score at 90^th^ Percentile of
                   National School Norms

  5                324

  4                294

  3                289
  ---------------- ------------------------------------------------------

# 

# ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

## The Dunham Lower School

**CTP III**

**Publisher: Educational Records Bureau**

Publication Year 1992

Scores are reported here as scaled scores.

+---------------------------------------------+------------------------+
|                                             | 2001-2002              |
+---------------------------------------------+------------------------+
| Testing month                               | May                    |
+---------------------------------------------+------------------------+
| # Grade 5                                   | #                      |
+---------------------------------------------+------------------------+
| Reading                                     | 340.5                  |
+---------------------------------------------+------------------------+
| Mathematics                                 | 325.9                  |
+---------------------------------------------+------------------------+
| Number of students tested                   | 35                     |
+---------------------------------------------+------------------------+
| Percent of total students tested            | 100                    |
+---------------------------------------------+------------------------+
| # Grade 4                                   | #                      |
+---------------------------------------------+------------------------+
| Reading                                     | 332.4                  |
+---------------------------------------------+------------------------+
| Mathematics                                 | 306.8                  |
+---------------------------------------------+------------------------+
| Number of students tested                   | 37                     |
+---------------------------------------------+------------------------+
| Percent of total students tested            | 100                    |
+---------------------------------------------+------------------------+
| # Grade 3                                   | #                      |
+---------------------------------------------+------------------------+
| Reading                                     | 327.5                  |
+---------------------------------------------+------------------------+
| Mathematics                                 | 286.8                  |
+---------------------------------------------+------------------------+
| Number of students tested                   | 39                     |
+---------------------------------------------+------------------------+
| Percent of total students tested            | 100                    |
+---------------------------------------------+------------------------+

# 

# READING

  ---------------- ------------------------------------------------------
  Grade            School Mean Scale Score at 90^th^ Percentile of
                   National School Norms

  5                339

  4                330

  3                324
  ---------------- ------------------------------------------------------

# MATHEMATICS

  ---------------- ------------------------------------------------------
  Grade            School Mean Scale Score at 90^th^ Percentile of
                   National School Norms

  5                311

  4                300

  3                283
  ---------------- ------------------------------------------------------

**The Dunham Middle School**

**CTP IV**

# Publisher: Educational Records Bureau

Publication Year 2001-2002

Scores are reported here as scaled scores.

+------------------------------------+---------------+-----------------+
|                                    | 2003-2004     | 2002-2003       |
+------------------------------------+---------------+-----------------+
| **Testing month**                  | May           | March           |
+------------------------------------+---------------+-----------------+
| # Grade 8                          |               |                 |
+------------------------------------+---------------+-----------------+
| Reading                            | 358.2         | 352.7           |
+------------------------------------+---------------+-----------------+
| Mathematics                        | 361.3         | 358.3           |
+------------------------------------+---------------+-----------------+
| Number of students tested          | 65            | 49              |
+------------------------------------+---------------+-----------------+
| Percent of total students tested   | 100           | 100             |
+------------------------------------+---------------+-----------------+
| #                                  |               |                 |
+------------------------------------+---------------+-----------------+
| # Testing month                    | May           | March           |
+------------------------------------+---------------+-----------------+
| # Grade 7                          |               |                 |
+------------------------------------+---------------+-----------------+
| Reading                            | 350           | 348.5           |
+------------------------------------+---------------+-----------------+
| Mathematics                        | 340           | 352.7           |
+------------------------------------+---------------+-----------------+
| Number of students tested          | 37            | 64              |
+------------------------------------+---------------+-----------------+
| Percent of total students tested   | 100           | 100             |
+------------------------------------+---------------+-----------------+
| #                                  |               |                 |
+------------------------------------+---------------+-----------------+
| # Testing month                    | May           | April           |
+------------------------------------+---------------+-----------------+
| # Grade 6                          |               |                 |
+------------------------------------+---------------+-----------------+
| Reading                            | 342.5         | 341.5           |
+------------------------------------+---------------+-----------------+
| Mathematics                        | 325.4         | 324.6           |
+------------------------------------+---------------+-----------------+
| Number of students tested          | 50            | 35              |
+------------------------------------+---------------+-----------------+
| Percent of total students tested   | 100           | 100             |
+------------------------------------+---------------+-----------------+

# 

# READING

  ---------------- ------------------------------------------------------
  Grade            School Mean Scale Score at 90^th^ Percentile of
                   National School Norms

  8                356

  7                352

  6                346
  ---------------- ------------------------------------------------------

# MATHEMATICS

  ---------------- ------------------------------------------------------
  Grade            School Mean Scale Score at 90^th^ Percentile of
                   National School Norms

  8                359

  7                357

  6                335
  ---------------- ------------------------------------------------------

# 

# 

# 

# ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS

## The Dunham Middle School

**CTP III**

**Publisher: Educational Records Bureau**

Publication Year 1992

Scores are reported here as scaled scores.

+---------------------------------------------+------------------------+
|                                             | 2001-2002              |
+---------------------------------------------+------------------------+
| # Testing month                             | April                  |
+---------------------------------------------+------------------------+
| #                                           | #                      |
+---------------------------------------------+------------------------+
| # Grade 8                                   | #                      |
+---------------------------------------------+------------------------+
| Reading                                     | 348.2                  |
+---------------------------------------------+------------------------+
| Mathematics                                 | 349.9                  |
+---------------------------------------------+------------------------+
| Number of students tested                   | 61                     |
+---------------------------------------------+------------------------+
| Percent of total students tested            | 100                    |
+---------------------------------------------+------------------------+
| #                                           | #                      |
+---------------------------------------------+------------------------+
| # Grade 7                                   | #                      |
+---------------------------------------------+------------------------+
| Reading                                     | 351                    |
+---------------------------------------------+------------------------+
| Mathematics                                 | 345.4                  |
+---------------------------------------------+------------------------+
| Number of students tested                   | 50                     |
+---------------------------------------------+------------------------+
| Percent of total students tested            | 100                    |
+---------------------------------------------+------------------------+
| #                                           | #                      |
+---------------------------------------------+------------------------+
| # Grade 6                                   | #                      |
+---------------------------------------------+------------------------+
| Reading                                     | 342.5                  |
+---------------------------------------------+------------------------+
| Mathematics                                 | 342.6                  |
+---------------------------------------------+------------------------+
| Number of students tested                   | 62                     |
+---------------------------------------------+------------------------+
| Percent of total students tested            | 100                    |
+---------------------------------------------+------------------------+

# 

# READING

  ---------------- ------------------------------------------------------
  Grade            School Mean Scale Score at 90^th^ Percentile of
                   National School Norms

  8                355

  7                352

  6                346
  ---------------- ------------------------------------------------------

MATHEMATICS

  ---------------- ------------------------------------------------------
  Grade            School Mean Scale Score at 90^th^ Percentile of
                   National School Norms

  8                342

  7                336

  6                325
  ---------------- ------------------------------------------------------

**[ASSESSMENTS]{.underline}**

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

Subject\_\_English\_\_\_\_\_\_\_\_\_\_Grade\_[9]{.underline}\_\_\_\_
Test \_\_\_\_\_[PLAN]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[2003]{.underline}\_\_\_\_\_
Publisher\_\_\_\_[ACT]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_X\_\_ Percentiles\_\_\_\_

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 1    |
|                                | 003- | 002- | 001- | 000- | 999- |
|                                | 2004 | 2003 | 2002 | 2001 | 2000 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | Oct. | Oct. | Oct. |      |      |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 16.9 | 17.8 | 17.3 |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 43   | 59   | 61   |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 90%  | 100% | 95%  |      |      |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           |      |      |      |      |      |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          |      |      |      |      |      |
| > 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    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**         16.1        16.1        N/a                     

  **NATIONAL STANDARD DEVIATION** 4.5         4.5         N/a                     
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS]{.underline}**

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

Subject\_\_\_[Math]{.underline}\_\_\_\_\_\_\_\_
Grade\_[9]{.underline}\_\_\_\_
Test\_\_\_\_\_[PLAN]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_[2003]{.underline}\_\_\_\_\_
Publisher\_\_\_\_\_\_[ACT]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_x\_\_ Percentiles\_\_\_\_

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 1    |
|                                | 003- | 002- | 001- | 000- | 999- |
|                                | 2004 | 2003 | 2002 | 2001 | 2000 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | Oct. | Oct. | Oct. |      |      |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 17.0 | 17.1 | 17.3 |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 43   | 59   | 61   |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 90%  | 100% | 95%  |      |      |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           |      |      |      |      |      |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          |      |      |      |      |      |
| > 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    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**         16.3        16.3        N/a                     

  **NATIONAL STANDARD DEVIATION** 3.8         3.8         N/a                     
  ------------------------------- ----------- ----------- ----------- ----------- -----------

#### 

#### 

#### 

#### 

#### 

#### ASSESSMENTS

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

Subject\_\_\_\_[English]{.underline}\_\_\_
Grade\_\_[10]{.underline}\_\_\_\_
Test\_\_\_\_[PLAN]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_[2003]{.underline}\_\_\_\_\_
Publisher\_\_\_\_[ACT]{.underline}\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_x\_\_\_ Percentiles\_\_\_\_

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 1    |
|                                | 003- | 002- | 001- | 000- | 999- |
|                                | 2004 | 2003 | 2002 | 2001 | 2000 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | Oct. | Oct. | Oct. | Oct. | Oct. |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 18.9 | 17.8 | 17.0 | 19.8 | 20.1 |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 37   | 52   | 32   | 48   | 71   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 67%  | 88%  | 53%  | 68%  | 97%  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           |      |      |      |      |      |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          |      |      |      |      |      |
| > 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    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**         16.1        16.1        N/a         N/a         N/a

  **NATIONAL STANDARD DEVIATION** 4.5         N/a         N/a         N/a         N/a
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS]{.underline}**

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

Subject\_\_\_Math\_\_\_\_\_\_\_\_ Grade\_\_10\_\_
Test\_\_[PLAN]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_[2003]{.underline}\_\_\_\_\_
Publisher\_\_\_\_[ACT]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_x\_\_\_ Percentiles\_\_\_\_

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 1    |
|                                | 003- | 002- | 001- | 000- | 999- |
|                                | 2004 | 2003 | 2002 | 2001 | 2000 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | Oct. | Oct. | Oct. | Oct. | Oct. |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 17.1 | 17.1 | 17.7 | 18.8 | 19.1 |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 37   | 52   | 32   | 48   | 71   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 67%  | 88%  | 53%  | 68%  | 97%  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           |      |      |      |      |      |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          |      |      |      |      |      |
| > 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    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**         16.3        16.3        N/a         N/a         N/a

  **NATIONAL STANDARD DEVIATION** 3.8         N/a         N/a         N/a         N/a
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS]{.underline}**

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

.

Subject\_\_\_\_[English]{.underline}\_\_\_ Grade\_\_[10]{.underline}\_\_
Test\_\_\_[PSAT]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_[2003]{.underline}\_\_\_\_\_
Publisher\_\_\_\_\_[College
Board]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_x\_\_\_ Percentiles\_\_\_\_

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 1    |
|                                | 003- | 002- | 001- | 000- | 999- |
|                                | 2004 | 2003 | 2002 | 2001 | 2000 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | Oct. | Oct. | Oct. | Oct. | Oct. |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 45.0 | 49.3 | 51.7 | 51.5 | 49.8 |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 18   | 15   | 28   | 23   | 31   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 33%  | 25%  | 47%  | 32%  | 42%  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           |      |      |      |      |      |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          |      |      |      |      |      |
| > 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    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**         43.0        44.4        45.1        N/a         N/a

  **NATIONAL STANDARD DEVIATION** 10.7        11.1        10.6        N/a         N/a
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS]{.underline}**

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

Subject\_\_\_\_\_\_\_[Math]{.underline}\_\_\_
Grade\_\_[10]{.underline}\_\_
Test\_\_[PSAT]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_[2003]{.underline}\_\_\_\_\_
Publisher\_\_\_\_\_[College
Board]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_x\_\_ Percentiles\_\_\_\_

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 1    |
|                                | 003- | 002- | 001- | 000- | 999- |
|                                | 2004 | 2003 | 2002 | 2001 | 2000 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | Oct. | Oct. | Oct. | Oct. | Oct. |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 47.9 | 53.9 | 51.9 | 54.6 | 52.0 |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 18   | 15   | 28   | 23   | 31   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 33%  | 25%  | 47%  | 32%  | 42%  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           |      |      |      |      |      |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          |      |      |      |      |      |
| > 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    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**         43.9        45.5        45.5        N/a         N/a

  **NATIONAL STANDARD DEVIATION** 11.2        11.2        10.8        N/a         N/a
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS]{.underline}**

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

.

Subject\_\_\_\_English\_\_\_\_ Grade\_\_[11]{.underline}\_\_
Test\_\_[PSAT]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_[2003]{.underline}\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_Coll[ege
Board]{.underline}\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_x\_ Percentiles\_\_\_\_

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 1    |
|                                | 003- | 002- | 001- | 000- | 999- |
|                                | 2004 | 2003 | 2002 | 2001 | 2000 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | Oct. | Oct. | Oct. | Oct. | Oct. |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 47.2 | 50.4 | 54.9 | 49.6 | 49.7 |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 51   | 55   | 68   | 65   | 56   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 96%  | 95%  | 99%  | 96%  | 98%  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           |      |      |      |      |      |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          |      |      |      |      |      |
| > 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    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**         47.2        48.0        48.3        48.3        N/a

  **NATIONAL STANDARD DEVIATION** 10.8        10.9        10.5        11.1        N/a
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS]{.underline}**

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

\[

Subject\_\_\_[Math]{.underline}\_\_\_\_\_\_\_\_
Grade\_\_[11]{.underline}\_
Test\_[PSAT]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_[2003]{.underline}\_\_\_\_\_
Publisher\_\_\_\_\_[College
Board]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_x\_\_ Percentiles\_\_\_\_

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 1    |
|                                | 003- | 002- | 001- | 000- | 999- |
|                                | 2004 | 2003 | 2002 | 2001 | 2000 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | Oct. | Oct. | Oct. | Oct. | Oct. |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 49.8 | 52.4 | 51.3 | 51.4 | 49.4 |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 51   | 55   | 68   | 65   | 56   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 96%  | 95%  | 99%  | 96%  | 98%  |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           |      |      |      |      |      |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          |      |      |      |      |      |
| > 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    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**         48.1        49.2        49.0        49.4        N/a

  **NATIONAL STANDARD DEVIATION** 11.4        11.1        10.8        11.1        N/a
  ------------------------------- ----------- ----------- ----------- ----------- -----------

**[ASSESSMENTS]{.underline}**

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

Subject\_\_\_\_\_\_Reading\_\_ Grade\_\_12\_\_
Test\_\_A[CT]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_[2003]{.underline}\_\_
Publisher\_\_\_\_[ACT]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_\_\_x\_ Percentiles\_\_\_\_

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 1    |
|                                | 003- | 002- | 001- | 000- | 999- |
|                                | 2004 | 2003 | 2002 | 2001 | 2000 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | N/a  | N/a  | N/a  | N/a  | N/a  |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 24.5 | 24.4 | 24.1 | 24.2 | 23.7 |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 55   | 61   | 56   | 50   | 55   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 95%  | 92%  | 92%  | 94%  | 100% |
| > tested                       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           |      |      |      |      |      |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          |      |      |      |      |      |
| > 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    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**         20.4        20.3        20.2        20.5        20.5

  **NATIONAL STANDARD DEVIATION** N/a         N/a         N/a         N/a         N/a
  ------------------------------- ----------- ----------- ----------- ----------- -----------

ASSESSMENTS

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

\[

Subject\_\_\_\_\_[Mathematics]{.underline} Grade\_\_[12]{.underline}\_\_
Test\_\_\_[ACT]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_[2003]{.underline}\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_[ACT]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
\_x\_\_\_ Percentiles\_\_\_\_

+--------------------------------+------+------+------+------+------+
|                                | 2    | 2    | 2    | 2    | 1    |
|                                | 003- | 002- | 001- | 000- | 999- |
|                                | 2004 | 2003 | 2002 | 2001 | 2000 |
+--------------------------------+------+------+------+------+------+
| > Testing month                | N/a  | N/a  | N/a  | N/a  | N/a  |
+--------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**            |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Total Score                  | 24.5 | 23.3 | 23.5 | 21.6 | 21.9 |
+--------------------------------+------+------+------+------+------+
| > Number of students tested    | 55   | 61   | 56   | 50   | 55   |
+--------------------------------+------+------+------+------+------+
| > Percent of total students    | 95%  | 92%  | 92%  | 9    | 100% |
| > tested                       |      |      |      | 4.6% |      |
+--------------------------------+------+------+------+------+------+
| > Number of students           |      |      |      |      |      |
| > alternatively assessed       |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+
| > Percent of students          |      |      |      |      |      |
| > 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    |      |      |      |      |      |
+--------------------------------+------+------+------+------+------+

> If the reports use scaled scores, provide the national mean score and
> standard deviation for the test.

  ------------------------------- ----------- ----------- ----------- ----------- -----------
                                  2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  **NATIONAL MEAN SCORE**         20.7        20.6        20.6        20.7        20.7

  **NATIONAL STANDARD DEVIATION** N/a         N/a         N/a         N/a         N/a
  ------------------------------- ----------- ----------- ----------- ----------- -----------