##### Revised March 15, 2005

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

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_ Elementary \_\_ Middle \_X\_ High
\_\_ K-12

Name of Principal [Dr. Herbert Karpicke]{.underline}

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

Official School Name [The High School for the Performing and Visual
Arts]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[4001 Stanford]{.underline}

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

[Houston Texas 77006-4948]{.underline}

City State Zip Code+4 (9 digits total)

County [Harris]{.underline} School Code Number\*
[101-912-025]{.underline}

Telephone [( 713 ) 942-1960]{.underline} Fax [( 713 )
942-1968]{.underline}

Website/URL [www.HSPVA.org]{.underline} E-mail <hkarpick@houstonisd,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[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. Abelardo Saavedra]{.underline}

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

District Name [Houston Independent School District]{.underline} Tel. [(
713 ) 892-6000]{.underline}

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board Ms. Dianne Johnson

President/Chairperson

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

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

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

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

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

**PART I ‑ ELIGIBILITY CERTIFICATION**

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

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office 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: \_185\_ Elementary schools

\_\_38 Middle schools

\_\_\_0\_ Junior high schools

\_\_23\_ High schools

\_\_48\_ Other

[294]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$8,069]{.underline}

Average State Per Pupil Expenditure: [\$8,029]{.underline}

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

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

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

4\. [10]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students 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**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       61        118         179

  **2**                                                     **10**      59        112         171

  **3**                                                     **11**      51        112         163

  **4**                                                     **12**      73        85          158

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   671
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [57]{.underline}% White

the students in the school: [22]{.underline}% Black or African American

[17]{.underline}% Hispanic or Latino

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

[\<1]{.underline}% 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:
[3%]{.underline}

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

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

  **(2)**                   Number of students who      19
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3)**                   Subtotal of all transferred 20
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 658
                            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:
[\<1%]{.underline}

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

Number of languages represented: [9]{.underline}

Specify languages: Chinese, Filipino, French, German, Japanese, Korean,
Polish, Russian, Spanish

9\. Students eligible for free/reduced-priced meals: [12%]{.underline}

Total number students who qualify: [79]{.underline}

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

10\. Students receiving special education services: [2%]{.underline}

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

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

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

\_\_\_\_Deafness \_\_2_Other Health Impaired

\_\_\_\_Deaf-Blindness \_\_9_Specific Learning Disability

\_\_\_\_Hearing Impairment \_\_1_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) \_\_\_\_3\_\_ \_\_\_\_0\_\_\_

Classroom teachers \_\_\_38 3\_\_\_\_

Special resource teachers/specialists \_\_\_\_8\_\_ \_\_\_47\_\_\_

Paraprofessionals \_\_\_\_7\_\_ \_\_\_\_0\_\_\_\_

> Support staff \_\_\_\_8\_\_ \_\_\_\_0\_\_\_\_
>
> Total number \_\_\_64\_\_ \_\_\_50\_\_\_

12\. Average school student-"classroom teacher" ratio: [16]{.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.

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

  Daily student attendance   96%         96%         96%         96%         96%

  Daily teacher attendance   N/A\*       97%         96%         97%         98%

  Teacher turnover rate      5%          5%          5%          5%          18%

  Student dropout rate       N/A\*       0%          0%          0%          0%
  (middle/high)                                                              

  Student drop-off rate      4%          4%          4%          6%          4%
  (high school)\*\*                                                          
  -------------------------- ----------- ----------- ----------- ----------- -----------

\* Not available-the district has not yet reported this data for 2003-04

\*\* Since HSPVA is a total magnet school, some students return to their
zoned schools or leave to attend other schools during the year. We track
these students and verify their enrollment in other programs. This
accounts for the difference between dropout and drop-off percentages.

14\. **HSPVA Class of 2004**.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > [135]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > [86%]{.  |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > [4%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > [1%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Found employment                                        | > [0%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Military service                                        | > [1%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > [1%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| Unknown                                                 | > [7%]{.   |
|                                                         | underline} |
+---------------------------------------------------------+------------+
| **Total**                                               | [100       |
|                                                         | %]{.       |
|                                                         | underline} |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

##### The HSPVA Story

Since its inception in 1971, Houston's High School for the Performing
and Visual Arts (HSPVA) has been a model for subsequent magnet schools
throughout the United States and abroad. HSPVA is an inner city, public
high school for grades 9-12. It is a richly diverse community of
approximately 670 students representing a wide range of socioeconomic
backgrounds. The school is noteworthy among educational institutions in
that students are selected for admission by audition in the disciplines
of theatre, dance, instrumental music, vocal music, and visual art. The
artistic gifts these students possess are supported by the school's high
standards for achievement and self-discipline. HSPVA's 34 years of
excellence in both art and academic curricula is well-documented with
numerous state, national, and international awards including The
Governor's Exemplary Award, The Rockefeller Award for Educational
Excellence, two GRAMMY Awards, and the International NETWORK of
Performing and Visual Arts Schools *Exemplary School Award*, to name a
few.

It is the unique mission of HSPVA to educate students and to inspire
their artistic minds in an ethnically diverse and culturally rich
environment. The school endows individuals with self esteem, enthusiasm,
creative expression, and a sense of belonging. It is notable that, as a
fine arts magnet school, over half of HSPVA students graduate having
elected advanced academic programs. HSPVA's Texas Assessment of Academic
Skills (TAAS), and now Texas Assessment of Knowledge and Skills (TAKS),
scores consistently rank at the top of district and state scores.
Consequently, the school has been recognized by the Houston Independent
School District and the State of Texas for its consistent exemplary
performance on achievement tests.

Each year, most HSPVA graduates qualify for and are awarded college
scholarships, either through the National Merit Scholarship program or
other local and national programs. Ninety-seven percent of HSPVA
graduates are college-bound. Perhaps the best yardstick for measuring
the success of this remarkable school is the impressive track record of
alumni accomplishments.

An innovative, dedicated, hard-working faculty is aggressively committed
to the idea that meeting the needs of every student is essential for a
better tomorrow for our society. The merit of this philosophy has been
bolstered by a long-standing tradition of community support for HSPVA.
This sustaining support is another important component in the school's
successful history. The non-profit support organization, HSPVA FRIENDS,
provides private financial support for the unique needs of students and
special programs at HSPVA. The organization is comprised of
representatives from Houston's major arts organizations, corporations,
foundations, colleges, universities, parents, and alumni. In the past
seven years, HSPVA FRIENDS have raised almost \$3 million in private
support for the highly respected school, a powerful testimony to the
loyalty that HSPVA elicits from its constituency.

For over three decades, this highly regarded educational institution has
demonstrated a dramatic, transformational influence on thousands of
talented, young Houstonians. HSPVA, in its stellar past, has been a
consistent source of pride for Houston, and it is firmly committed to
future educational excellence for all students.

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

**1. State and National Testing**

The Texas State Accountability System for schools is based on student
performance on the Texas Assessment of Knowledge and Skills (TAKS). The
TAKS replaced the Texas Assessment of Academic Skills (TAAS) in 2003. In
Texas, school ratings range from "Exemplary" to "Low-Performing."
HSPVA's academic record is outstanding, having been rated exemplary
every year but two since the inception of the state accountability
system in 1994. In addition to TAKS, all HSPVA ninth, tenth and eleventh
grade students take the Stanford Achievement Tests, and tenth and
eleventh grade students take the Preliminary Scholastic Aptitude Test
(PSAT). Most students also take the Scholastic Aptitude Test (SAT I), a
general college readiness test, and many also take one or more others.
Many students take Advanced Placement (AP) tests that correlate with the
AP classes that are offered at HSPVA. On each measure, HSPVA students,
as a group, score significantly above applicable state or national
averages.

All HSPVA students are tested on grade level at the same time with the
same test. Ninth grade mastery for 2004 was 96% in math and 100% in
reading. Thirty-six percent and 27% respectively were commended by the
state for exceptional math and reading performance, having achieved a
scale score at or above the commended rating set by the state.
Ninety-two percent of our African American and Economically
Disadvantaged students achieved mastery in math, and 100% of these
students mastered reading. Seven percent of Economically Disadvantaged
students were commended in reading and the same group reached 15%
commended in math.

Tenth graders achieved 98% mastery in English Language Arts (reading and
writing) with the lowest subset being Hispanic students at 97%. The
commended percentage was 13%. The math scores for this class were 96%
with the lowest subset being African American students at 99%. Thirteen
percent were commended.

The 11^th^ grade class had 99% mastery in English Language Arts (reading
and writing) with the lowest subset being White students at 98%. The
commended percentage was 23%. The math scores for this class were 99%
with the lowest subset being White students at 99%. Thirty six percent
were commended. Additional information about HSPVA's performance may be
found at the Texas Education Agency website
www.tea.state.tx.us/perfreport/sre/204/campus.srch.html.

**2. Assessment Data and School Performance**

At HSPVA, student performance data represent the opportunity to take
stock and to improve. Gaps in achievement between and among student
groups are addressed aggressively. Data are used to identify students
who should be in Advanced Placement classes for example, and to give
assistance to students who are in need of intervention to improve
achievement. Students on average at HSPVA score significantly above
national and state norms on all of the standardized, aptitude and
advanced placement tests. Some students, however, struggle academically.
Assessment data often give us insight into individual needs of these
students so we may adjust instruction to meet those needs.

A prime example of this approach begins with the commitment all faculty
and staff share for the success of all students. Since students are
admitted to HSPVA based solely upon their art area audition, students
with academic problems are not turned away. Although research has long
identified a strong correlation between artistic talent and academic
ability, many of our students enter with academic deficits. Upon
admittance, our counselors review the achievement record of all students
and assign a class schedule that will support each individual. Students
needing remediation are immediately identified so that academic
departments can begin tutorials, conferences, and individualized plans,
as early in the school year as possible. These students in their second
year usually show marked improvement, exceeding expectations indicated
by their earlier records. Consequently, in the tenth and eleventh grades
we see virtually no difference in passing rates on state achievement
tests among groups.

The faculty uses assessment data generated by state tests to inform
instruction to improve student performance. The results of TAKS, PSAT,
and other achievement indicators are shared with teachers at regularly
scheduled meetings throughout the school year. Teachers meet at least
monthly in several configurations -- by department, art area
coordinators, academic chairpersons, art area faculty, academic faculty,
whole faculty -- to celebrate successes and discuss the factors
correlated with student success.

In addition, teachers regularly consult with counselors for background
data on students who may be having difficulty performing well in their
classes and succeeding in testing. This is part of their regular,
informal research in seeking solutions and new approaches to assisting
students in closing achievement gaps.

The school's relatively small size allows for information about student
achievement and needs (both academic and personal) to be generated and
shared among the academic faculty, the art area faculty, the counselors,
the principal and assistant principals. The administrative management
style is best described as "management by walking around" (MBWA). Our
school culture values quick responses and adjustments to individual
student situations. The comprehensive, immediate and hands-on confluence
of information allows for a more individualized approach to the short
and long range planning necessary to meet the artistic, academic, and
personal needs of every student.

3\. **Communicating Student Performance Data**

In addition to required report cards and progress reports to parents,
HSPVA provides a steady exchange of information among all constituencies
about student performance, such as through PA announcements to students,
mail outs and newsletters to parents and community, and through press
releases to the media. Teachers communicate directly to parents and
students via email and telephone, and provide conference time to
parents. HSPVA's website, [www.hspva.org](http://www.hspva.org/), is
used to communicate everything from class assignments for students
through teacher links, to library resources and data bases, to
performance calendars and application information for prospective
students and our audiences, to support and involvement opportunities for
our parents and community.

Within the art areas, student works and projects are critiqued on a
regular basis. These critiques include feedback from fellow students and
from faculty members. Additionally, an individualized review is
conducted at the end of each semester and/or year to evaluate each
student's artistic strengths, weaknesses and progress. A written summary
of this review is made available to each student and parent.

Similarly, our Review Board consisting of administration, counselors,
and art and academic faculty, meets at the end of each semester to
review the progress of every student. The board makes recommendations
for remediation, adjustments to four-year plans, academic or
disciplinary probation, parent conferences, tutoring, summer school,
night school, or other options to strengthen a student's performance.
The board reports to parents of students for whom recommendations are
made by mail.

Students share and display their internationally acclaimed talents
through performances and art exhibitions at HSPVA's own venues, at
public and private local facilities, and at prestigious performance and
art venues throughout the world. HSPVA students appear in over 200
scheduled events in and out of school annually. Every year, numerous
HSPVA students and former students receive local, national and
international awards and acclaim. Their achievements are heralded
through the PTO Newsletter, The HSPVA Friends' (a private support
organization) Newsletter, HISD's Newsletters, local radio, TV, and
newspapers, our website, and certainly by word of mouth (HSPVA has a
proud family worldwide). HSPVA's state and national test results are
also communicated through these means.

**4. Sharing Our Successes With Other Schools**

Because the creation of HSPVA in 1971 was the first attempt by any high
school in the nation to combine an academic program with concentrated
training in the arts, HSPVA has been a model for many other performing
arts schools across the nation and around the world.  It would be
reasonable to say that HSPVA has influenced, either directly or
indirectly, a substantial percentage of the over 200 performing and
visual arts schools within the United States. Every year, school board
members, administrators and faculty members from around the world visit
our campus to experience and learn about our program first-hand. Many
others visit HSPVA electronically through our website,
[www.hspva.org](http://www.hspva.org/). We eagerly share our philosophy
and our curriculum with all who express interest.  

The entire faculty and staff on two occasions have traveled to Dallas to
exchange ideas and information with the faculty and staff of the Dallas
Arts Magnet (Booker T. Washington High School). They in turn have
visited our school on two occasions. Members of HSPVA's faculty and
staff have been invited to numerous "Teacher Fly-ins" and symposiums
throughout the country for the discussion and exchange of information
with educators from other magnet and comprehensive high school programs.
We have held symposiums for Houston arts educators on our campus.

The school holds membership in numerous art and academic organizations
and HSPVA's representatives participate, perform, and present on a
consistent basis. HSPVA pledges to continue to share its success with
anyone interested in expanding the ideals of education. At the same time
we reexamine and reevaluate our goals and objectives to continue to
improve.

HSPVA is a founding member of the International NETWORK of Performing
Arts Schools, and sends several faculty members every year to share our
successes and learn about other schools' innovations. In another
example, one of our counselors founded a district-wide program of peer
consultation three years ago, for counselors and social workers, which
is very well attended. And one of the most exciting events of the year
is our representation at the National Foundation for Advancement in the
Arts *Arts Recognition and Talent Search* (ARTS) program.

Our student sharing has crossed national boundaries as well. Student
performance tours have included Norway, Scotland, England, Taiwan, and
Mainland China, among other destinations, and celebrity performers in
every field from many cultures have visited our school to perform and
share ideas with students.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **HSPVA's Curriculum**

HSPVA's unique curriculum features all of the academic requirements of
other Texas high schools with the exception that physical education is
not required. Since HSPVA's inception, the Texas Education Agency has
waived the PE requirement for our students to make possible the
scheduling of our intensive arts courses. The arts curriculum is
available only at HSPVA in Texas. Students receive three credits in
their art major each year and take a full range of pre-professional
courses. The complete list of HSPVA's arts courses and typical four year
plan are available on our website at
[www.hspva.org](http://www.hspva.org/).

Most importantly, data indicate that academic achievement gaps between
ethnic and socioeconomic groups are narrowed in HSPVA's environment. Our
integrated art and academic curriculum helps to close achievement gaps
that students bring from previous educational settings. Several factors
contribute to this remarkable success, not the least of which is the
commitment our faculty have for the success of every student. Another
large factor is the motivation our students bring with them. HSPVA
students love to be at school. They work very hard to be successful
because they are inspired by their teachers, their peers, and by the
performances and art works that surround them. The students all share
the same motivators. They admire and support each other as artists.

In addition, our integrated curriculum operates to support student
achievement for every student in several ways. While incorporating all
Texas Essential Knowledge and Skills (TEKS), each subject area has
enhanced and expanded curriculum to overlap other subjects. Our English
curriculum, for example, is based on classical and contemporary
literature with emphasis on analysis through written expression. The
skills learned in English classes are used and reinforced in music and
art literature classes when analyzing opera librettos and art critiques.
The reading curriculum is designed to increase critical awareness of
style, structure, meaning and value. The same terminology and concepts
are used in performance classes and other academic classes. The social
studies curriculum provides additional perspective for our artists by
helping connect history, geography, politics and economics to the real
performances the students are producing. Integration helps students form
their own creative connections among subjects and teaches them to
communicate concepts both cognitively and affectively.

Other examples include our science unit on the physics of sound
overlapping with a music theory objective, and the application of math
concepts in areas of design and perspective in visual art and theatre
design. Cognitive and affective domains are bridged so that standard
curriculum includes more than basic skills in all areas, and so that
most essential concepts taught in any given subject are reinforced in
one or more other subjects. These correlations between academic and
concentrated study in the arts produce artists who not only are
outstanding, confident performers, but who also are sensitive to their
community and to all areas of education.

Students who complete the four-year program receive the equivalent of
many first and second year college and university programs. Dance
curriculum is designed to prepare dancers for a professional career or
entrance into leading university or conservatory dance programs,
emphasizing ballet and modern dance. The music curriculum rivals that at
many colleges and prepares students for the highest levels of further
study. The theatre curriculum reflects the traditions and working
relationships of professional theatres, such as ensemble work, design,
playwriting, acting, technical theatre, and the ability to relate to and
communicate one's natural instincts. The visual art program provides a
solid foundation in drawing, painting, photography, sculpture, graphic
design and mixed media with an emphasis on idea and concept development.
Our students who choose a future other than in the arts are also well
prepared. All subjects are college preparatory. Advanced placement and
pre-AP classes are available and encouraged in all areas of study. In
science, students are taught concepts of scientific understanding of the
environment, living systems, the nature of matter, and the forces and
energies that influence the universe and a living Earth. All students
are challenged not only to learn the algorithms associated with
mathematical operations, but also to apply the concepts being presented
with a focus on real-world applications in arts related problem-solving
situations. Basic, intensive language study in Spanish and French,
includes the exploration of foreign language literature, with an
emphasis on the performing and visual arts in the culture of the
language studied, combined with the challenge to achieve communicative
proficiency.

**2.b HSPVA's English Language Curriculum**

HSPVA's English language curriculum is literature based. We believe
students learn to read better by reading good literature everyday. All
courses are intense studies of literature with a major emphasis on
analysis through written expression. Our course goals: students will
demonstrate the honest and effective use of language and be able to
organize ideas in a clear, coherent, and persuasive way. To achieve
these goals, students read focusing on applying analysis tools and
techniques, and on communicating their analytical ideas clearly through
speaking and writing. More specifically, they read each work with a
critical awareness of the full range of stylistic features, its
structures, its meaning, and its value. Pre-AP and AP courses are
designed to prepare students to take the Advanced Placement examinations
at the end of their junior and senior year. Our regular classes are also
college preparatory.

Students entering HSPVA below grade level in reading receive immediate
attention. English teachers begin by reviewing past test data. Students
identified as needing additional help are tutored individually by
classroom teachers. If comprehension is low, for example, teachers work
individually at lunchtime or after school with the student to practice
techniques such as SQ3R (Survey, Question, Read, Recite, Review). If
vocabulary scores are low, individualized materials are assigned to
improve understanding of word meaning. Students may be assigned peer
tutors, are encouraged to attend weekly in-house tutoring sessions, or
are assisted in finding private tutors. Parents are also contacted and
kept advised of student progress as well as encouraged to reinforce
assignments at home.

Another reading improvement strategy used at HSPVA involves teaching
grammar as practical usage based on the types of mistakes students make
in writing and speaking. Grammatical mistakes are often symptomatic of
reading deficiencies, so time is given for oral reading practice to
improve fluency in correct usage.

In eleventh and twelfth grades, the curriculum addresses the same broad
areas as in the earlier grades, but more specifically. Courses survey
American and British literature using an historical and thematic
approach with students reading one outside major novel or play per six
weeks. In addition, students are required to read three other major
works and complete a humanities research paper. Vocabulary advances
through the study of roots, prefixes, suffixes, and the SAT vocabulary
lists. Princeton Review vocabulary words are stressed in the objectives.
In writing, emphasis is placed on the multi-paragraph essay using the
assertion, evidence, commentary format. Students begin doing timed
writing to prepare for the AP examinations.

As in our other curriculum areas, our remediation program helps students
improve so that, by the second or third year, they are usually
performing at grade level and graduate on time with their class.

3.  **HSPVA's Internationally Recognized Arts Curriculum**

The arts curriculum at HSPVA demonstrates the "other side" of HSPVA and
illustrates why our school is so successful academically. The program is
well known throughout the international arts community. Major
universities and conservatories hold auditions at the school, knowing
that many of our students will qualify for their programs. Our music
department has won two Grammy awards and our graduates frequently are
accepted to such schools as Julliard, Eastman, Peabody, Northwestern,
New England Conservatory and University of Southern California, to name
a few. Our artists, dancers and theatre students win major awards and
scholarships and our graduates are on Broadway, in dance and theatre
companies around the world, play in major orchestras and ensembles, and
exhibit their works in prestigious galleries.

Indeed, we provide a very expert level of instruction in music, theatre,
dance and visual arts. Three-fourths of the faculty have advanced
degrees in performance and education. All of our arts faculty are or
have been working artists. We can and do provide very long lists of our
student and faculty accomplishments to all who express interest. The
real reason for our teaching and learning success, however, is not
revealed in these statistics.

The reason for the great success of our arts students is simple but not
easy. At the core of HSPVA's mission is our commitment "to inspire their
artistic minds." This means that our arts programs must be inspiring as
well as knowledge and skills based. But it also means that HSPVA
students must be inspired to achieve in everything they do. The nexus
between our arts curriculum and academic curriculum lies in the shared
commitment to inspire.

Inspiration comes through affect: the ability to touch or move the
emotions. We have observed at HSPVA that if we are able to bridge the
affective domain with the cognitive domain, then we can inspire learning
not only in the arts, but also in every other aspect of human
achievement. Our approach to teaching music and the arts embodies this
notion. But we do not leave inspiration out of our academic classrooms.
In fact, our students bring their inspired minds to their academic
pursuits, and we encourage them to do so.

Probably the most tangible evidence of this success equation is in the
reports our students give about the individual care that our teachers
communicate to them. Because we audition each of our applicants, we have
an understanding of their talent and potential before they enroll. Soon,
we know each child intimately. We know the family background, how they
perform academically, and we care about their emotional state. Our
students know that we respect them for their humanity as well as their
artistic ability, and that we are committed to educating them wholly. We
educate the whole person. The founder of the Suzuki method said "We are
not teaching music, we are making beautiful people." With the ups and
downs of careers in the arts, we prepare our students for all scenarios,
give them a sense of reality, and train them to be the very best.

4.  **Instruction at HSPVA**

It would be hard to imagine inspiring performing and visual arts classes
where students and teachers were not actively, enthusiastically, and
even passionately engaged. Likewise, it is our philosophy at HSPVA that
academic classes will achieve maximum student success when these same
instructional characteristics are evident as common practice
campus-wide. It is our assertion that inspiring classroom environments
can be described and observed. We identify the instructional method most
associated with an inspirational classroom as the "Master-Pupil"
approach.

In short, we believe in the effectiveness of active, enthusiastic, and
passionate instruction as opposed to inactive, or passive instruction.
Research data show that students gain and retain more knowledge in every
school subject by means of active engagement with the teacher and the
material. This engagement is accomplished through planned lessons
featuring active teaching -- whether of dance steps, for example, or
writing skills. Thus, we recently instituted a program of classroom
observations and logging of percentages of active vs. passive engagement
in the school's classrooms. The results, shared with the faculty, have
reinforced and acknowledged the extent that active instruction and
educational success, as measured by state and national instruments, are
linked.

Active instructional methods include all of the familiar pedagogical
stand-bys: lecture, discussion, cooperative learning, and all of their
nuanced varieties. Passive instruction on the other hand, is defined at
HSPVA as seatwork, or any other classroom activity where the teacher is
not actively engaged with students and lesson material. The campus goal
is to maintain at least 80% active instruction in all classes over time.

The teaching styles are diverse and instructional strategies varied, but
we all understand that our reason for being at HSPVA is to reach our
students. We value the bond that develops between student and teacher,
between master and pupil, because we know this bond is the key to
building reciprocal trust and cooperation among students and parents.
When the bond is there, the path is provided to communicate high
expectations leading to rewarding results for every student.

5.  **Professional Development at HSPVA**

The school's professional development program focuses on improving
student achievement from a variety of approaches. Professional
development takes place several times a year, and engages teachers in
preparing for upcoming changes in curricula and standardized testing, in
discussing educational issues, and in helping identify and address
student needs that may impact learning.

One unique feature of our school is its foundation in mentoring
relationships between teachers and students, both in the arts and
academics. Therefore, a recent professional development offering brought
a member of the counseling center at one of our feeder universities in
the arts, to discuss addressing student's affective needs through
mentoring, to better prepare them for the demands of college-level arts
training and competition.

Despite our small size, our students have done well in a range of
Advanced Placement academic examinations, as well as music theory. One
of the reasons for this is undoubtedly our teachers' involvement in
hundreds of hours of training in Advanced Placement and gifted
education, in the summer and during the school year.

Faculty members offer suggestions and requests for topics they would
like to learn more about, as they seek to educate more and more
effectively. Above all, HSPVA professional development is designed to
support our belief that the teacher-pupil relationship is primary in
nurturing student learning and development.

**State Criterion-Referenced Test Results for**

**The High School for the Performing and Visual Arts**

In accordance with the requirements of the federal No Child Left Behind
Act, Texas calculation of passing percentages in 2002-2003 changed in
significant ways from calculations in prior years. First, the test
changed from the Texas Assessment of Academic Skills to the much more
rigorous Texas Assessment of Knowledge and Skills. Second, some students
with disabilities who were previously exempted from the accountability
calculations were included in all proficiency calculations. Third,
students were required to be enrolled in a school for 120 consecutive
days in order to be included in the calculations for that school. These
changes may cause the data from the 2002-2003 school year and beyond to
appear different from the data from previous years for some schools. In
addition to the TAKS in English, state scores include tests in Spanish,
Limited English Proficient, and Special Education.

Ninth and 11^th^ grade scores for Texas achievement tests are reported
beginning in 2002-03, the first year these grades were tested. Only two
years of data are available for these grades.

**Texas Ninth-Grade Criterion-Referenced Reading Test**

> Subject [Reading]{.underline} Grade [9]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}\_\_\_\_\_
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | TAKS | TAKS | TAAS | TAAS | TAAS |
|                                 |      |      |      |      |      |
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| Testing month                   | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               |      |      | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 27%  | 10%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 98%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 173  | 175  |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 99%  | 100% |      |      |      |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 0    | 0    |      |      |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 0%   | 0%   |      |      |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. Economically              |      |      |      |      |      |
| Disadvantaged***                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 7%   | 4%   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 96%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 27   | 24   |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***2. African American***       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 13%  | 10%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 100% |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 39   | 48   |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***3. Hispanic***               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 9%   | 3%   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 94%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 32   | 31   |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***4. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 36%  | 12%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 99%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 92   | 89   |      |      |      |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 9%   | 6%   | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 84%  | 82%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+

Texas Ninth-Grade Criterion-Referenced Math Test

> Subject [Math]{.underline} Grade [9]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}\_\_\_\_\_
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | TAKS | TAKS | TAAS | TAAS | TAAS |
|                                 |      |      |      |      |      |
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| Testing month                   | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               |      |      | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 36%  | 24%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 96%  | 94%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 174  | 177  |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 99%  | 100% |      |      |      |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 0    | 0    |      |      |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 0%   | 0%   |      |      |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. Economically              |      |      |      |      |      |
| Disadvantaged***                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 15%  | 13%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 92%  | 88%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 26   | 24   |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***2. African American***       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 8%   | 8%   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 92%  | 88%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 38   | 48   |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***3. Hispanic***               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 25%  | 13%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 94%  | 90%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 32   | 31   |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***4. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 49%  | 35%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 98%  | 99%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 94   | 91   |      |      |      |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 14%  | 11%  | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 59%  | 63%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+

**Texas Tenth-Grade Criterion-Referenced Reading Test**

> Subject [Reading]{.underline} Grade [10]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}\_\_\_\_\_
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | TAKS | TAKS | TAAS | TAAS | TAAS |
|                                 |      |      |      |      |      |
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| Testing month                   | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 13%  | 25%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 98%  | 96%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 100% | 99%  | 99%  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 168  | 167  | 146  | 174  | 172  |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 100% | 99%  | 99%  | 99%  | 100% |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 0    | 0    | 0    | 0    | 0    |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 0%   | 0%   | 0%   | 0%   | 0%   |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. Economically              |      |      |      |      |      |
| Disadvantaged***                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 0%   | 7%   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 95%  | 96%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 100% | 92%  | 95%  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 19   | 27   | 21   | 16   | 21   |
+---------------------------------+------+------+------+------+------+
| ***2. African American***       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 12%  | 6%   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 98%  | 100% |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 100% | 100% | 100% |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 42   | 31   | 30   | 40   | 30   |
+---------------------------------+------+------+------+------+------+
| ***3. Hispanic***               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 13%  | 22%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 97%  | 100% |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 100% | 96%  | 96%  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 31   | 27   | 16   | 22   | 27   |
+---------------------------------+------+------+------+------+------+
| ***4. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 11%  | 31%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 99%  | 94%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 100% | 100% | 100% |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 88   | 105  | 92   | 102  | 105  |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 4%   | 5%   | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 75%  | 72%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 94%  | 90%  | 90%  |
+---------------------------------+------+------+------+------+------+

Texas Tenth-Grade Criterion-Referenced Math Test

> Subject [Math]{.underline} Grade [10]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}\_\_\_\_\_
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | TAKS | TAKS | TAAS | TAAS | TAAS |
|                                 |      |      |      |      |      |
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| Testing month                   | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 13%  | 14%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 96%  | 95%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 99%  | 99%  | 99%  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 168  | 166  | 145  | 168  | 174  |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 100% | 99%  | 99%  | 99%  | 100% |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 0    | 0    | 0    | 0    | 0    |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 0%   | 0%   | 0%   | 0%   | 0%   |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. Economically              |      |      |      |      |      |
| Disadvantaged***                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 0%   | 15%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 93%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 100% | 100% | 100% |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 19   | 27   | 15   | 16   | 21   |
+---------------------------------+------+------+------+------+------+
| ***2. African American***       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 5%   | 6%   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 90%  | 94%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 100% | 100% | 100% |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 42   | 31   | 30   | 40   | 30   |
+---------------------------------+------+------+------+------+------+
| ***3. Hispanic***               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 3%   | 14%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 96%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 100% | 100% | 96%  |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 30   | 28   | 16   | 22   | 27   |
+---------------------------------+------+------+------+------+------+
| ***4. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 19%  | 17%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 98%  | 95%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 99%  | 98%  | 100% |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 88   | 103  | 91   | 102  | 105  |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 8%   | 7%   | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 63%  | 73%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | 92%  | 89%  | 86%  |
+---------------------------------+------+------+------+------+------+

**Texas Eleventh-Grade Criterion-Referenced Reading Test**

> Subject [Reading]{.underline} Grade [11]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}\_\_\_\_\_
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | TAKS | TAKS | TAAS | TAAS | TAAS |
|                                 |      |      |      |      |      |
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| Testing month                   | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 23%  | 19%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 99%  | 97%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 158  | 123  |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 100% | 98%  |      |      |      |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 0    | 0    |      |      |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 0%   | 0%   |      |      |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. Economically              |      |      |      |      |      |
| Disadvantaged***                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 11%  | 17%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 100% |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 18   | 12   |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***2. African American***       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 4%   | 8%   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 100% |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 26   | 25   |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***3. Hispanic***               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 15%  | 0%   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 100% |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 26   | 15   |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***4. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 31%  | 25%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 98%  | 95%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 102  | 77   |      |      |      |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 10%  | 5%   | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 87%  | 69%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+

**Texas Eleventh-Grade Criterion-Referenced Math Test**

> Subject [Math]{.underline} Grade [11]{.underline} Test [Texas
> Assessment of Knowledge and Skills]{.underline}\_\_\_\_\_
>
> Edition/publication year [2004]{.underline} Publisher [Texas Education
> Agency]{.underline}\_\_\_\_\_\_\_\_\_\_

+---------------------------------+------+------+------+------+------+
|                                 | TAKS | TAKS | TAAS | TAAS | TAAS |
|                                 |      |      |      |      |      |
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| Testing month                   | A    | A    | A    | A    | A    |
|                                 | pril | pril | pril | pril | pril |
+---------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**               |      |      | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 36%  | 13%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 99%  | 93%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 156  | 127  |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of total students       | 100% | 98%  |      |      |      |
| tested                          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students              | 0    | 0    |      |      |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| Percent of students             | 0%   | 0%   |      |      |      |
| alternatively assessed          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| **SUBGROUP SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***1. Economically              |      |      |      |      |      |
| Disadvantaged***                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 22%  | 0%   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 92%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 18   | 13   |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***2. African American***       |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 8%   | 8%   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 88%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 26   | 26   |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***3. Hispanic***               |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 35%  | 0%   |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 100% | 93%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 26   | 14   |      |      |      |
+---------------------------------+------+------+------+------+------+
| ***4. White***                  |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Commended Performance  | 43%  | 15%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % Met Standard           | 99%  | 94%  |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   |      |      |      |
+---------------------------------+------+------+------+------+------+
| Number of students tested       | 100  | 79   |      |      |      |
+---------------------------------+------+------+------+------+------+
| **STATE SCORES**                |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or above Commended  | 15%  | 6%   | NA   | NA   | NA   |
| Performance                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAKS) % At or Above Met        | 85%  | 68%  | NA   | NA   | NA   |
| Standard                        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| (TAAS) % Met Minimum Standards  | NA   | NA   | NA   | NA   | NA   |
+---------------------------------+------+------+------+------+------+

**National Norm-Referenced Test Data for**

**The High School for the Performing and Visual Arts**

Subject\_\_\_Reading\_\_\_ Grade\_\_\_9\_\_\_ Test\_\_\_Stanford
Achievement Test\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher\_\_\_\_\* See
Table\_\_

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | Feb. | M    | M    |
|                                 | arch | arch |      | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 73   | 64   | 68   | 64   | 70   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 172  | 179  | 169  | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | \    | 100% | \    | NA   | NA   |
| > tested                        | >99% |      | >99% |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    | 0    | 0    |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   | 0%   | 0%   |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES\*\*           |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> 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**                                                           

  **NATIONAL STANDARD DEVIATION**                                                   
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*\* Stanford is not disaggregated into socioeconomic or ethnic
subgroups

Subject\_\_Math Grade\_\_9\_\_\_\_
Test_Stanford\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year Publisher \*see Chart

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | Feb. | M    | M    |
|                                 | arch | arch |      | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 74   | 63   | 66   | 64   | 70   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 172  | 179  | 169  | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | \    | 100% | \    |      |      |
| > tested                        | >99% |      | >99% |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*\*          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> 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**                                                           

  **NATIONAL STANDARD DEVIATION**                                                   
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*\* Stanford is not disaggregated into socioeconomic or ethnic
subgroups

Subject reading\_\_\_ Grade\_\_10\_\_\_\_ Test Stanford\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher see
chart\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | Feb. | M    | M    |
|                                 | arch | arch |      | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 72   | 61   | 59   | 66   | 73   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 165  | 172  | 145  | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | \    | 100% | \    |      |      |
| > tested                        | >99% |      | >99% |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*\*          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> 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**                                                           

  **NATIONAL STANDARD DEVIATION**                                                   
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*\* Stanford is not disaggregated into socioeconomic or ethnic
subgroups

Subject_Math\_\_\_ Grade\_\_10
Test\_\_Stanford\_\_\_\_\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_ Publisher\_\_\_\_\_\_\_see
chart\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | Feb. | M    | M    |
|                                 | arch | arch |      | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 72   | 61   | 59   | 66   | 73   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 165  | 171  | 145  | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | \    | \    | \    |      |      |
| > tested                        | >99% | >99% | >99% |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*\*          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> 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**                                                           

  **NATIONAL STANDARD DEVIATION**                                                   
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*\* Stanford is not disaggregated into socioeconomic or ethnic
subgroups

Subject_Reading Grade 11 Test Stanford\_\_\_\_\_\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_\_\_\_\_see
chart\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | Feb. | M    | M    |
|                                 | arch | arch |      | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 77   | 70   | 68   | 68   | 72   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 157  | 128  | 161  | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | \    | 100% | 100% |      |      |
| > tested                        | >99% |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0%   | 0%   | 0%   |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*\*          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> 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**                                                           

  **NATIONAL STANDARD DEVIATION**                                                   
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*\* Stanford is not disaggregated into socioeconomic or ethnic
subgroups

Subject\_\_\_Math Grade\_\_11\_\_ Test\_\_\_\_\_\_\_\_Stanford\_\_\_\_\_

Edition/Publication Year\_\_\_\_\_\_\_\_
Publisher\_\_\_\_\_\_\_\_\_\_\_\_\_see
chart\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

+---------------------------------+------+------+------+------+------+
|                                 | 2    | 2    | 2    | 2    | 1    |
|                                 | 003- | 002- | 001- | 000- | 999- |
|                                 | 2004 | 2003 | 2002 | 2001 | 2000 |
+---------------------------------+------+------+------+------+------+
| > Testing month                 | M    | M    | Feb. | M    | M    |
|                                 | arch | arch |      | arch | arch |
+---------------------------------+------+------+------+------+------+
| > **SCHOOL SCORES**             |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Total Score                   | 73   | 63   | 67   | 69   | 63   |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     | 157  | 128  | 161  | NA   | NA   |
+---------------------------------+------+------+------+------+------+
| > Percent of total students     | \    | 100% | 100% |      |      |
| > tested                        | >99% |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students            | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Percent of students           | 0    | 0    | 0    |      |      |
| > alternatively assessed        |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > SUBGROUP SCORES \*\*          |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  1.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  2.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  3.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| >                               |      |      |      |      |      |
|  4.\_\_\_\_\_\_\_\_\_\_(specify |      |      |      |      |      |
| > subgroup)                     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+
| > Number of students tested     |      |      |      |      |      |
+---------------------------------+------+------+------+------+------+

> 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**                                                           

  **NATIONAL STANDARD DEVIATION**                                                   
  --------------------------------- ----------- ----------- ----------- ----------- -----------

\*\* Stanford is not disaggregated into socioeconomic or ethnic
subgroups