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

*U.S. Department of Education*

**Cover Sheet** Type of School: \_\_Elementary \_\_Middle
[x]{.underline} High \_\_K-12

Name of Principal [Dr. Dora P. Kontogiannis]{.underline}

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

Official School Name [Tenafly High School]{.underline}

(As it should appear in the official records)

School Mailing Address [19 Columbus Drive \_]{.underline}

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

[Tenafly New Jersey 07670 -- 1657 \_]{.underline}

City State Zip Code+4 (9 digits total)

County [Bergen]{.underline} School Code Number\* [311455 \_]{.underline}

Telephone [(201) 816 -- 6605]{.underline} Fax [(201) 871 -- 9184
\_]{.underline}

Website/URL [www.tenafly.k12.nj.us](http://www.tenafly.k12.nj.us/) [is
the district website]{.underline} E-mail
[dkontogiannis@tenafly.k12.nj.us]{.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 [February 3, 2005 \_]{.underline}

(Principal's Signature)

Name of Superintendent\* [Dr. Darrell R. Lund \_]{.underline}

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

District Name [Tenafly Public Schools]{.underline} Tel. [(201) 816 --
4500 \_]{.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 [February 3, 2005 \_]{.underline}

(Superintendent's Signature)

Name of School Board Mr. Richard C. Fooshee

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 [February 3, 2005 ­]{.underline}

(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: [4]{.underline} Elementary
schools

[1]{.underline} Middle schools

[0]{.underline} Junior high schools

[1]{.underline} High schools

[0]{.underline} Other

[6]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$12,428 \_]{.underline}

Average State Per Pupil Expenditure: [\$11,903 \_]{.underline}

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

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

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

4\. [7]{.underline} Number of years the principal has been in her/his
position at this school.

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

5\. Number of students as of October 1 (2004) 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**       125       138         263

  **2**                                                     **10**      134       105         239

  **3**                                                     **11**      109       111         220

  **4**                                                     **12**      139       107         246

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   968
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

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

6\. Racial/ethnic composition of [65]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[3]{.underline} % Hispanic or Latino

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

[0]{.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:
[4]{.underline} %

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

  --------- -------------------------------------------- ------------------
  **(1)**   Number of students who transferred ***to***  16
            the school after October 1 until the end of  
            the year.                                    

  **(2)**   Number of students who transferred           22
            ***from*** the school after October 1 until  
            the end of the year.                         

  **(3)**   Subtotal of all transferred students \[sum   38
            of rows (1) and (2)\]                        

  **(4)**   Total number of students in the school as of 951
            October 1 (2003)                             

  **(5)**   Subtotal in row (3) divided by total in row  .039
            (4)                                          

  **(6)**   Amount in row (5) multiplied by 100          3.9
  --------- -------------------------------------------- ------------------

8\. Limited English Proficient students in the school: [5]{.underline} %

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

Number of languages represented: [26 \_]{.underline}

Specify languages: English, Spanish, Portuguese, Korean, French, Greek,
Japanese, Hindu (Urdu), Arabic, Turkish, Tagalong, Farsi, Hebrew, Thai
(Tai), Armenian (Hahyer), Rumanian, Bulgarian, Albanian, Gujarati,
Cantonese, Malay-Indonesian, Mandarin, Taiwanese, Shona, Chin (Northern
Chinese), Russian

9\. Students eligible for free/reduced-priced meals: [0]{.underline} %

Total number students who qualify: [3 \_]{.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: [9]{.underline} %

[91]{.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 [1]{.underline} Orthopedic Impairment

\_\_\_\_Deafness [5]{.underline} Other Health Impaired

\_\_\_\_Deaf-Blindness [70]{.underline} Specific Learning Disability

[2]{.underline} Emotional Disturbance [3]{.underline} Speech or Language
Impairment

\_\_\_\_Hearing Impairment [2]{.underline} Traumatic Brain Injury

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

[8]{.underline} Multiple Disabilities

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

    **Number of Staff**

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

Administrator(s) [5]{.underline} [5]{.underline}

Classroom teachers [74]{.underline} [15]{.underline}

Special resource teachers/specialists [10]{.underline} [1]{.underline}

Paraprofessionals [3]{.underline} [4]{.underline}

> Support staff [25]{.underline} [0]{.underline}
>
> Total number [117]{.underline} [25]{.underline}

12\. Average school student-"classroom teacher" ratio: [12 : 1
\_]{.underline}

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

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

  Daily student attendance  96 %        97 %        96 %        96 %        95 %

  Daily teacher attendance  98 %        97 %        98 %        97 %        97 %

  Teacher turnover rate     11 %        10 %        8 %         13 %        6 %

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

  Student drop-off rate     4 %         4 %         12 %        4 %         6 %
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

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

+---------------------------------------------------------+------------+
| Graduating class size                                   | > 232      |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > 90 %     |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > 7 %      |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > 0 %      |
+---------------------------------------------------------+------------+
| Found employment                                        | > 0 %      |
+---------------------------------------------------------+------------+
| Military service                                        | > 1 %      |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > 0 %      |
+---------------------------------------------------------+------------+
| Unknown                                                 | > 2 %      |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Tenafly High School is located in Tenafly, New Jersey, a suburban
community that lies six miles from New York City, with a population of
approximately 15,000. The Borough and its neighboring sending District
of Alpine are characterized by a predominantly professional,
accomplished and diverse population. Local residents set high standards
of excellence for themselves, and they have set similar standards for
their children. The Tenafly Public School District reflects a
community-wide commitment to excellence and achievement that is renewed
at the start of every school day.

Tenafly High School's vision is that of an educational community that
fosters learning as a rewarding and lifelong process. Its mission is to
provide an education that encourages each student to function at his/her
highest level, with the expectation that students will have respect for
all people and be responsible citizens within a democratic society.

The philosophy of Tenafly High School is to provide each student with an
education that will develop the highest degree of individual excellence.
The school community believes that the primary responsibility of the
school is to create a safe and caring environment that encourages
learning and personal fulfillment and promotes the growth of
self-discipline, responsibility, and self-expression, as well as moral,
intellectual and aesthetic values. It fosters respect and a value for
diversity, social cooperation and good sportsmanship, and guidance
through the processes of critical thinking, problem-solving and decision
making in order to adapt successfully and contribute as positive forces
in their future communities.

A comprehensive, four-year school that is accredited by the Middle
States Association of Colleges and Secondary Schools and the New Jersey
Department of Education, Tenafly High School offers an academically
acclaimed college preparatory program to a diverse student population of
approximately 975 students. It embodies the essential ingredients of a
lighthouse district, always striving to stay on the cutting edge of new
and sound educational programs. Tenafly High School was ranked #3 in the
State by *New Jersey Monthly* (2004) and named as one of the best
American High Schools by *Newsweek* (2003).

A multi-media presentation room and a state-of-the-art video
conferencing/presentation theatre support a program that sets the stage
for the millennium. There are 100 staff members, including three
Fulbright Scholars; ninety percent possess advanced degrees. Tenafly
High School is one of approximately 200 high schools across the United
States and the world participating in Virtual High School, a program
which offers high-quality online courses which supplement face-to-face
learning.

THS is proud of its many students who volunteer for local and community
services in order to experience a unique aspect of education that will
prepare them for the future. Students play a vital role in Tenafly's
Emergency Medical Response Team. They receive appropriate medical
training and provide a most valuable service to our community. Many
students volunteer at our local hospital and also work with students at
a nearby community center.

On a regular basis, students experience outstanding success in
individual and team competition on the county, state and national
levels. Students are consistently recognized for their academic and
athletic accomplishments. Results on standardized tests reflect their
dedication to their studies. Students have been accepted to and excel at
the finest colleges and universities in the country.

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

1.  Students who attend public high schools in New Jersey must pass a
    high-stakes assessment in order to graduate. During the assessment
    period outlined, two different state assessments have been
    administered. Initially, the High School Proficiency Test (HSPT) was
    the test of record; subsequently, the High School Proficiency
    Assessment (HSPA) replaced this test. Beginning in the fall of the
    junior year, students had four (4) opportunities to pass the HSPT.
    By comparison, students who sit for the HSPA take the test for the
    first time in the spring of their junior year and have three (3)
    opportunities to demonstrate their proficiency.

> As mentioned above, prior to April 2002, the High School Proficiency
> Test (HSPT) was the test of record. The test was scored from 100 to
> 500. The cut-off score, indicative of proficiency, was 300. Students
> needed to earn a passing score in the areas of reading, writing, and
> mathematics. Students who had not passed all sections after three (3)
> attempts by the midway point of the senior year were given the
> opportunity to demonstrate proficiency in an alternate manner, via a
> Special Review Assessment (SRA).
>
> The SRA was the designated alternate assessment for the HSPT. It was
> available to students who had met all high school graduation
> requirements except for demonstrating proficiency in all content areas
> of the HSPT. The SRA was aligned to the HSPT specifications to ensure
> that students who demonstrate proficiency through the SRA had
> demonstrated the same knowledge, skills and performance levels as
> students who were proficient on the HSPT. Whether or not they
> successfully completed the SRA process, students were required to sit
> for a fourth time for the HSPT that was administered in the spring of
> their senior year.
>
> The HSPA replaced the HSPT in April 2002. It "raised the bar,"
> establishing higher expectations that were aligned with the State's
> Core Curriculum Content Standards. Students in the Classes of 2003 and
> 2004 were required to demonstrate proficiency in two areas: language
> arts literacy and mathematics. The test is scored from 100 to 300.
> Students scoring below 200 in one or both areas are considered to be
> partially proficient; those scoring from 201 to 250 are considered to
> be proficient; and those scoring above 250 are considered to be
> advanced proficient. As with students who had not demonstrated
> proficiency on all sections of the HSPT, students who have not passed
> all sections of the HSPA by the midway point of the senior year
> participate in the SRA process and re-take the appropriate section(s)
> in the spring of their senior year.
>
> Information regarding New Jersey's state assessment program can be
> found at <http://www.state.nj.us/njded/assessments/hs/>. In addition,
> school data can be found on the district website
> ([www.tenafly.k12.nj.us](http://www.tenafly.k12.nj.us/)). As one can
> see in Part VII, Tenafly High School students' test results on both
> tests speak for themselves. During the reporting period, on a
> consistent basis, Tenafly High School students have excelled in all
> areas tested. In the process, they have significantly surpassed
> statewide performance and demonstrated exemplary results when compared
> to students at schools of similar socioeconomic status. During this
> reporting period, all students who have been required to demonstrate
> proficiency, including learning different students and English as a
> Second Language students, have done so via the HSPT, HSPA, or SRA
> process.

2.  Assessment data are used in a variety of ways. Incoming freshmen sit
    for the Grade Eight Proficiency Assessment (GEPA), which serves as
    an effective "early warning" for students scoring below or just
    above the partially proficient level. These students receive
    remedial support and are closely monitored. When appropriate, this
    support continues for one or more years as students progress through
    high school. Counselors who register incoming freshmen also consider
    test results for the Terra Nova, which is administered to Middle
    School students. Close coordination occurs between building
    administrators, guidance counselors, the Child Study Team, and the
    leaders of the English, English as a Second Language, Mathematics
    and Special Services Departments in order to ensure that appropriate
    content and techniques are employed to support students in need of
    remediation.

> Department chairs, building level, and district level administrators
> participate in workshops offered by the State Department of Education
> to update their knowledge of and familiarity with the core curriculum
> content standards. Articulation and sharing take place via
> professional development workshops, department and faculty meetings,
> and district-wide initiatives.
>
> In addition to State-mandated assessments (GEPA, HSPA, SRA), results
> of other assessments are also carefully evaluated. Performance on SAT
> I, SAT II, and Advanced Placement examinations lead to adjustments in
> instruction where warranted. Report card grades are examined and
> reviewed. Student performance on final exams is constantly assessed,
> and teachers use test results to examine the effectiveness of their
> methodologies and presentations.
>
> Periodically, at the end of marking periods and semesters,
> administrators review grade distribution data. Simply stated,
> assessment data are utilized to ascertain student progress and
> instructional relevance and effectiveness.

3.  Dissemination of student performance, including assessment data,
    occurs in a number and variety of ways. Parents are mailed
    individual student reports for the HSPA. In the fall, the Director
    of Guidance provides a summary of district-wide test results at a
    Board of Education meeting. Via press releases, local newspapers
    disseminate assessment data. The School Profile provides highlights
    of standardized test data. Assessment data are posted on the
    district website
    [www.tenafly.k12.nj.us](http://www.tenafly.k12.nj.us/). Detailed
    information is included in the New Jersey State Report Card.

On a quarterly basis, parents receive school report cards. Mid-marking
period progress reports are

> sent home. Telephone and in-person conferences are held. E-mail
> communications occur between parents, teachers, and counselors. Data
> are communicated via school, guidance department, and district
> newsletters.
>
> THS gives recognition at award ceremonies. Students are recognized
> individually by the school and through town wide newsletters. The
> Director of Guidance provides an annual report on college acceptances
> for the graduating class at a Board of Education meeting held at the
> end of the academic year. Staff share information related to student
> performance at Post High School Planning Night, Back-to-School Night,
> and at parent-teacher conferences held in the fall and spring in their
> effort to keep all members of the school community apprised.

4.  Due to its outstanding reputation, many high schools in the
    metropolitan area look to THS to share its successes with them.
    Building and Central Office administrators actively participate in
    organizations where sharing and exchanging of ideas take place. The
    Principal is a member of a consortium involving other local high
    school leaders. The Director of Guidance participates in a
    county-wide organization. Counselors belong to and serve as leaders
    in the countywide counseling organization. The Superintendent is a
    member of the county roundtable for chief school administrators.

> The District's website serves as a valuable source of information
> sharing, as do our school Profile and Program of Studies. Channel 77,
> Tenafly High School's own local cable television station, informs
> members of our school community and the community at-large of our
> successes. College admissions representatives visit our school on a
> regular basis, and we share our noteworthy accomplishments with them.
> Via letters of recommendation written by teachers, counselors,
> coaches, and administrators, our success story is broadcast. Our
> School Profile offers a valuable perspective to college and university
> personnel. In addition, many local realtors use the Profile as a way
> of informing prospective property owners about our outstanding
> schools. Our successes are acknowledged by our membership and
> participation in the Middle States Association of Secondary Schools
> and Colleges and The College Board.
>
> THS developed a partnership with Seton Hall University, and looks to
> expand upon this type of initiative. Tenafly High School constantly
> serves as a host school for visitors from other schools, including
> professional educators from other countries. Teachers and students
> have participated in exchange programs, in the process making the
> world a smaller place. The Internet facilitates constant communication
> with individuals and schools from around the globe.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  Tenafly High School has a thoroughly comprehensive curriculum that
    meets the needs of its diverse learning community. The curriculum is
    aligned with the New Jersey State Core Curriculum Content Standards.
    The curriculum is not a collection of isolated courses but, rather,
    a system of learning experiences designed to help students grow
    academically as well as physically and socially. Each course builds
    on the previous ones. Each department uses criteria that include
    standardized test results, student grade performance, teacher
    evaluation, and portfolio assessment for student placement.
    Foundation level classes are offered to students that need
    additional skill reinforcement before moving onto the higher levels
    of the curriculum. Enriched courses allow students the opportunity
    to provide themselves with a greater challenge than the regular
    college courses. Students accept the fact that these courses are
    more demanding and that the teachers' standards for evaluation will
    be rigorous. Honors and Advanced Placement courses offer motivated
    students college-level educational experiences appropriate to their
    abilities, talents and interests.

> The English Department teaches the literatures of Africa and the
> Middle East, South and East Asia, Europe, and the United States. In
> studying these literatures, students build their cultural awareness
> and have many opportunities to read, write, speak, listen, and conduct
> research, both alone and in co-operative learning groups. A fully
> networked computer Writing Center is available to individuals and to
> classes for research and writing.
>
> The English as a Second Language Department offers an in-depth program
> in courses that focus on English language acquisition through language
> arts, English as a Second Language and intense reading and writing
> instruction. The purpose of the program is to prepare students to
> participate in the school's mainstream curriculum. Specialized courses
> are offered in social studies and science designed to support students
> in acquiring English mastery. In-class support is provided in a
> variety of classes including Geometry, Project Adventure, and Driver's
> Education.
>
> The Social Studies Department has a four-year requirement, which
> consists of two years of World History and two years of American
> History. The Department offers Advanced Placement courses in American
> History and American Government. Electives include Constitutional Law,
> Contemporary Issues and Adventure for the Mind: Research Seminar.
> Students participate in a wide variety of video and Internet research
> projects.
>
> The Mathematics department offers challenging courses with most
> students taking a four-year program. The sequence begins for most
> students with Geometry and progresses through Advanced Placement AB or
> BC Calculus. Elective courses are available in Computer Programming
> leading to Advanced Placement Computer Science. Emphasis is placed on
> the use of the graphing calculator. Students have numerous
> opportunities to enter math contests.
>
> The Science curriculum begins with all students taking physical
> science to ensure a strong foundation. Students are offered numerous
> courses to take enriched and honors courses leading to Advancement
> Placement in Biology, Chemistry and Physics. Over 75 percent of the
> students enroll in four years of science. All courses except for
> Science Technology and Society include a two-class session laboratory
> period once a week.
>
> The World Languages Department offers students the opportunity to
> either continue studying French or Spanish begun at the Middle School
> level or to begin Italian or Japanese. The facilities of the language
> laboratory are available to students. Participation in regional and
> national contests is advocated. Emphasis is placed on use of the
> target language. Advanced Placement courses are offered in French and
> Spanish.
>
> The Special Education Department provides support to 91students within
> the mainstream during the school day. Students receive a period of
> Study Skills and may receive in-class support in the curriculum if
> appropriate.
>
> The students embrace the extensive Visual and Performing Arts
> Curriculum. The Music Department in addition to performing ensembles
> in Band, Choir, and Orchestra, offers Music Appreciation, Music
> Technology, Sight-Reading, Guitar, Jazz Improvisation and Advanced
> Placement Music Theory. Students audition for Wind Ensemble, Madrigal
> Singers, Jazz Ensemble, Chamber Ensemble, Percussion Ensemble and
> Spring Musical. The Arts curriculum includes Basic/Graphic Design,
> Crafts, Painting, Advanced Painting, Computer Graphics, Drawing,
> Studio Art Honors and Advanced Art Honors. The Communications
> Department offers courses in Public Speaking, Speech and Acting.
> Students participate in the fall and spring plays. Musical Theatre
> Stagecraft and Design and Television Production courses provide
> students with the opportunity to learn the practical approach to the
> technical and production aspects of theater and television.
>
> Industrial Arts courses in Woodworking, Metalworking and Drafting
> allow students the opportunity to experience hands-on technology. The
> Family and Consumer Studies courses in Creative Cuisine, Regional
> Cuisine, World of Foods and Experience with Foods enable students to
> learn about diet and nutrition for good health. The Child Development
> classes learn through supervised observation and participation in a
> Child Center with groups of young children from the community.
> Business courses in Accounting, Information Processing, Marketing,
> Personal Finance, Business Law, and International Business prepare
> students for college programs.
>
> The Virtual High School allows students to take courses that are not
> offered at Tenafly High School. Students are able to pursue areas of
> interest in depth. These courses are rigorous and require a great deal
> of self-discipline. They are taken asynchronously and students
> complete their work at home as well as school. The Bergen County
> Technical Education Center offers interested students a half-day of
> career training.

2.  a\. Not applicable.

```{=html}
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```
2.  b\. The English Department strives to meet the needs of individual
    students with diverse backgrounds, abilities, and interests through
    differentiating instruction within the three levels (foundations
    through honors) of English offered each year. Readings in these
    classes are drawn from the literature of several traditions and
    cultures with the intent of engaging students with a variety of
    voices. These readings address the recurring questions of human
    experience and create occasions for writing, for expanding
    vocabulary, and for exploring the structure and nuances of language.

> In grades nine through eleven, much of the English curriculum
> parallels the topical emphases of the social studies program. In grade
> nine, that emphasis is on mythology and on the literature and history
> of Africa, the Middle East, South Asia, and East Asia. In grade ten,
> students study the Western European tradition, and in grade eleven,
> they study American literature and culture. In senior year, students
> select from among a number of electives: Shakespeare/Modern Drama,
> Psychology and Literature/Art and Literature, or War and
> Literature/Contemporary American Poetry. We offer two Advanced
> Placement English classes in Language and Composition and in
> Literature and Composition.
>
> In addition to working to meet the needs of our students through
> placing them at the appropriate level and through designing those
> classes to meet their needs, we also offer a number of Creative
> Writing electives. Students enrolled in these classes learn the craft
> of writing fiction, poetry, non-fiction, and drama, and they also gain
> skill at reading and responding to the work of their classmates.
>
> Students who are new to this country learn English in our extensive
> English as a Second Language courses until they are ready to enter
> mainstream English classes. Students with reading or writing skills
> below grade level are placed in supplemental, remedial English
> classes. Those whose reading is far below grade level receive
> one-to-one instruction from a reading teacher skilled in
> Orton-Gillingham methodology.

3.  In keeping with the school's mission and philosophy, the Social
    Studies Department offers a comprehensive program for all students
    while being responsive to individual needs and interests that
    incorporate technology-enhanced modes of instruction.

> Although the state requires one year of world history, Tenafly High
> School requires two -- freshmen study Africa, Asia, and the Middle
> East and sophomores study Western Civilization. The school does this
> in recognition of the importance of non-western cultures which are
> often shortchanged in the traditional curriculum, as well as to honor
> the heritage of many of our students.
>
> Tenafly High School offers courses at varying levels of difficulty so
> that it can most effectively address the diverse needs and interests
> of the students. Students are placed in honors or AP level courses or
> more remedial "Foundations" courses by teacher recommendation but can
> also self-select between "survey" and "enriched" level courses in
> grades 10--12.
>
> To welcome and accommodate English language learners, Tenafly High
> School offers American Cultures courses at beginning, intermediate and
> advanced levels. These courses are taught by Social Studies teachers,
> with support from ESL teachers at the beginning level. In alternate
> years, the curriculum mirrors those of either the US I or the US II
> course so that new students can study the two-year American history
> sequence, regardless of when they arrive at school. They would then be
> ready to complete their world history requirements.
>
> Students who have a particular interest in social studies can avail
> themselves of elective offerings: Constitutional Law, U.S. Government
> A.P., Contemporary Issues and the Independent Research
>
> Seminar. In this last course, students work under the guidance of a
> teacher to develop a semester-length research project. An additional
> option for students is the Virtual High School, through which they can
> find more specialized courses.

4.  Tenafly High School strives to engage students in the robust array
    of curricula through a wide-variety of instructional strategies.
    Teachers bring students to new heights through both traditional
    methods and a more contemporary approach by harnessing the multitude
    of cutting edge technologies that are available to them and
    students. At the entry level, they infuse PowerPoint in both
    teaching and learning. They use videoconferencing and television
    technologies to enhance and multiply direct teaching, lecture, and
    cooperative learning. Through guest speakers, discussion,
    experimentation and observation, students find themselves wanting to
    know more about their subjects. 

> The principle of inquiry, based on observation and inference, is
> widely used in science classes. Students apply what they have learned
> to new situations, drawing heavily on a broad base of knowledge. It is
> in that pursuit of knowledge, with time to question, to ponder, and to
> reflect that students gain a true understanding of course material.  A
> state-of-the-art Writing Center plays an integral part of the English
> program. Students use the Center's resources to research topics
> through the Internet; to create presentations; and to draft, revise,
> and edit their writing.
>
> Differentiation allows teachers to meet students at their individual
> levels. They accept the fact that they must be ready to engage
> students in instruction by using a variety of instructional methods to
> meet the learning style of each student. Students are expected to
> extend themselves through course material and assignments by
> emphasizing analysis, creativity, and critical evaluation.
>
> Cooperative learning activities occur across the curriculum. Students
> learn positive interdependence, individual accountability, and team
> building skills. Socratic teaching focuses on giving students
> questions, not answers. The abilities that students gain by focusing
> on the elements of reason in a self-assessing and disciplined way and
> the logical relationships that result from disciplined thought prepare
> students for Socratic questioning.

5.  Tenafly Public Schools is committed to providing all administration
    and staff with the opportunity to equip themselves with a repertoire
    of necessary skills, to develop an understanding of newer movements
    in education, and to prepare themselves for the task of shaping
    successful human beings who are information literate, critical
    thinking, and self-directed global citizens. Tenafly High School
    continues to deliver a variety of opportunities to staff and
    administration. In addition to whole day offsite workshops, after
    school presentations, department sessions, individual lessons,
    online resources, and Adult School how-to classes, Tenafly is in the
    process of building a summer academy for teachers and
    administrators.

> At the high school level, professional development workshops no longer
> fall under the paradigm of "how to" but rather lie on the foundation
> of educational philosophy and pedagogy. Take the technology training
> incentives, for instance. There is now a strong movement at Tenafly
> High School towards revisiting instructional strategies and student
> learning through the exploration of new technologies. Staff select
> from a robust array of learning opportunities that include but are not
> limited to the following: Teaching with Technology; Designing a
> Classroom Web Site with FrontPage 2003; Designing a Classroom Web Site
> with FrontPage 2003 Part II; Designing a Web-Based Inquiry Oriented
> Activity: The WebQuest; Reading, wRiting and Inspiration; The
> Synergistic Classroom; and Mobilizing Educational Agents with Moodle
> Online Courseware.
>
> As the aforementioned titles indicate, all technology is grounded in
> theory and measured in terms of student success. Students rank in the
> top tier of schools in the State of New Jersey; however, Tenafly High
> School measures not only test scores but the degree to which students
> enjoy their education and the feedback that it receives regarding the
> future successes of graduates. Overall, they are prepared for their
> academic and job-related futures. They have a strong and positive
> basis for healthy lifelong learning.

**PART VII - ASSESSMENT RESULTS**

Students who attend public high schools in New Jersey must pass a
high-stakes assessment in order to graduate. During the assessment
period outlined, two different state assessments have been administered.
Initially, the High School Proficiency Test (HSPT) was the test of
record; subsequently, the High School Proficiency Assessment (HSPA)
replaced this test. Beginning in the fall of the junior year, students
had four (4) opportunities to pass the HSPT. By comparison, students who
sit for the HSPA take the test for the first time in the spring of their
junior year and have three (3) opportunities to demonstrate their
proficiency.

Prior to April 2002, the High School Proficiency Test (HSPT) was the
test of record. The test was scored from 100 to 500. The cut-off score,
indicative of proficiency, was 300. Students needed to earn a passing
score in the areas of reading, writing, and mathematics. Students who
had not passed all sections after three (3) attempts by the midway point
of the senior year were given the opportunity to demonstrate proficiency
in an alternate manner, via a Special Review Assessment (SRA).

The HSPA replaced the HSPT in April 2002. It "raised the bar,"
establishing higher expectations that were aligned with the State's Core
Curriculum Content Standards. Students in the Classes of 2003 and 2004
were required to demonstrate proficiency in two areas: language arts
literacy and mathematics. The test is scored from 100 to 300. Students
scoring below 200 in one or both areas are considered to be partially
proficient; those scoring from 201 to 250 are considered to be
proficient; and those scoring above 250 are considered to be advanced
proficient.

**Please Note:** As directed, all numbers reflected in the assessment
results were rounded off to the nearest whole number.

**STATE CRITERION-REFERENCED TESTS**

Grade: [11 \_]{.underline}

Test: **[High_School_Proficiency_Assessment - LANGUAGE ARTS
LITERACY]{.underline}**

Edition/Publication Year: [Annual]{.underline}

Publisher: [New Jersey Department of Education]{.underline}

  ----------------------------------- ----------- ----------- ----------- ------------- -------------
                                      2003-2004   2002-2003   2001-2002   \*2000-2001   \*1999-2000

  Testing month                       March       March       March                     

  **SCHOOL SCORES**                                                                     

  \% At or Above Basic                100         100         100                       

  \% At or Above Proficient           97          97          95                        

  \% At Advanced                      39          33          30                        

  Number of students tested           254         232         205                       

  Percent of total students tested    100         100         100                       

  Number of students alternatively    0           0           0                         
  assessed                                                                              

  Percent of students alternatively   0           0           0                         
  assessed                                                                              

                                                                                        

  SUBGROUP SCORES                                                                       

  1\. General Education                                                                 

  \% At or Above Basic                100         100         100                       

  \% At or Above Proficient           100         100         98                        

  \% At Advanced                      46          40          34                        

  Number of students tested           209         182         175                       

  2\. Special Education                                                                 

  \% At or Above Basic                100         100         100                       

  \% At or Above Proficient           88          92          77                        

  \% At Advanced                      18          8           0                         

  Number of students tested           17          37          17                        

  3\. IEP Exempt From Passing                                                           

  \% At or Above Basic                100         0           n.a.                      

  \% At or Above Proficient           75          100         n.a.                      

  \% At Advanced                      0           0           n.a.                      

  Number of students tested           4           1           0                         

  4\. Limited English Proficient                                                        

  \% At or Above Basic                100         100         100                       

  \% At or Above Proficient           82          58          62                        

  \% At Advanced                      0           0           0                         

  Number of students tested           22          12          13                        

  **STATE SCORES**                                                                      

  \% At or Above Basic                100         100         100                       

  \% At or Above Proficient           82          80          81                        

  \% At Advanced                      17          15          15                        
  ----------------------------------- ----------- ----------- ----------- ------------- -------------

\* High School Proficiency Test (HSPT) administered and discontinued
after spring 2001

**STATE CRITERION-REFERENCED TESTS**

Grade: [11 \_]{.underline}

Test: **[High_School_Proficiency_Assessment - MATHEMATICS]{.underline}**

Edition/Publication Year: [Annual]{.underline}

Publisher: [New Jersey Department of Education]{.underline}

  ----------------------------------- ----------- ----------- ----------- ------------- -------------
                                      2003-2004   2002-2003   2001-2002   \*2000-2001   \*1999-2000

  Testing month                       March       March       March                     

  **SCHOOL SCORES**                                                                     

  \% At or Above Basic                100         100         100                       

  \% At or Above Proficient           94          91          96                        

  \% At Advanced                      68          50          50                        

  Number of students tested           254         232         205                       

  Percent of total students tested    100         100         100                       

  Number of students alternatively    0           0           0                         
  assessed                                                                              

  Percent of students alternatively   0           0           0                         
  assessed                                                                              

                                                                                        

  SUBGROUP SCORES                                                                       

  1\. General Education                                                                 

  \% At or Above Basic                100         100         100                       

  \% At or Above Proficient           99          96          99                        

  \% At Advanced                      72          58          54                        

  Number of students tested           210         182         175                       

  2\. Special Education                                                                 

  \% At or Above Basic                100         100         100                       

  \% At or Above Proficient           77          70          71                        

  \% At Advanced                      23          24          6                         

  Number of students tested           13          37          17                        

  3\. IEP Exempt From Passing                                                           

  \% At or Above Basic                100         100         n.a.                      

  \% At or Above Proficient           0           0           n.a.                      

  \% At Advanced                      0           0           n.a.                      

  Number of students tested           8           1           0                         

  4\. Limited English Proficient                                                        

  \% At or Above Basic                100         100         100                       

  \% At or Above Proficient           91          83          69                        

  \% At Advanced                      86          17          39                        

  Number of students tested           23          12          13                        

  **STATE SCORES**                                                                      

  \% At or Above Basic                100         100         100                       

  \% At or Above Proficient           70          66          69                        

  \% At Advanced                      25          20          19                        
  ----------------------------------- ----------- ----------- ----------- ------------- -------------

\* High School Proficiency Test (HSPT) administered and discontinued
after spring 2001

**STATE CRITERION-REFERENCED TESTS**

Grade: [11 \_]{.underline}

Test: **[High_School_Proficiency_Test - READING]{.underline}**

Edition/Publication Year: [Annual /DISCONTINUED AFTER APRIL
2001]{.underline}

Publisher: [New Jersey Department of Education]{.underline}

  --------------------------------- --------------- --------------- --------------- ----------- -----------
                                    \*\*2003-2004   \*\*2002-2003   \*\*2001-2002   2000-2001   1999-2000

  Testing month                                                                     Oct.        Oct.

  **SCHOOL SCORES**                                                                             

  Number of students tested                                                         244         232

  Percent of total students tested                                                  100         100

  **SUBGROUP SCORES**                                                                           

  1\. General Education                                                                         

  \% Passing                                                                        98          96

  Number of students tested                                                         200         192

  2\. Special Education                                                                         

  \% Passing                                                                        64          78

  Number of students tested                                                         25          27

  3\. Limited English Proficient                                                                

  \% Passing                                                                        37          31

  Number of students tested                                                         19          13

  **STATE SCORES**                                                                              

  \% Passing (General Education)                                                    90          90
  --------------------------------- --------------- --------------- --------------- ----------- -----------

Test: **[High_School_Proficiency_Test - MATHEMATICS]{.underline}**

  --------------------------------- --------------- --------------- --------------- ----------- -----------
                                    \*\*2003-2004   \*\*2002-2003   \*\*2001-2002   2000-2001   1999-2000

  Testing month                                                                     Oct.        Oct.

  **SCHOOL SCORES**                                                                             

  Number of students tested                                                         244         232

  Percent of total students tested                                                  100         100

  **SUBGROUP SCORES**                                                                           

  1\. General Education                                                                         

  \% Passing                                                                        99          100

  Number of students tested                                                         200         192

  2\. Special Education                                                                         

  \% Passing                                                                        68          82

  Number of students tested                                                         25          27

  3\. Limited English Proficient                                                                

  \% Passing                                                                        84          92

  Number of students tested                                                         19          13

  **STATE SCORES**                                                                              

  \% Passing (General Education)                                                    91          92
  --------------------------------- --------------- --------------- --------------- ----------- -----------

\*\* High School Proficiency Assessment (HSPA) administered beginning
spring 2002 -- present

**STATE CRITERION-REFERENCED TESTS**

Test: **[High_School_Proficiency_Test - WRITING]{.underline}**

  --------------------------------- --------------- --------------- --------------- ----------- -----------
                                    \*\*2003-2004   \*\*2002-2003   \*\*2001-2002   2000-2001   1999-2000

  Testing month                                                                     Oct.        Oct.

  **SCHOOL SCORES**                                                                             

  Number of students tested                                                         244         232

  Percent of total students tested                                                  100         100

  **SUBGROUP SCORES**                                                                           

  1\. General Education                                                                         

  \% Passing                                                                        99          96

  Number of students tested                                                         200         192

  2\. Special Education                                                                         

  \% Passing                                                                        80          70

  Number of students tested                                                         25          27

  3\. Limited English Proficient                                                                

  \% Passing                                                                        58          39

  Number of students tested                                                         19          13

  **STATE SCORES**                                                                              

  \% Passing (General Education)                                                    94          92
  --------------------------------- --------------- --------------- --------------- ----------- -----------

\*\* High School Proficiency Assessment (HSPA) administered beginning
spring 2002 -- present

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

Grade: [12 \_]{.underline}

Test: [\_\_**Scholastic Aptitude Test -- SAT**\_\_]{.underline}

Edition/Publication Year: [Annual]{.underline}

Publisher: [The College Board]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[x]{.underline} Percentiles \_\_\_

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| Testing month                 | Va   | Va   | Va   | Va   | Va   |
|                               | ried | ried | ried | ried | ried |
+-------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | 1185 | 1210 | 1153 | 1167 | 1175 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 232  | 205  | 239  | 243  | 234  |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | 100  | 100  | 100  | 100  | 100  |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| # SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1\. Male                    | 1192 | 1205 | 1171 | 1178 | 1186 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 126  | 108  | 134  | 120  | 126  |
+-------------------------------+------+------+------+------+------+
| > 2\. Female                  | 1176 | 1214 | 1129 | 1156 | 1162 |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 106  | 97   | 105  | 123  | 108  |
+-------------------------------+------+------+------+------+------+

> 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**          1026        1026        1020        1020        1019

  **STATE MEAN SCORE**             1015        1016        1011        1012        1011
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

Grade: [12 \_]{.underline}

Test: **[\_\_Scholastic Aptitude Test -- VERBAL SAT\_\_]{.underline}**

Edition/Publication Year: [Annual]{.underline}

Publisher: [The College Board]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[x]{.underline} Percentiles [\_\_\_]{.underline}

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| Testing month                 | Va   | Va   | Va   | Va   | Va   |
|                               | ried | ried | ried | ried | ried |
+-------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | 563  | 574  | 545  | 556  | 564  |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 232  | 205  | 239  | 243  | 234  |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | 100  | 100  | 100  | 100  | 100  |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| # SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1\. Male                    | 563  | 564  | 552  | 556  | 567  |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 126  | 108  | 134  | 120  | 126  |
+-------------------------------+------+------+------+------+------+
| > 2\. Female                  | 563  | 584  | 536  | 556  | 561  |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 106  | 97   | 105  | 123  | 108  |
+-------------------------------+------+------+------+------+------+

> 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**          508         507         504         506         505

  **STANDARD DEVIATION**           112         111         111         111         111
  -------------------------------- ----------- ----------- ----------- ----------- -----------

**ASSESSMENTS REFERENCED AGAINST NATIONAL NORMS**

Grade: [12 \_]{.underline}

Test: **[\_\_Scholastic Aptitude Test -- MATHEMATICS
SAT\_\_]{.underline}**

Edition/Publication Year: [Annual]{.underline}

Publisher: [The College Board]{.underline}

Scores are reported here as (check one): NCEs\_\_\_\_ Scaled scores
[x]{.underline} Percentiles [\_\_\_]{.underline}

+-------------------------------+------+------+------+------+------+
|                               | 2    | 2    | 2    | 2    | 1    |
|                               | 003- | 002- | 001- | 000- | 999- |
|                               | 2004 | 2003 | 2002 | 2001 | 2000 |
+-------------------------------+------+------+------+------+------+
| Testing month                 | Va   | Va   | Va   | Va   | Va   |
|                               | ried | ried | ried | ried | ried |
+-------------------------------+------+------+------+------+------+
| **SCHOOL SCORES**             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > Total Score                 | 622  | 636  | 608  | 611  | 611  |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 232  | 205  | 239  | 243  | 234  |
+-------------------------------+------+------+------+------+------+
| > Percent of total students   | 100  | 100  | 100  | 100  | 100  |
| > tested                      |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
|                               |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| # SUBGROUP SCORES             |      |      |      |      |      |
+-------------------------------+------+------+------+------+------+
| > 1\. Male                    | 629  | 641  | 619  | 622  | 619  |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 126  | 108  | 134  | 120  | 126  |
+-------------------------------+------+------+------+------+------+
| > 2\. Female                  | 613  | 630  | 593  | 600  | 601  |
+-------------------------------+------+------+------+------+------+
| > Number of students tested   | 106  | 97   | 105  | 123  | 108  |
+-------------------------------+------+------+------+------+------+

> 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**          518         519         516         514         514

  **STANDARD DEVIATION**           114         115         114         113         113
  -------------------------------- ----------- ----------- ----------- ----------- -----------

# ADVANCED PLACEMENT TESTS

Grades: [10,11,12]{.underline}

Test: [Advanced Placement Tests]{.underline}

Edition/Publication Year: [Annual]{.underline}

Publisher: [The College Board]{.underline}

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

  Testing month                        May         May         May         May         May

  **SCHOOL SCORES** \*                                                                 

  \% Scoring 3 or higher               85          83          87          89          87

  \% Scoring 4 or higher               62          56          57          58          57

  \% Scoring 5                         32          25          25          30          25

  Number of students tested            351         361         314         263         303

  Total number students grades 10-12   705         686         669         693         722

  Percent of students tested           50          53          47          38          42
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

> \* Test is scored on a scale 1-5 where 5 is the highest

+-----------------------------------+------+------+------+------+------+
|                                   | 2    | 2    | 2    | 2    | 1    |
|                                   | 003- | 002- | 001- | 000- | 999- |
|                                   | 2004 | 2003 | 2002 | 2001 | 2000 |
+-----------------------------------+------+------+------+------+------+
| **NATIONAL SCORES**               |      |      |      |      |      |
+-----------------------------------+------+------+------+------+------+
| \% Scoring 3 or higher            | 62   | 62   | 63   | \*\* | \*\* |
+-----------------------------------+------+------+------+------+------+
| \% Scoring 4 or higher            | 35   | 35   | 36   | \*\* | \*\* |
+-----------------------------------+------+------+------+------+------+
| \% Scoring 5                      | 15   | 14   | 15   | \*\* | \*\* |
+-----------------------------------+------+------+------+------+------+
| ## NATIONAL MEAN SCORE            | 3    | 3    | 3    | 3    | 3    |
+-----------------------------------+------+------+------+------+------+

\*\* Data not available