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

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

**Cover Sheet**

Name of Principal [Mr. Andrew J. Barczak]{.underline}

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

Official School Name [Covington Latin School]{.underline}

(As it should appear in the official records)

School Mailing Address [21 East Eleventh St.]{.underline}

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

[Covington Kentucky 41011-3196]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 859) 291-7044]{.underline} Fax [( 859) 291-1939]{.underline}

Website/URL [http://covingtonlatin.org](http://covingtonlatin.org/)
Email [headmaster@covingtonlatin.org]{.underline}

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

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

(Principal's Signature)

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

Name of Superintendent [Dr. Lawrence Bowman]{.underline}

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

District Name [Diocese of Covington Latin]{.underline} Tel. [(
859)283-6230]{.underline}

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

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

Name of School Board

President/Chairperson Mr. Joseph U. Meyer

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

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

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

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

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

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

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

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

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

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

\_\_\_\_\_ TOTAL

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

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

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

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

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[1]{.underline} If fewer than three years, how long was the previous
principal at this school?

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

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

  **K**                                                     **7**                             

  **1**                                                     **8**       30        13          43

  **2**                                                     **9**       40        13          53

  **3**                                                     **10**      30        11          41

  **4**                                                     **11**      18        13          31

  **5**                                                     **12**      23        9           32

  **6**                                                     Other                             

                                    **TOTAL                                                   205
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [97]{.underline} % White

the students in the school: [01]{.underline} % Black or African American

[02]{.underline} % Hispanic or Latino

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

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

**100% Total**

7\. Student turnover, or mobility rate, during the past year: [4
%]{.underline}

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

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

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

  **(3)**     Subtotal of all transferred        7
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    177
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .04
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    4
              100                                
  ----------- ---------------------------------- ------------------------

8\. Limited English Proficient students in the school: [0]{.underline} %

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

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

Specify languages:

9\. Students eligible for free/reduced-priced meals: [9.7]{.underline} %

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

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

10\. Students receiving special education services: [0]{.underline} %

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

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

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

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

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

\_\_\_\_Hearing Impairment \_\_\_\_Speech or Language Impairment

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

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

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

    **Number of Staff**

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

Administrator(s) [1]{.underline} [2]{.underline}

Classroom teachers [17]{.underline} [3]{.underline}

Special resource teachers/specialists [0]{.underline} [0]{.underline}

Paraprofessionals [0]{.underline} [0]{.underline}

> Support staff [5]{.underline} [4]{.underline}
>
> Total number [23]{.underline} [9]{.underline}

12\. Student-"classroom teacher" ratio: [14/1]{.underline}

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

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

  Daily student attendance 97%         98%         98%         95%         97%

  Daily teacher attendance 99%         99.5%       99%         99%         99.5%

  Teacher turnover rate    11%         12%         17%         17%         6%

  Student dropout rate     0%          0%          0%          0%          0%

  Student drop-off rate    3%          2%          11%         5%          5%
  ------------------------ ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2002 are doing as of September 2002.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > 32           |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > 100 %        |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > 0 %          |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > 0 %          |
+-----------------------------------------------------+----------------+
| Found employment                                    | > 0 %          |
+-----------------------------------------------------+----------------+
| Military service                                    | > 0 %          |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > 0 %          |
+-----------------------------------------------------+----------------+
| Unknown                                             | > 0 %          |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**[PART III ‑ SUMMARY]{.underline}**

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

Covington Latin School, in Covington, Kentucky is a Catholic,
accelerated, coed, college-prep school founded within the Diocese of
Covington in 1923. It is centrally located in downtown Covington,
providing easy access for students living throughout the northern
Kentucky and southern Ohio region. The school currently serves 205
students in grades 8 to 12. Students are admitted according to results
of an entrance exam and typically skip the 7th and 8th grades, most
moving directly into the high school program. At Covington Latin
students engage in a rigorous curriculum, which includes the opportunity
to take eleven advanced placement courses. Students are generally high
achievers. They have won awards in many disciplines including foreign
languages, science, English, and oratory. Over the past ten years, 99%
of students have gone on to college, with between 75% and 95% each year
typically receiving some scholarship award.

The Covington Latin School has as its central goal the formation of
Christian leaders. To achieve this goal, Covington Latin couples a
challenging academic preparation with a strong program in religious
education both in formal religion classes and in the students' active
involvement in the school's faith community. Through its academic and
religious education programs, Covington Latin School fosters the
development of personal integrity while emphasizing the use of each
student's unique gifts for the service of God through service to one's
fellow and community.

The school is committed to a strong college preparatory program
emphasizing academic achievement in an environment that encourages
personal responsibility and self-discipline within the Catholic
tradition of education. Covington Latin School is founded on the
principle of preparing students for an active, productive life, a life
centered on the love of God and respect for others and for self. The
school challenges its students to achieve their greatest level of
spiritual, intellectual, and social development.

In addition, in support of the school's strong belief in well-rounded
development, CLS provides many divergent extra-curricular activities
including a democratically elected Student Council, a Junior/Senior year
Christian Service Program, a Yearbook and Newspaper staff, Drama,
Academic Team, Chess Club, CLEF Biking Club, Venture Crew, Interact
Club, Literary Guild, Chorus, etc. Covington Latin School is a member of
the Kentucky High School Athletic Association and participates in
soccer, basketball, golf, tennis, cross country, track, swimming,
softball, baseball, and volleyball.

Eighteen full-time and two part-time teachers fulfill all of the
educational and administrative roles of Covington Latin School.
Seventy-two percent hold a master's degree or higher. Sixty-seven
percent have over fifteen years of experience. Many of these teachers
have been at the Latin School for most of their careers.

Excluding the most recent four years' graduates, roughly forty percent
of the school's alumni actively financially support the school, with
many continuing to chose to send their children here as well.

The student body is currently sixty-nine percent male, thirty-one
percent female. Just over three-quarters of the students are Catholic.
Seventy-seven percent are from northern Kentucky, the rest from southern
Ohio. Typically thirty to forty percent receive tuition assistance from
the school.

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

**Question 2**

Assessment data channels through the Guidance Counselor's office. All
testing data from The PLAN (given to sophomores), the PSAT (given to
sophomores and juniors) and the ACT and SAT (taken by juniors and
seniors as needed and desired for college admission), is gathered and a
testing profile of each class compiled. The test results from those
profiles are examined to give insight into strengths or weaknesses in
the curriculum. For example, test results from the PLAN recently gave
indication that students' knowledge in the area of the arts could be
improved. Increased emphasis on the arts and creativity has subsequently
been addressed both in Covington Latin's Southern Association of
Colleges and Schools school improvement plans and in recent strategic
planning initiatives.

Another form of assessment data Covington Latin makes use of is Advanced
Placement test results. These are used to evaluate the effectiveness of
our AP curriculum, and specifically to look at strengths and weaknesses
in style and content within specific classes.

**Question 3**

Assessment of student performance, both in terms of internal school
class performance and in regards to formal, standardized assessment
models is transmitted to families in numerous ways at Covington Latin.

At the midpoint of each academic quarter, advisories are sent to parents
for any student who is in danger of failing a class. This advisory
period is followed within about a week with a formal parent conference
night at which parents may meet with individual teachers to discuss
their child's performance. In addition, if a student is on the school's
ineligible list for more than one week consecutively, notification is
sent to the parent and an Individual Learning Plan worked out with the
counselor to attempt to address the student's performance needs. At
midpoint of the fourth quarter advisories are sent to all students
indicating their current grade and performance. Constant phone and
e-mail contact with parents in cases of student difficulty is also
strongly encouraged.

Standardized test assessment data which come through the school include
PLAN, PSAT, ACT and SAT results. In each case the school counselor
reviews the results and then transmits them to families via the student.
Parents are notified by letter and at parent meetings that these results
are forthcoming. Parents then can, and do, consult with the school
counselor regarding interpretation of these scores.

# 

# Question 4

Covington Latin has recently been recognized by the SPICE program, that
is, Special Programs In Catholic Education, a program co-sponsored by
Boston College and the National Catholic Education Association.
Covington Latin was recognized for its unique accelerated approach to
dealing with academically gifted and talented young people. As part of
this program Latin School representatives gave presentations on
accelerated education, and are scheduled to do so again at the NCEA
national conference to be held in St. Louis this April. This kind of
sharing of our approach is something we welcome, as those close to the
school feel strongly that this is an area in which much more can and
should be done.

The expansion of programs and services for gifted and talented students
is vital, and Covington Latin has long accepted a leadership position in
that field within our community. In the past Covington Latin
administrators have, for instance, taken an active role in the formation
and operation of Exploremore, a weekend enhancement program for gifted
and talented grade school students in the Northern Kentucky area.

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

**Question 1**

The Covington Latin School curriculum in all areas meets or exceeds the
requirements of the state of Kentucky, as well as the Southern
Association of Colleges and Schools, the two bodies through which the
school is accredited. The following are Covington Latin graduation
requirements:

4 credits in Foreign Language (Latin and/or German)

4 credits in Math (Algebra I and II, Geometry and Trigonometry, Calculus
or PreCalc)

4 credits in English

3 credits in Science (Biology, Chemistry, Physics -- all laboratory
classes)

3 credits in History (Western Civilization I and II, American History)

4 credits in Religion

1 credit in Health/P.E.

1 credit in Fine Arts (half credit Freshman Fine Arts and half credit
Senior Esthetics)

1 Credit in Speech (one quarter credit each year)

.5 credit in Study Skills

1 credit in Senior Electives (AP European History, American Govt.,
Economics, AP Biology)

In addition to these requirements a student must complete the following:

1.  Pass the Senior language Oral Exam, or, upon failure of the Oral,
    pass a written makeup exam.

2.  Present a Senior research paper deemed acceptable by the Senior
    English Instructor and the Instructor of the class for which the
    paper has been written.

3.  Attend and participate in the Senior Retreat.

4.  Complete required number of service hours

All students are required to take Latin in freshman and sophomore years.
Following sophomore year they may opt to continue for a four year Latin
progression, or to take a two-year German progression during junior and
senior years. At the end of sophomore year, students also opt either to
take a half-credit Drama class in junior year, or a quarter-credit
Speech class. Juniors may also elect to take an Advanced Placement
course in American History, and Latin III is an AP course as well.

Seniors have numerous curricular options, and may enroll in AP classes
including Latin IV, Calculus, Biology, English Composition, English
Literature, European History, and Physics. The average number of AP
courses taken by a senior is three, with some taking as many as five,
and each senior at least taking one of the AP English courses.

Eligible students may also take credited classes in Band (available to
forms Prep -- IV), Art (Forms II -- IV), or Greek (Forms III- IV). These
classes meet in the place of scheduled study halls and/or after school.

The PrepYear, or 8^th^ grade curriculum is a set curriculum. All
students take English (5 periods per week), Reading (4), Religion (4),
Pre-Algebra (5), Social Studies (4), Science (5), Health and Physical
Education (3), Fine Arts (2) and Study Skills (1).

**Question 2**

Covington Latin School's language arts program is designed to promote
communication excellence and analytical thinking. We believe that
leaders must understand their environment through examination of
evidence, and that they must be able to communicate their insights
clearly and effectively. To accomplish these goals, we have a tightly
structured program in writing skills and analytical reading. To
inculcate these skills, projects in as many learning modalities as
possible are presented, but at no time does the program lose sight of
the obvious: to become an excellent writer, one must write and be
exposed to outstanding writing.

Our students begin in either their prep (eighth grade) or freshman year
with an intense preparation in the mechanics of grammar. This is
reinforced by the Latin class which is also required of all freshmen.
Together with this is solid instruction in interpretive reading through
all rhetorical genre.

Sophomore year takes the students into the crafting of effective
paragraph structures and a solid evidentiary process in essay writing.
During this year, the interpretive reading skills are maintained and
reinforced.

Junior year sees the students maintain and enlarge upon the rhetorical
skills presented in sophomore year and a more intense level of critical
thinking in document analysis.

In senior year, logic is studied formally together with an increased
emphasis on analytical writing. The senior year culminates in the
presentation of a minimum ten page thesis driven research paper which
stands as an independent graduation requirement. Throughout the four
years, this paper is offered as a reason that each new rhetorical and
analytical skill must be mastered.

**Question 3**

Covington Latin School offers its students the foundations of the
English language and western civilization by providing courses in Latin,
German, and Greek.

All students must take at least two years of Latin. Here they reinforce
what they learn in their English classes---the essentials of grammar and
basic sentence structure. Latin is particularly good for this because it
is an inflected language, i.e. the endings of the words show their
function in the sentence. By studying Latin, students may also improve
their English vocabulary, since so many English words are derived from
Latin. By studying Latin, students have learned the basis for ALL of the
Romance languages. Because Latin I and II also include a study of the
culture and mythology of the Romans and Greeks, students see the
similarities and connections to their own modern world. This also
fosters an understanding of allusions they will meet throughout their
study of literature. Latin is really very interdisciplinary; Latin
classes often have math, science, history, religion, and English in
them.

Students beginning their Junior year may decide to continue the study of
Latin. Both Latin III and Latin IV are Advanced Placement courses,
offering students the opportunity to earn college credit. Students read
the literature of Cicero, Catullus, and Vergil, putting to good use the
vocabulary and rules of grammar they learned in their first two years.
These classes once again mirror their English courses in both content
and style. In both Latin and English, students learn how to analyze and
discuss literature. They study figures of speech and rhetorical styles,
all while advancing their knowledge of Greco-Roman civilization.

Students continuing Latin may also opt to study Ancient Greek for one or
two years. Again, they study an inflected language different from, but
related to Latin. Greek, too, has given English many words, particularly
in the sciences. By studying Greek, students further their knowledge of
the ancient world in a way that supports their study of Latin and modern
culture.

Beginning with their Junior year, students may instead choose to take
German. Though many English words come from Latin, it is still a
Germanic language. By choosing to study German, students have the
opportunity to communicate in a modern language. They continue studying
an inflected language, but must demonstrate oral and listening
proficiency as well.

Seniors must pass an oral examination in either Latin or German as an
independent graduation requirement. The most significant indicator of
the success of the language department is not the number of awards
students have won on regional, state and national competitions, but the
number of students who continue their study of language at the
collegiate level.

# 

# Question 4

Teachers at Covington Latin utilize a wide range of instructional
methods. Individual classroom teachers utilize methodology running from
classic lecture, intensive compositional and creative writing, and
public presentation to required Powerpoint presentations, choral singing
in language classes and the production of plays and skits.

Moreover, however, the curriculum builds in opportunities for further
creative approaches. For instance, standing elements of the freshman
Ancient and Medieval History curriculum are what we call Ancient Day and
Middle Ages Day. On these days the entire school day is devoted to study
of these periods, and students must produce a project of some sort, be
it a sculpture, painting, stained-glass window, etc., that relates to
the particular period. In addition they must create a costume from the
period. In addition, the school has recently adopted a Whole School
Project structure in which the students choose a theme for a year, and
as teachers work that theme into their lessons throughout the year,
student again find their own creative approach to the theme. This year
students produced projects running from sculptures and painting through
musical performance and computer websites pertaining to the theme.

The curriculum also builds in a requirement of public speaking classes,
with a public performance before the school or general community a
required element.

For student having difficulties, the school also builds in special
systems. A weekly tutorial period is built into the school week, in
which teachers may assign students to act as tutors to assist classmates
who may be struggling. Also, an after-school Mentor Center allows
struggling student to receive assistance from teachers or other
volunteer students.

# 

# Question 5

Covington Latin strongly advocates its teachers receiving ongoing
education and training. That support falls into three main forms. First,
Covington Latin has long had a policy of paying half of tuition for all
coursework at local colleges and universities. This policy is not
restricted simply to achieving a certification necessary for the school,
but applies to all coursework, working from the philosophy that the
better rounded and educated a teacher becomes, the more effective he or
she can be. In the past term, five out of the eighteen teachers and
administrators were taking coursework with school financial assistance.
Over half of the current teaching faculty have used this policy to help
further their education and improve their educational effectiveness.

Secondly, the school actively supports teachers' participation in
workshops and symposia, generally paying all expenses related to the
teacher's attendance. This, in fact, has been a point of particular
emphasis on the part of the school's board of advisors.

Thirdly, the school sponsors in-house in-service programs. This year the
school has organized two technology workshops for teachers, the first on
PowerPoint technology, and the second on a new grade book program that
the school is implementing. A workshop on multiple learning styles has
also been discussed.

As stated above, Covington Latin works from the philosophy that a well
trained and well educated faculty most effectively helps to achieve high
levels of learning in students.

**[PART VI - PRIVATE SCHOOL ADDENDUM]{.underline}**

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

Private school association(s): [Roman Catholic]{.underline}

(Give primary religious or independent association only)

Does the school have nonprofit, tax exempt (501(c)(3)) status? Yes
[X]{.underline}

No \_\_\_\_\_\_

**Part II ‑ Demographics**

1\. What are the 2001-2002 tuition rates, by grade? (Do not include
room, board, or fees.)

\$ [N/A]{.underline} \$ [N/A]{.underline} \$ [N/A]{.underline} \$
[N/A]{.underline} \$ [N/A]{.underline} \$ [N/A]{.underline}

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

\$ [N/A]{.underline} \$ [N/A]{.underline} \$[4495/4795]{.underline}
\$[4495/4795]{.underline} \$[4495/4795]{.underline}
\$[4495/4795]{.underline}

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

\$ 4495/4795 \$ [N/A]{.underline}

12^th^ Other

2\. What is the educational cost per student? \$ [6125.00]{.underline}

(School budget divided by enrollment)

3\. What is the average financial aid per student? \$
[3250.00]{.underline}

4\. What percentage of the annual budget is devoted to [15]{.underline}
%

scholarship assistance and/or tuition reduction?

5\. What percentage of the student body receives

scholarship assistance, including tuition reduction? [58]{.underline} %

# ASSESSMENT DATA: MATH

**Grade:** 12^th^

**Test:** ACT Math

**Edition:** Varies by year

**Publisher:** ACT, Inc.

One student in each class for which data is supplied chose only to take
the SAT.

Scores are ACT scaled scores.

+----------------------+---------------+---------------+---------------+
|                      | 2001-2002     | 2000-2001     | 1999-2000     |
+----------------------+---------------+---------------+---------------+
| Testing month        | Varies        | Varies        | Varies        |
+----------------------+---------------+---------------+---------------+
|                      |               |               |               |
+----------------------+---------------+---------------+---------------+
| ## SCHOOL SCORES     |               |               |               |
+----------------------+---------------+---------------+---------------+
| Total score          | 27.7          | 26.5          | 28            |
+----------------------+---------------+---------------+---------------+
| Number of students   | 29            | 30            | 34            |
| tested               |               |               |               |
+----------------------+---------------+---------------+---------------+
| \% of total students | 96.7          | 96.8          | 97.1          |
| tested               |               |               |               |
+----------------------+---------------+---------------+---------------+
| Number excluded      | 1             | 1             | 1             |
+----------------------+---------------+---------------+---------------+
| \% of students       | 3.3           | 3.2           | 2.9           |
| excluded             |               |               |               |
+----------------------+---------------+---------------+---------------+

The following information was taken from the ACT, Inc website.

+----------------------+---------------+---------------+---------------+
|                      | 2001-2002     | 2000-2001     | 1999-2000     |
+----------------------+---------------+---------------+---------------+
|                      |               |               |               |
+----------------------+---------------+---------------+---------------+
| ## NATIONAL SCORES   |               |               |               |
+----------------------+---------------+---------------+---------------+
| Total score          | 20.6          | 20.7          | 20.7          |
+----------------------+---------------+---------------+---------------+
|                      |               |               |               |
+----------------------+---------------+---------------+---------------+
| ##                   |               |               |               |
|  STANDARD DEVIATIONS |               |               |               |
+----------------------+---------------+---------------+---------------+
| Total Standard       | 5             | 5             | 5             |
| Deviation            |               |               |               |
+----------------------+---------------+---------------+---------------+

# ASSESSMENT DATA: READING

**Grade:** 12^th^

**Test:** ACT Reading

**Edition:** Varies by year

**Publisher:** ACT, Inc.

One student in each class for which data is supplied chose only to take
the SAT.

Scores are ACT scaled scores.

+----------------------+---------------+---------------+---------------+
|                      | 2001-2002     | 2000-2001     | 1999-2000     |
+----------------------+---------------+---------------+---------------+
| Testing month        | Varies        | Varies        | Varies        |
+----------------------+---------------+---------------+---------------+
|                      |               |               |               |
+----------------------+---------------+---------------+---------------+
| ## SCHOOL SCORES     |               |               |               |
+----------------------+---------------+---------------+---------------+
| Total score          | 27.1          | 28.1          | 28.2          |
+----------------------+---------------+---------------+---------------+
| Number of students   | 29            | 30            | 34            |
| tested               |               |               |               |
+----------------------+---------------+---------------+---------------+
| \% of total students | 96.7          | 96.8          | 97.1          |
| tested               |               |               |               |
+----------------------+---------------+---------------+---------------+
| Number excluded      | 1             | 1             | 1             |
+----------------------+---------------+---------------+---------------+
| \% of students       | 3.3           | 3.2           | 2.9           |
| excluded             |               |               |               |
+----------------------+---------------+---------------+---------------+

The following information was taken from the ACT, Inc website.

+----------------------+---------------+---------------+---------------+
|                      | 2001-2002     | 2000-2001     | 1999-2000     |
+----------------------+---------------+---------------+---------------+
|                      |               |               |               |
+----------------------+---------------+---------------+---------------+
| ## NATIONAL SCORES   |               |               |               |
+----------------------+---------------+---------------+---------------+
| Total score          | 21.1          | 21.3          | 21.4          |
+----------------------+---------------+---------------+---------------+
|                      |               |               |               |
+----------------------+---------------+---------------+---------------+
| ##                   |               |               |               |
|  STANDARD DEVIATIONS |               |               |               |
+----------------------+---------------+---------------+---------------+
| Total Standard       | 6.1           | 6             | 6.1           |
| Deviation            |               |               |               |
+----------------------+---------------+---------------+---------------+