National Blue Ribbon Schools 

Program

2015 Application

Introduction ...............................................................................................2

Application ................................................................................................7

Part I – Eligibility Certification .......................................................8

Part II – Demographic Data ..............................................................9

Part III – Summary...........................................................................13

Part IV – Curriculum and Instruction ..............................................13

Part V – Indicators of Academic Success ......................................13

Part VI – School Supports.................................................................14

Part VII – Non-Public School Information.......................................15

Part VIII – Assessment Results ........................................................16

OMB Control Number: 1860-0506 

Expiration Date: February 28, 2015
2015 National Blue Ribbon Schools Program

A National Recognition Program for American Schools

Since 1982, the U.S. Department of Education’s National Blue Ribbon Schools Program has honored 

America’s most successful public and non-public elementary, middle, and high schools. A National Blue 

Ribbon Schools flag waving overhead has become a trademark of excellence, a symbol of quality 

recognized by everyone from parents to policy-makers in thousands of communities.

The National Blue Ribbon Schools Program recognizes 1) schools whose students achieve at very high 

levels or 2) schools making significant progress in closing achievement gaps among different groups of 

students. The Program sets a standard of excellence for all schools striving for the highest level of 

achievement.

National Blue Ribbon Schools are honored each year at a recognition ceremony in Washington, DC. The 

applications from the award-winning schools are posted on the Department’s website. A small group of 

National Blue Ribbon Schools are visited each year to identify educational practices that have been 

especially successful.

Public School Nomination Process

For public schools, the Secretary invites Chief State School Officers (CSSOs), including the District of 

Columbia (DC), Puerto Rico, the Virgin Islands and the Department of Defense Education Activity 

(DoDEA) and the Bureau of Indian Education (BIE), to nominate schools. In this document, the title CSSO 

will refer to the chief school officers in the states and in the public education entities named above. 

In submitting the list of nominated schools, CSSOs must certify that the schools meet the minimum 

requirements established by the Department for nomination. As described below, CSSOs must also rely on 

their own education accountability and assessment systems to identify schools for submission to the 

Secretary.

At least one-third of the public schools nominated by each state must have enrollments which include at 

least 40 percent of their students from disadvantaged backgrounds. A student from a “disadvantaged 

background” is defined by the CSSO of each state. The definition must include low-income students who 

are eligible for free and reduced-price school meals and may include students with disabilities and students 

who are limited English proficient, migrant, or receiving services under Title I of the Elementary and 

Secondary Education Act, as amended by the No Child Left Behind Act of 2001.

To be nominated, schools must have at least 100 students enrolled. In addition, nominated schools must 

have assessment data for at least 10 students in each tested grade for both reading and mathematics. The 

Department also recommends that nominated schools reflect the demographic and geographic diversity of 

the state’s school-age population.

Test results for grades three and higher during the most recent five years must be reported even if the 

assessment was revised or changed during that period. NOTE: If your school participated in field testing for 

the new Common Core assessments AND do not have state criterion-referenced assessment results available 

for 2013-2014, you may use the 2012-2013 assessment results for your most current year’s data. In the rare 

cases where five years of test results are not available, an explanation should be provided in the school’s 

application. 

Each state’s nomination criteria must pertain equally to all schools nominated by the state.

All nominated public schools must meet their state’s Annual Measurable Objectives (AMOs) in reading 

(English language arts) and mathematics or make Adequate Yearly Progress (AYP) in reading (English 

NBRS 2015 Page 2 of 20
language arts) and mathematics in each of the two years prior to nomination (2012-2013 and 2013-2014) 

and must do the same for the year in which they are nominated (2014-2015).

National Blue Ribbon Schools Public School Performance Award Categories

1) Exemplary High Performing Schools: “High performing” is defined by the CSSO of each state, but 

at a minimum means:

(a) The performance of all tested students in the school in the most recent year tested in both 

reading (English language arts) and mathematics must be in the top 15 percent of all schools in 

the state when schools are ranked based on the performance of all tested students.

(b) For each of the school’s subgroups, the performance of all tested students in the subgroup in the 

most recent year tested in both reading (English language arts) and mathematics must be in the 

top 40 percent of all schools in the state when schools are ranked based on the performance of 

tested students in that subgroup.

(c) For the most recent year in which graduation rates are available in the state, the graduation rate 

of a high school must be in the top 15 percent of all high school graduation rates in the state.

2) Exemplary Achievement Gap Closing Schools: “Achievement gap closing” is defined by the CSSO 

of each state, but at a minimum means: 

(a) The school must be in the top 15 percent of all schools in the state for both reading (English 

language arts) and mathematics based on its progress in closing achievement gaps between the 

school’s subgroups and the state’s all-students group over the past five years, comparing the 

most recent year to the earliest year. 

(b) For each of the school’s subgroups, the performance of all tested students in the subgroup in the 

most recent year tested in both reading (English language arts) and mathematics must be in the 

top 40 percent of all schools in the state when schools are ranked based on the performance of 

tested students in that subgroup. 

(c) For the most recent year in which graduation rates are available in the state, the graduation rate 

of each of a high school’s subgroups must be in the top 40 percent of all high school graduation

rates for that subgroup in the state. 

(d) The change in the performance of all tested students in the school over the past five years, 

comparing the most recent year to the earliest year, must not be less than the change in the 

performance of all tested students in the state in both reading (English language arts) and 

mathematics. 

Once the Secretary receives the nominations from the CSSOs, nominated schools are invited to submit 

applications for recognition as National Blue Ribbon Schools. 

Non-Public School Nomination Process

For non-public schools, the Secretary invites the Council for American Private Education (CAPE) to 

nominate schools that meet the criteria for recognition. Non-public schools interested in applying for 

nomination should contact CAPE directly Council for American Private Education. CAPE must ensure and 

certify that the schools meet the criteria before submitting nominations to the Department. 

Non-public schools are eligible for National Blue Ribbon recognition if they meet the following criteria:

1) Exemplary High Performing Schools: “High performing” means: 

(a) that the achievement of the school’s students in the most recent year tested places the school in 

the top 15 percent in the nation in reading (or English language arts) and mathematics as 

measured by a nationally normed test or in the top 15 percent of its state as measured by a state 

test. If a non-public school administers both state test and nationally normed tests, the school 

must be in the top 15 percent for both tests.

(b) Disaggregated results for student groups, including students from disadvantaged backgrounds, 

must be similar to the results for all students tested. 

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(c) For the most recent year in which graduation rates are available, the graduation rate for nonpublic high schools must be 95% or higher.

A student from a “disadvantaged background” must include a student who is eligible for free and reducedprice school meals. The definition may include students with disabilities and students who are limited 

English proficient, migrant, or receiving services under Title I of the Elementary and Secondary Education 

Act, as amended by the No Child Left Behind Act of 2001.

Test results for grades three and higher during the most recent five years must be reported even if the 

assessment was revised or changed during that period. In the rare cases where five years of test results are 

not available, an explanation should be provided in the school’s application. 

For information on the nomination process and timeline for CAPE, non-public schools representatives 

should consult the CAPE Web site at <www.capenet.org/brs.html>.

Public and Non-Public Nomination Allocations and Eligibility for Public and Non-Public Schools

States and public entities, including DC, Puerto Rico, the Virgin Islands, BIE, and DoDEA, are allocated a 

number of National Blue Ribbon School nominations based on total K-12 student enrollment and number of 

public schools. Allocations range from a minimum of 3 schools to a maximum of 35. CAPE may nominate 

up to 50 non-public schools. A total of 420 public and non-public schools could be nominated each year. 

Eligible schools, then, are those submitted by authorized nominators that meet all National Blue Ribbon 

Schools Program criteria and requirements and have completed a comprehensive, high quality application 

according to Program timelines. 

Application Process for Nominated Schools

Once the Department receives the nominations from the CSSOs and CAPE, the Secretary extends an 

invitation to the nominated schools to apply.

The nominators are encouraged to contact principals of selected schools prior to nomination to verify 

principals’ commitment and to review completed applications prior to submission to ensure that recognized 

schools will be outstanding models of excellence for their states and for the National Blue Ribbon Schools 

Program. The Secretary reserves the right to initiate site visits to schools to document educational practices 

as well as to verify the accuracy of data.

Page 4 of 20
Timeline for 2015 National Blue Ribbon Schools 

Date Due

September 25, 2014: The Secretary sends a letter of invitation to the CSSOs of all states, including 

DC, the Virgin Islands, Puerto Rico, the BIE, the DoDEA, and CAPE requesting 

nomination of schools.

November 21, 2014: State plans for public school nominations from CSSOs, BIE, and the DoDEA 

and a plan for non-public school nominations from CAPE are due to the 

Department.

December, 2014: State plans are reviewed for alignment with NBRS eligibility criteria.

December 12, 2014: Non-public school applications are due to CAPE.

January 12, 2015: Public school nominations are due to the Department.

January 15, 2015: The Department invites all nominated public schools to apply for recognition as 

National Blue Ribbon Schools.

January 30, 2015: CAPE selects its nominations.

March 20, 2015: Completed public and non-public school applications are due to the Department.

April - May, 2015: Applications are reviewed for completeness, quality and accuracy.

August 29, 2015: States certify that nominated public schools have met all eligibility requirements. 

September, 2015: The Secretary announces the 2015 National Blue Ribbon Schools.

November, 2015: Two representatives from each school, the principal and a teacher, attend the 

recognition ceremony in Washington, DC.

Important Considerations for Completing the National Blue Ribbon School Online Application 

1. The entire application must be submitted through the online secure school portal at: National Blue 

Ribbon Schools Program. 

2. A School ID username and Password are necessary to access the online application form in the 

secure school portal. 

3. Narrative responses to application questions must address the topic succinctly. No attachments to 

the online application can be submitted. Bulleted sections are not acceptable.

4. Tables, charts, graphs, photos cannot be accommodated by the online application. 

5. On-line instructions must be followed when copying/pasting text from Word to the online 

application; formatting may be changed.

6. Saving work frequently is necessary to protect the “work in progress.” 

7. Printing the application for review is possible before and after the final submission.

8. Public school applicants only must convert the original signed cover page of the application to a 

PDF file and upload the PDF via the online application portal. 

9. All non-public school applicants must follow CAPE’s instructions available at the Council for 

American Private Education .

10. All public and non-public school applications must be completed and submitted by Program 

timelines. No changes can be made to applications after submission.

Instructions for completing the application are provided as online help text. Assistance is available for 

school applicants through the National Blue Ribbon Schools Technical Assistance Team. For help in 

navigating the online system, or questions regarding responses to the narrative or data items, use the

contact form located at: National Blue Ribbon Schools Program. 

Page 5 of 20
Paperwork Burden Statement

According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of 

information unless such collection displays a valid OMB control number. The valid OMB control number 

for this information collection is 1860-0506. The expiration date is 2/28/2015. The time required to 

complete this information collection is estimated to average 39.75 hours per response, including the time to 

review instructions, search existing data resources, gather the data needed, and complete and review the 

information collection. If you have any comments concerning the accuracy of the time estimate(s) or 

suggestions for improving this form, please write to: U.S. Department of Education, Washington, DC 

20202-4651. If you have comments or concerns regarding the status of the individual submission of this 

form, contact Aba Kumi, (Aba.Kumi@ed.gov) Director, National Blue Ribbon Schools Program, Office of 

Communications and Outreach, U.S. Department of Education, 400 Maryland Ave., SW, Room 5E103, 

Washington, DC 20202-8173. 

Page 6 of 20
U.S. Department of Education

2015 National Blue Ribbon Schools Program

[ ] Public or [ ] Non-public

For Public Schools only: (Check all that apply) [ ] Title I [ ] Charter [ ] Magnet [ ] Choice 

Name of Principal 

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

Official School Name 

(As it should appear in the official records)

School Mailing Address 

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

City State Zip Code+4 (9 digits total)

County 

Telephone ( ) Fax ( )

Web site/URL E-mail 

Twitter Handle Facebook Page Google+

YouTube/URL Blog Other Social Media Link

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

Date____________________________

(Principal’s Signature)

Name of Superintendent* ________________________________ E-mail __________________________

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

District Name Tel.( )

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

Date

(Superintendent’s Signature)

Name of School Board 

President/Chairperson 

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

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

Date____________________________

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

The original signed cover sheet only should be converted to a PDF file and uploaded via the online portal.

Page 7 of 20
*Non-public 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 (cover page) certify that each of the statements below, 

concerning the school’s eligibility and compliance with U.S. Department of Education and National Blue 

Ribbon Schools requirements, are true and correct. 

1. The school configuration includes one or more of grades K-12. (Schools on the same campus 

with one principal, even a K-12 school, must apply as an entire school.)

2. The school has made its Annual Measurable Objectives (AMOs) or Adequate Yearly Progress 

(AYP) each year for the past two years and has not been identified by the state as “persistently 

dangerous” within the last two years. 

3. To meet final eligibility, a public school must meet the state’s AMOs or AYP requirements in 

the 2014-2015 school year and be certified by the state representative. Any status appeals must 

be resolved at least two weeks before the awards ceremony for the school to receive the award.

4. If the school includes grades 7 or higher, the school must have foreign language as a part of its 

curriculum.

5. The school has been in existence for five full years, that is, from at least September 2009 and 

each tested grade must have been part of the school for the past three years.

6. The nominated school has not received the National Blue Ribbon Schools award in the past five 

years: 2010, 2011, 2012, 2013, or 2014.

7. The nominated school has no history of testing irregularities, nor have charges of irregularities 

been brought against the school at the time of nomination. The U.S. Department of Education 

reserves the right to disqualify a school’s application and/or rescind a school’s award if 

irregularities are later discovered and proven by the state.

8. The nominated school or district is not refusing Office of Civil Rights (OCR) access to 

information necessary to investigate a civil rights complaint or to conduct a district-wide 

compliance review.

9. 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 OCR has accepted a 

corrective action plan from the district to remedy the violation.

10. 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.

11. 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.

Page 8 of 20
PART II - DEMOGRAPHIC DATA

Data should be provided for the most recent school year (2014-2015) unless otherwise stated. 

DISTRICT (Question 1 is not applicable to non-public schools)

1. Number of schools in the district _____ Elementary schools (includes K-8)

(per district designation): _____Middle/Junior high schools

_____High schools

_____K-12 schools

_____ TOTAL

SCHOOL (To be completed by all schools)

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

[ ] Urban or large central city

[ ] Suburban with characteristics typical of an urban area

[ ] Suburban

[ ] Small city or town in a rural area

[ ] Rural

3. Number of years the principal has been in her/his position at this school.

4. Number of students as of October 1, 2014 enrolled at each grade level or its equivalent in applying 

school: 

Grade # of 

Males

# of 

Females

Grade 

Total

PreK

K

1

2

3

4

5

6

7

8

9

10

11

12 or 

higher

Total 

Students

Page 9 of 20
5. Racial/ethnic composition of _______ % American Indian or Alaska Native 

the school: _______ % Asian 

_______ % Black or African American 

_______ % Hispanic or Latino

_______ % Native Hawaiian or Other Pacific Islander

_______ % White

_______ % Two or more races

100 % Total

(Only these seven standard categories should be used to report the racial/ethnic composition of your school. The Final Guidance on 

Maintaining, Collecting, and Reporting Racial and Ethnic Data to the U.S. Department of Education published in the October 19, 

2007 Federal Register provides definitions for each of the seven categories.)

6. Student turnover, or mobility rate, during the 2013 - 2014 school year: ________%

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

Steps For Determining Mobility Rate Answer

(1) Number of students who transferred to

the school after October 1, 2013 until the 

end of the 2013-2014 school year

(2) Number of students who transferred 

from the school after October 1, 2013 until 

the end of the 2013-2014 school year

(3) Total of all transferred students [sum of 

rows (1) and (2)]

(4) Total number of students in the school as 

of October 1, 2013 

(5) Total transferred students in row (3) 

divided by total students in row (4)

(6) Amount in row (5) multiplied by 100

7. English Language Learners (ELL) in the school: ______%

______Total number ELL

Number of non-English languages represented: ______ 

Specify each non-English language reported above: ______________________

8. Students eligible for free/reduced-priced meals: ________% 

Total number students who qualify: ________

The state has reported that ________% of the students enrolled in this school are from low 

income or disadvantaged families based on the following definition: 

_________________________

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9. Students receiving special education services: ________%

________Total number of students served

Indicate below the number of students with disabilities according to conditions designated in the 

Individuals with Disabilities Education Act. Do not add additional conditions. It is possible that 

students may be classified in more than one condition.

____Autism ____Orthopedic Impairment

____Deafness ____Other Health Impaired

____Deaf-Blindness ____Specific Learning Disability

____Emotional Disturbance ____Speech or Language Impairment

____Hearing Impairment ____Traumatic Brain Injury

____Mental Retardation ____Visual Impairment Including Blindness

____Multiple Disabilities ____Developmentally Delayed

10. Use Full-Time Equivalents (FTEs), rounded to the nearest whole numeral, to indicate the number of 

school staff in each of the categories below:

Number of Staff

Administrators

Classroom teachers

Resource teachers/specialists

e.g., reading, math, science, special 

education, enrichment, technology, 

art, music, physical education, etc. 

Paraprofessionals 

Student support personnel 

e.g., guidance counselors, behavior 

interventionists, mental/physical 

health service providers, 

psychologists, family engagement 

liaisons, career/college attainment 

coaches, etc. 

11. Average student-classroom teacher ratio, that is, the number of students in the 

school divided by the FTE of classroom teachers, e.g., 22:1 _______

Page 11 of 20
12. Show daily student attendance rates. Only high schools need to supply yearly graduation rates. 

13. For high schools only, that is, schools ending in grade 12 or higher 

Show percentages to indicate the post-secondary status of students who graduated in Spring 2014 

Post-Secondary Status 

Graduating class size _____

Enrolled in a 4-year college or university _____%

Enrolled in a community college _____%

Enrolled in career/technical training program _____%

Found employment _____%

Joined the military or other public service _____%

Other _____%

14. Indicate whether your school has previously received a National Blue Ribbon Schools award. 

Yes No

If yes, select the year in which your school received the award. _____

15. In a couple of sentences, provide the school’s mission or vision statement. 

Required Information 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010

Daily student attendance % % % % %

High school graduation rate % % % % %

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PART III - SUMMARY

In approximately 800 words, provide a narrative snapshot of the school.

Specifically:

• Describe the nature of the community and students served; 

• Briefly describe its traditions, milestones, and/or the history of the school; 

• If your school is a magnet, charter or choice school, specify how students are selected to attend;

• Describe the key strategies used within the school that have encouraged and challenged all students to 

develop their full potential academically, emotionally, physically, socially, and culturally. For instance 

strategies can include curriculum, programs, initiatives, student and school supports, and leadership.

• Additionally, if your school is a previous recipient of the National Blue Ribbon School award, briefly 

describe how the recognition has been leveraged or served your school and its community. Address 

specifically, any changes that may have taken place with regard to curriculum and instruction, school 

climate and culture, professional development and capacity, school leadership philosophy, and family 

and community engagement. .

PART IV – CURRICULUM AND INSTRUCTION

1. Core Curriculum: In approximately 700 words, describe the school’s core curriculum in 

reading/English language arts, mathematics, science, and social studies/history. Include an overview 

of how the school’s core curriculum address the learning standards that apply to the school and why 

the school chose each curricular approach. For each core curriculum area, provide examples of how 

students acquire foundational skills in each core area, and describe the effort/progress the school is 

making to improve the skills of students performing below and above grade level.

• For secondary schools: additionally in approximately 100 words, describe how the 

curriculum supports college and career readiness. 

• For schools that offer preschool for three and/or four year old students: additionally 

in approximately 100 words describe 1) the core curriculum areas provided; 2) the 

alignment of early childhood and K- Grade 3 academic standards; and 3) any indicators of 

the impact of early education on school readiness and success in the primary grades.

2. Other Curriculum Areas: In approximately700 words, describe the school’s arts (visual and/or 

performing), physical education/health/nutrition, foreign language(s), technology, and any other 

curriculum programs offered to the general student population. For each other curriculum area: 

describe how it supports students’ acquisition of essential skills and knowledge, which grades 

participate, and how often. 

3. Instructional Methods and Interventions: In 300- 400 words, provide an overview of the 

instructional approaches, methods, and interventions used to meet the diverse and individual needs of 

students and to achieve instructional goals (e.g., tiered instructional process, differentiated instruction, 

problem-based learning, explicit instruction, technology-based support, etc.) Provide examples of how 

instructional methods and interventions are used to ensure high levels of student learning and 

achievement. 

Page 13 of 20
PART V – INDICATORS OF ACADEMIC SUCCESS

1. Assessment Results Narrative Summary: In approximately 300 words, summarize the assessment 

data presented in the application tables. Describe the performance trends found in your data tables. 

Explain what factors contributed to significant gains and losses over the five-year period in math and

reading (English language arts). In the most recent year’s data, if there is an achievement gap of 

10 or more percentage points between the test scores of all students and the test scores of any 

subgroup, please describe what is being done to close this achievement gap. 

2. Assessment for Instruction and Learning and Sharing Assessment Results: In approximately 300 

words, provide a summary of how the school uses a variety of assessment data to analyze and improve 

student and school performance. Give examples of the types of assessments that are used, and how 

assessment data are used systematically to a) improve instruction and student learning and b) inform 

parents, students and the community of students’ academic achievement. 

PART VI – SCHOOL SUPPORTS

1. School Climate/Culture: In approximately 400 words, describe how your school engages and 

motivates students and provides a positive environment that supports their academic, social, and 

emotional growth. In addition please provide a description of how your school culture creates an 

environment where teachers feel valued and supported. 

2. Engaging Families and Community: In approximately 400 words, describe the strategies the 

school has found most successful in working with family and community members for student 

success and school improvement. Community can include non-profits, businesses, institutes of 

higher education, etc. 

3. Professional Development: In approximately 400 words, describe the school’s professional 

development approach and its impact on the capacity of teachers and administrators. Provide examples 

of how the district and school’s professional development activities are aligned with academic standards and 

support student achievement and school improvement. 

4. School Leadership: In approximately 400 words, describe the leadership philosophy and structure in 

the school, along with the roles of the principal, other school leaders, and stakeholders. Illustrate, through 

examples, how the school’s leadership ensures that policies, programs, relationships, and resources focus on 

student achievement. Please refer to school leaders by their roles, rather than by their names.

Page 14 of 20
PART VII - NON-PUBLIC SCHOOL INFORMATION

The purpose of this addendum is to obtain additional information from non-public schools as noted below.

1. Non-public school association(s): 

Identify the religious or independent associations, if any, to which the school belongs. Select the 

primary association first.

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

3. What are the 2014-2015 tuition rates, by grade? (Do not include room, board, or fees.)

2014-2015 Tuition

Grade Amount

K $

1 $

2 $

3 $

4 $

5 $

6 $

7 $

8 $

9 $

10 $

11 $

12 $

Other $

4. What is the educational cost per student? $______

(School budget divided by enrollment)

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

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

scholarship assistance and/or tuition reduction?

7. What percentage of the student body receives 

scholarship assistance, including tuition reduction? ______%

Page 15 of 20
PART VIII - ASSESSMENT RESULTS 

REPORTING REQUIREMENTS FOR STATE CRITERION-REFERENCED TESTS

Schools must report five years of state assessment results for each grade tested, starting at grade 3, even if 

the state has revised or changed its assessments during that period. Use the Notes section below each table 

to explain when the changes took place and what effect the change had on results. If your school 

participated in field testing for the new Common Core assessments AND do not have state criterionreferenced assessment results available for 2013-2014, you may use the 2012-2013 assessment results for 

your most current year’s data. In the rare cases where five years of test results are not available, use the 

Notes section to provide an explanation. 

For high schools that administer the state assessment in reading/English language arts or mathematics in 

multiple grades, indicate the highest grade tested and use the Notes section to provide information on the 

grade levels tested. 

Schools must enter numbers and percentages of students who were tested with an alternate assessment. 

Students who take the state assessment with accommodations prescribed by an Individualized Educational 

Plan, (e.g. more time for response) are not included in this category. Schools must use the Notes section to 

provide an explanation if the percentage of students tested within a grade with an alternate assessment is 

greater than two (2) percent of all students tested within a grade.

While the online tables use the terminology of “Proficient” and “Advanced” to describe student performance 

levels, schools must enter their state’s performance level terminology in the tables when submitting their 

data. Schools should refer to the terminology their state uses as presented in the box above the assessment 

table.

Schools must report student assessment results in reading and math in grades 3 and higher for all subgroups 

only if the subgroup represents at least 10 percent of the school’s total enrollment in the current school 

year. If the subgroup represents at least 10 percent of the school’s enrollment in the current year, schools 

should report that subgroup’s data for all five years, regardless of prior enrollment. If the subgroup does not 

represent 10 percent of the school’s total enrollment in the current year, then the school does not have to 

report on that subgroup at all, regardless of prior enrollment. Refer to Demographic items numbered 5, 7, 8, 

and 9 in the application for percentages of total current enrollment of potential subgroups. 

For public schools: Results must be reported in each grade for each qualifying subgroup regardless 

of the number of students tested. If it is impossible for an applicant to access results for any 

qualifying subgroup(s) in any tested grade because the number of students tested is too small, an 

explanation must be provided in the Notes section below the appropriate table(s) of results.

For non-public schools required to administer state assessments: The school only needs to report 

assessment results for subgroups if there are at least 10 tested students in the subgroup in a given grade. 

If schools receive results from their states for one or more “super” groups instead of one or more 

“standard” individual subgroups, schools must report these results as “Other.” Please specify which 

subgroups comprise “Other” on the assessment tables. Add additional explanation in the Notes 

section below the appropriate table(s) of results. 

Assistance is available for school applicants through the National Blue Ribbon Schools Technical 

Assistance Team. For help in navigating the online system, or questions regarding the narrative 

responses, assessment data tables or other items, use the contact form located at: 

http://nationalblueribbonschools.ed.gov/contact. 

NBRS 2015 Page 16 of 20
Sample Table

STATE CRITERION--REFERENCED TESTS

Subject ________________ Test _____________________________ Grade ______

Edition/Publication Year ________________________ 

Terms state uses to define proficient:___________ advanced:_____________ Enter these terms below if 

different than what is provided.

School Year 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010

Testing month

SCHOOL SCORES*

% Proficient plus % Advanced

% Advanced

Number of students tested

Percent of total students tested

Number of students tested with alternate 

assessment 

% of students tested with alternate 

assessment 

SUBGROUP SCORES

1. Free and Reduced-Price Meals/SocioEconomic/Disadvantaged Students

% Proficient plus % Advanced

% Advanced

Number of students tested

2. Students receiving Special Education

% Proficient plus % Advanced

% Advanced

Number of students tested

3. English Language Learner Students

% Proficient plus % Advanced

% Advanced

Number of students tested

4. Hispanic or Latino Students

% Proficient plus % Advanced

% Advanced

Number of students tested

5. African- American Students

% Proficient plus % Advanced

% Advanced

Number of students tested

6. Asian Students

% Proficient plus % Advanced

% Advanced

Number of students tested

7. American Indian or Alaska Native Students

% Proficient plus % Advanced

% Advanced

Number of students tested

8. Native Hawaiian or other Pacific Islander 

Students

% Proficient plus % Advanced

% Advanced

Number of students tested

9. White Students

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School Year 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010

% Proficient plus % Advanced

% Advanced

Number of students tested

10. Two or More Races identified Students

% Proficient plus % Advanced

% Advanced

Number of students tested

11. Other 1 ___________

% Proficient plus % Advanced

% Advanced

Number of students tested

12. Other 2___________

% Proficient plus % Advanced

% Advanced

Number of students tested

13. Other 3___________

% Proficient plus % Advanced

% Advanced

Number of students tested

* Change the table terminology for performance levels to reflect your state assessment system’s terminology 

for “Proficient” and “Advanced.”

Notes: 

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REPORTING REQUIREMENTS FOR TESTS REFERENCED BY 

NATIONAL NORMS 

Non-public schools that report norm-referenced test results must report these results in reading (or English 

language arts) and mathematics for the most recent five years for tested grades 3 and higher. Please see the 

sample table below. Tables for entering this information will be in the online application. 

Nominated schools must report five years of assessment results even if the test was revised or changed 

during that period. In the rare cases where five years of test results are not available, an explanation should 

be provided in the school’s application.

Schools must enter numbers and percentages of students tested with an alternate assessment. Schools must 

use the Notes section to provide an explanation if the percentage of students tested with an alternate 

assessment is greater than two (2) percent of all students tested within the grade. 

Schools must report student assessment results in reading and math in grades 3 and higher for all students 

and all subgroups only if the subgroup represents at least 10 percent of the school’s total enrollment in the 

current school year. The school only needs to report assessment results for subgroups if there are at least 10 

tested students in the subgroup in a given grade. Refer to Demographic items numbered 5, 7, 8, and 9 in the 

application for percentages of total current enrollment of potential subgroups. 

Assistance is available for school applicants through the National Blue Ribbon Schools Technical 

Assistance Team. For help in navigating the online system, or questions regarding the narrative 

responses, data items or other assistance, use the contact form located at: 

http://nationalblueribbonschools.ed.gov/contact. 

Sample Table

NATIONAL NORMS-REFERENCED TESTS

Subject_______________ Test_________________________________ Grade ___________________

Edition/Publication Year________ 

Scores are reported here as (check one): NCEs (Normal Curve Equivalents)____ Scaled scores____ 

Percentiles____

School Year 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010

Testing month

SCHOOL SCORES

Average Score

Number of students tested

Percent of total students tested

Number of students alternatively 

assessed

Percent of students alternatively assessed

SUBGROUP SCORES

1. Specify Subgroup 1___________

Average Score

Number of students tested

2. Specify Subgroup 2___________

Average Score

Number of students tested

3. Specify Subgroup 3___________

Average Score

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School Year 2013-2014 2012-2013 2011-2012 2010-2011 2009-2010

Number of students tested

NOTES: 

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