Report of student performance on the North Carolina Alternate Assessments : reading, mathematics, and writing, grades 3-8 |
Previous | 1 of 2 | Next |
|
small (250x250 max)
medium (500x500 max)
Large
Extra Large
large ( > 500x500)
Full Resolution
|
This page
All
|
North Carolina Testing Program Report of Student Performance on the North Carolina Alternate Assessments Reading, Mathematics, and Writing Grades 3 - 8 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) North Carolina Alternate Assessment Portfolio ( NCAAP) 2004- 05 Published December 2005 Public Schools of North Carolina State Board of Education Department of Public Instruction Accountability Services/ Test Development Section Raleigh, North Carolina 27601- 2825 www. ncpublicschools. org/ accountability/ testing STATE BOARD OF EDUCATION NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed. D., State Superintendent 301 N. Wilmington Street : : Raleigh, North Carolina 27601- 2825 In compliance with federal law, NC Public Schools administers all state- operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints regarding discrimination issues should be directed to: Dr. Elsie C. Leak, Associate Superintendent : : Office of Curriculum and School Reform Services 6307 Mail Service Center :: Raleigh, NC 27699- 6307 :: Telephone 919- 807- 3761 :: Fax 919- 807- 3767 Visit us on the Web:: www. ncpublicschools. org HOWARD N. LEE Chairman :: Raleigh JANE P. NORWOOD Vice Chair :: Charlotte KATHY A. TAFT Greenville MICHELLE HOWARD- VITAL Wilmington EDGAR D. MURPHY Durham SHIRLEY E. HARRIS Troy MELISSA E. BARTLETT Mooresville ROBERT “ TOM” SPEED Boone WAYNE MCDEVITT Asheville JOHN TATE III Charlotte PATRICIA N. WILLOUGHBY Raleigh BEVERLY PERDUE Lieutenant Governor :: New Bern RICHARD MOORE State Treasurer :: Kittrell Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments Reading, Mathematics, and Writing Grades 3 - 8 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) North Carolina Alternate Assessment Portfolio ( NCAAP) 2004- 05 Published December 2005 Public Schools of North Carolina State Board of Education Department of Public Instruction Accountability Services/ Test Development Section Raleigh, North Carolina 27601- 2825 www. ncpublicschools. org/ accountability/ testing © 2005 All rights reserved. This document may not be reproduced by any means, in whole or in part, without prior written permission from the North Carolina Department of Public Instruction, Division of Accountability Services, Raleigh, North Carolina 27601- 2825. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Acknowledgments This report is the collaborative work of many individuals. The North Carolina Testing Program is conducted by the North Carolina Department of Public Instruction ( NCDPI), Division of Accountability Services. Technical support services for the program are carried out in collaboration with the Center for Urban Affairs and Community Services at North Carolina State University under the Technical Outreach for Public Schools ( TOPS) program. Mildred Bazemore, Chief of the North Carolina Test Development Section, and Charles Lanier, Educational Research and Evaluation Consultant in the North Carolina Test Development Section, directed the design of the report. Staff at TOPS assisted in analysis and report production. At TOPS we thank Alissa Bernholc, Erin Bohner, Sheila Brown, Nancy Lanier, Marcy Roan, Stephen Ward, Anthony Wells, and Karin Wolfe for assistance in creating tables and figures, verifying data accuracy, and coordinating report editing and production. At DPI, we also thank Pam Biggs, Jim Kroening, and Scott Ragsdale for assistance in preparing all phases of this publication. Thanks are due especially to the Regional Accountability Coordinators, and the Test Coordinators and Accountability staff at the 115 public school systems and the charter schools who provided the data presented in this report. This report could not exist without the dedication of these professionals. This publication and the information contained within must not be used for personal or financial gain. North Carolina LEA school officials and teachers, parents, and students may download and duplicate this publication for instructional and educational purposes only. Others may not duplicate this publication without prior written permission from the North Carolina Department of Public Instruction ( NCDPI) Division of Accountability Services/ Test Development Section. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments 2004- 05 Table of Contents Introduction .............................................................................................................................. 1 General Findings and Trends ................................................................................................... 5 Maps of Statewide Totals by LEA ........................................................................................... 9 Statewide Performance NCAAP and NCAAAI Combined ................................................... 17 NCAAP and NCAAAI Combined ................................................................................... 19 NCAAAI On- Level and Off- Level Combined................................................................. 22 Statewide Performance NCAAP and NCAAAI..................................................................... 25 Performance by Subject Area........................................................................................... 27 Performance by Achievement Level ................................................................................ 29 Performance by Ethnicity, by Subject Area ..................................................................... 42 Performance by Gender, by Subject Area........................................................................ 48 Performance of Students with Disabilities, by Subject Area ........................................... 50 Performance of Limited English Proficient Students, by Subject Area........................... 56 Appendices..................................................................................................................... ....... 57 Appendix A: NCAAP Sample............................................................................................... 59 Appendix B: NCAAAI Sample............................................................................................. 61 Appendix C: List of North Carolina Charter Schools, 2004- 05............................................ 63 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 1 Introduction North Carolina Alternate Assessment Portfolio ( NCAAP) To comply with the Individuals with Disabilities in Education Act ( IDEA) of 1997, the North Carolina Alternate Assessment Portfolio ( NCAAP) was administered statewide initially during the 2000– 01 school year to students with disabilities in grades 3 through 8 and grade 10. The assessment is a year- long, performance- based assessment process in which assessors collect and evaluate student work and progress relative to goals outlined in the student’s Individualized Education Program ( IEP). In order to participate in NCAAP, students must be in grades 3 through 8 or in grade 10 according to the student information management system, ( e. g., SIMS/ NCWISE). Students must have a significant cognitive disability and a current IEP. Criteria also dictate that students be instructed in the North Carolina Standard Course of Study through the North Carolina Standard Course of Study Essences. In the initial 2000- 01 program, student performance and growth were assessed in certain functional areas, or “ domains.” These domains included Communication, Personal and Home Management, Career and Vocational, and Community. Based on the goals in their IEP, student tasks were evaluated according to four performance levels: Novice, Apprentice, Proficient, and Distinguished. Currently, the total overall score for the portfolio corresponds to the four categories of the academic achievement standards ( achievement levels I- IV) adopted by the State Board of Education for the portfolio. Prior to the enactment of the federal No Child Left Behind Act ( NCLB) of 2001, it was recommended that teachers include literacy, numeracy, and technology goals in students’ portfolios. This legislation mandated that reading, mathematics, and writing areas be addressed in the NCAAP. The transitional portfolio retained the original four functional domains. However the recommendation to include literacy and numeracy in the IEP tasks selected for the portfolio became a requirement for the 2001- 202 portfolio. The full transition to an academic portfolio occurred with the 2002- 03 portfolio and the original functional domains were changed to the academic components of English/ language arts, and mathematics. Writing is addressed within the English/ language arts component of the NCAAP. Within the North Carolina Standard Course of Study for English/ language arts, there are five competency goals and within the North Carolina Standard Course of Study for Mathematics, there are four strands. Each competency goal and strand is paired with a statement of its critical “ essence.” These essence statements provide a broad interpretation of the competency goal to promote the inclusion of students with the most significant disabilities. The fourth and fifth competency goals in English/ language arts are used in the NCAAP to demonstrate performance in writing for fourth, seventh, and tenth grade students participating in this year- long, performance- based assessment. North Carolina Alternate Assessment Academic Inventory ( NCAAAI) Initiated in March 2001, the North Carolina Alternate Assessment Academic Inventory ( NCAAAI) was developed to address the needs of exceptional children not met by the NCAAP Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 2 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) ( continued) and other available tests even with appropriate accommodations. The NCAAAI is an assessment in which teachers utilize a checklist to evaluate student performance in the areas of reading and mathematics at grades 3 through 8 and 10, writing at grades 4, 7, and 10, and in high school courses in which an end- of- course ( EOC) test is administered. Data are collected at the beginning of the school year or course ( baseline), in the middle ( interim), and at the end of the school year or course ( final). Eligible students with disabilities and students with limited English proficiency ( LEP) may participate in the NCAAAI instead of taking the multiple- choice test as stated in State Board of Education ( SBE) policy HSP- C- 005. For students with disabilities, participation must be documented in each student’s current IEP. Beginning with the 2002- 03 school year, LEP students that met length of enrollment and language proficiency requirements as set forth in SBE policy HSP- C- 005 were eligible to participate in the NCAAAI. If the student is LEP and has an IEP, the IEP determines NCAAAI eligibility. Beginning with the 2003- 04 school year, students with a Section 504 plan must participate in the standard test administration with or without test accommodations and are ineligible for participation in alternate assessments including the NCAAP. For each student participating in the NCAAAI, the assessor ( teacher) receives an individual inventory folder. The folder includes the inventory ( reading, mathematics, and/ or writing or EOC) for the student, score descriptors, and baseline and student profiles to record individual student strengths and needs, as well as the student’s assessment history. Additionally, assessors are required to keep a student work folder as evidence to support the assessor’s scores for the student. The academic inventory is designed to monitor an individual student’s progress throughout the school year. Assessed objectives are the same as the North Carolina Standard Course of Study for reading, mathematics, and writing at each grade level or for high school courses. Objectives are listed by goals for mathematics, and by categories for reading and writing. Students with disabilities assessed using the NCAAAI in reading and mathematics may be assessed below grade level, depending on the decision of the IEP team. Students with LEP must be assessed on grade level for reading and mathematics. Students with disabilities and students with LEP who participate in high school courses that require an EOC exam may be assessed using the NCAAAI on grade level. As part of the writing assessment at grades 4, 7, and 10, the NCAAAI for writing was piloted during the 2002- 03 school year as an alternate assessment for the standard administration. All students participating in the NCAAAI in writing must be assessed on grade level ( at the assigned grade level) in grades 4, 7, and 10. There is no below grade level administration of the NCAAAI for writing or EOC assessments. Students assessed on grade level in any area may receive an Achievement Level of I, II, III, or IV if the assessor has assigned goal or category scores in the 5 to 8 range. Students that are assessed one or two grade levels below their assigned grade may not receive an Achievement Level of III or IV. Students that are assessed three or more grade levels below their assigned grade level and deemed to have the most significant cognitive disability may receive Achievement Levels of I, II, III, or IV if the assessor has assigned goal or category scores in the Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 3 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) ( continued) 5 to 8 range. The assessor ( the teacher) also indicates on the academic checklist if the student achieved growth on the content being assessed. A PDF version of this report is available at: http:// www. ncpublicschools. org/ accountability/ testing/ reports. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 5 2002- 03 N= 1,213 2002- 03 N= 3,146 2003- 04 N= 1,422 2003- 04 N= 3,417 2004- 05 N= 1,350 2004- 05 N= 3,445 0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 Reading & Mathematics Writing General Findings and Trends Demographic Trends The graph below shows the total number of NCAAP students for 2002- 03, 2003- 04, and 2004- 05. Figure 1. 2002- 03, 2003- 04, & 2004- 05 Number of NCAAP Students* * Refer to Tables 2 - 4 for the number of NCAAP and NCAAAI students combined by subject. The number of students in NCAAP increased to 3,445 in 2004- 05 from 3,417 in 2003- 04 for reading and mathematics. This represents a 0.8 percent increase in the number of students. Totals decreased among NCAAP students in writing, from 1,422 in 2003- 04 to 1,350 in 2004- 05, representing a 5.1 percent decrease. As the following graph ( Figure 2) indicates, the number of students in NCAAAI increased overall in 2004- 05 compared to 2003- 04. The number of on- level reading and mathematics students decreased by 1,403 and 268, respectively, in 2004- 05. This represents a 34.3 percent decrease in on- level reading students and a 5.9 percent decrease in on- level mathematics students. Off- level reading and mathematics students increased by 2,218 and 1,893, respectively, in 2004- 05. This represents a 26.1 percent increase in off- level reading students and a 25.2 percent increase in off- level mathematics students. Of the 13,398 students tested for reading, 20.0 percent were on- level in 2004- 05 vs. 32.5 percent of 12,583 in 2003- 04. Of the 13,664 students tested for mathematics, 31.1 percent were on- level in 2004- 05 vs. 37.5 percent of 12,039 students in 2003- 04. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 6 4,086 4,518 4,224 8,497 7,521 0 2,000 4,000 6,000 8,000 10,000 12,000 14,000 16,000 18,000 Reading Mathematics Writing Off- Level On- Level 2,683 4,250 4,773 10,715 9,414 0 2,000 4,000 6,000 8,000 10,000 12,000 14,000 16,000 18,000 Reading Mathematics Writing Demographic Trends ( continued) Figure 2. 2002- 03, 2003- 04, & 2004- 05 Number of NCAAAI Students Male students outnumbered female students by almost two to one for both NCAAP and NCAAAI students in 2004- 05. Males composed 64.1 percent of the 3,445 NCAAP students and 64.1 percent of the 17,104 NCAAAI students. 1 Among ethnicity groups representing the 3,445 students in NCAAP: • White males composed 30.6 percent of all students and 47.7 percent of all males, • Black males composed 26.7 percent of all students and 41.6 percent of all males, • White females made up 17.9 percent of all students and 49.8 percent of all females, • Black females made up 14.1 percent of all students and 39.2 percent of all females, • Hispanic males made up 2.9 percent of all students and 4.5 percent of all males, • Hispanic females made up 1.9 percent of all students and 5.3 percent of all females, • Multi- racial males represented 1.5 percent of all students and 2.3 percent of all males, • Asian males represented 1.1 percent of all students and 1.7 percent of all males, • American Indian males represented .9 percent of all students and 1.4 percent of all males, • Asian females represented .7 percent of all students and 1.9 percent of all females, • Multi- racial females represented .5 percent of all students and 1.5 percent of all females, • American Indian females represented .5 percent of all students and 1.5 percent of all females. Among ethnicity groups representing the 17,104 students in NCAAAI in 2004- 05: • Black males constituted 23.5 percent of all students and 36.7 percent of all males, 1 The 17,104 NCAAAI students include students with no indication of whether they were tested on- or off- level. 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 7 Demographic Trends ( continued) • White males constituted 20.4 percent of all students and 31.9 percent of all males, • Hispanic males made up 13.1 percent of all students and 20.5 percent of all males, • Black females represented 10.9 percent of all students and 30.3 percent of all females, • Hispanic females made up 10.7 percent of all students and 29.8 percent of all females, • White females represented 9.7 percent of all students and 30.0 percent of all females, • Asian males represented 1.7 percent of all students and 2.6 percent of all males, • American Indian males composed 1.6 percent of all students and 2.5 percent of all males, • Asian females represented 1.3 percent of all students and 3.7 percent of all females, • Multi- racial males composed 0.9 percent of all students and 1.5 percent of all males, • American Indian females composed 0.7 percent of all students and 2.0 percent of all females, • Multi- racial females composed 0.4 percent of all students and 1.0 percent of all females. A higher proportion of NCAAAI students ( 31.8%) are designated as LEP than NCAAP students ( 1.5%) in 2004- 05. This difference is due in large part to the fact that LEP status is one reason students participate in NCAAAI. The chart below displays the notable differences in the distribution of exceptional students within each alternate assessment. Figure 3. 2004- 05 Percent of NCAAP and NCAAAI Students with Exceptionalities 8.2 0.7 1.0 0.6 0.3 20.9 1.4 0.2 30.7 0.2 0.1 16.9 0.7 9.5 0.1 8.9 0.0 2.8 0.1 0.3 0.5 4.5 2.9 6.0 14.5 3.1 31.8 0.2 37.2 1.2 0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 Autistic Behaviorally- Emotionally Disabled Deaf- Blind Educable Mentally Disabled Hearing Impaired Multihandicapped Not Identified/ Non- LEP Orthopedically Impaired Other Health Impaired Sever ely/ Profo un dly Mentally Disabled Specific Lear ning Disabled Speech/ Language Impaired Trainable Mentally Disabled Traumatic Brain Injury Visually Impaired Limited English Proficient ( LEP) Percent NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 8 Figure 4. Percent of All NCAAP and NCAAAI Students At or Above Level III for All Subjects 2002- 03, 2003- 04, and 2004- 05 47.7 47.6 13.2 17.2 7.4 70.3 61.7 24.1 26.2 11.7 31.1 68.2 74.9 56.0 30.0 25.4 11.3 32.0 33.2 * 52.2 * 74.3 28.4 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading On- Level Mathematics Writing Off- Level Reading Off- Level Mathematics Percent Proficient 2002- 03 2003- 04 2004- 05 Demographic Trends ( continued) In 2004- 05, the NCAAP students were distributed among the exceptionality categories as follows: trainable mentally disabled ( 30.7%), autistic ( 20.9%), multihandicapped ( 16.9%), and severely/ profoundly mentally disabled ( 9.5%). Of all NCAAAI students, more than a third ( 37.2%) were in the educable mentally disabled and 14.5 percent were in the specific learning disabled categories respectively. Performance Trends Performance trends exhibited mixed results when comparing 2004- 05 to 2003- 04. NCAAP Mathematics, NCAAAI Reading ( both on- and off- level), and NCAAAI Off- level Mathematics had a higher proportion of students perform at Level III or above while all others showed a lower proportion. * NCAAAI students were not tested at Levels III and IV in off- level reading or mathematics in 2002- 03. Of the 82.8 percent of students in NCAAAI participating in reading and/ or receiving an Achievement Level or growth score, 91.3 percent demonstrated growth, 3.2 percent did not, and 5.5 percent were missing responses. Of the 84.0 percent of NCAAAI students participating in mathematics, 91.0 percent demonstrated growth, 3.8 percent did not, and 5.2 percent were missing responses. Of the 27.9 percent tested in writing, 83.5 percent demonstrated growth, 12.5 percent did not, and 3.9 percent were missing responses. NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 9 Maps of Statewide Totals by LEA The average density of NCAAP students in each LEA was 4.8 NCAAP students per 1,000 students enrolled ( SD= 2.8). 2 The median number of NCAAP students per 1,000 was 4.5. On average, LEAs contained about 23.0 NCAAAI students per 1,000 students enrolled in 2004- 05 ( SD= 12.1). The median number of NCAAAI students per 1,000 was 20.7. Five LEAs ( not including charter schools) contained no NCAAP students and all LEAs contained NCAAAI students. The maps in Figures 5 and 6 show the distribution of NCAAP and NCAAAI students per 1,000 students for each LEA in North Carolina in 2004- 05. Totals for city units and charter schools are not depicted in the maps but are listed in Table 1 at the end of this section. Figure 5. 2004- 05 Number of NCAAP Students Per 1,000 Students by LEA2 2 The number of NCAAP or NCAAAI students per 1,000 students is calculated by dividing the total number of NCAAP or NCAAAI students by first month Average Daily Membership ( ADM) for grades 3- 8 and 10, and multiplying by 1,000. Although there are LEAs and charter schools with fewer than 1,000 students in grades 3 and 8- 10, all calculations are based on 1,000 students for comparison purposes. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 10 Maps of Statewide Totals by LEA ( continued) LEAs with the highest concentration were Newton- Conover City which had 23.2 NCAAP students per 1,000 and Jones County which had 16.0 NCAAP students per 1,000. Figure 6. 2004- 05 Number of NCAAAI Students Per 1,000 Students by LEA In 2004- 05, Lexington City had the highest number of NCAAAI students per 1,000 with 90.9 students. , Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 11 Table 1. 2004- 05 Number of NCAAP and NCAAAI Students Per 1,000 Students Enrolled, by LEA and Charter School3 LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 ALAMANCE- BURLINGTON 2.2 14.8 ALEXANDER COUNTY 6.0 19.1 ALLEGHANY COUNTY 6.2 38.1 ANSON COUNTY 5.8 28.3 ASHE COUNTY 4.6 24.3 ASHEBORO CITY 3.4 29.4 ASHEVILLE CITY 0.0 75.5 AVERY COUNTY 1.5 25.0 BEAUFORT COUNTY 4.9 9.7 BERTIE COUNTY 10.0 16.1 BLADEN COUNTY 1.3 16.1 BRUNSWICK COUNTY 3.1 20.1 BUNCOMBE COUNTY 4.5 26.9 BURKE COUNTY 4.4 15.6 CABARRUS COUNTY 4.1 22.7 CALDWELL COUNTY 1.1 20.6 CAMDEN COUNTY 1.1 12.0 CARTERET COUNTY 1.8 21.8 CASWELL COUNTY 2.7 20.1 CATAWBA COUNTY 1.5 22.9 CHAPEL HILL- CARRBORO 5.2 23.8 CHATHAM COUNTY 2.0 43.8 CHEROKEE COUNTY 2.0 7.0 CLAY COUNTY 9.7 19.4 CLEVELAND COUNTY 7.9 10.9 CLINTON CITY 9.4 26.9 COLUMBUS COUNTY 6.7 30.2 CRAVEN COUNTY 6.7 15.1 CUMBERLAND COUNTY 5.2 21.9 CURRITUCK COUNTY 2.3 16.9 DARE COUNTY 1.9 7.8 DAVIDSON COUNTY 3.7 11.8 DAVIE COUNTY 0.9 31.6 DUPLIN COUNTY 3.2 49.1 DURHAM COUNTY 7.4 21.9 3The number of NCAAP and NCAAAI students per 1,000 students is calculated by dividing the total number of NCAAP or NCAAAI students by first month Average Daily Membership ( ADM) for grades 3- 8 and 10, multiplying by 1,000 and rounding to one decimal place. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 12 LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 EDENTON/ CHOWAN 0.7 7.4 EDGECOMBE COUNTY 7.1 15.8 ELKIN CITY 1.5 25.7 FORSYTH COUNTY 6.5 36.9 FRANKLIN COUNTY 4.6 16.2 GASTON COUNTY 4.5 27.2 GATES COUNTY 3.6 20.8 GRAHAM COUNTY 9.2 3.1 GRANVILLE COUNTY 5.5 14.7 GREENE COUNTY 10.5 12.2 GUILFORD COUNTY 5.8 22.6 HALIFAX COUNTY 10.4 35.0 HARNETT COUNTY 1.6 38.5 HAYWOOD COUNTY 3.3 15.5 HENDERSON COUNTY 2.8 20.2 HERTFORD COUNTY 5.6 57.3 HICKORY CITY 0.0 26.3 HOKE COUNTY 3.3 43.2 HYDE COUNTY 0.0 70.0 IREDELL- STATESVILLE 3.7 23.6 JACKSON COUNTY 6.3 17.9 JOHNSTON COUNTY 4.8 30.8 JONES COUNTY 16.0 30.6 KANNAPOLIS CITY 6.6 38.4 LEE COUNTY 4.9 19.1 LENOIR COUNTY 7.5 23.7 LEXINGTON CITY 10.5 90.9 LINCOLN COUNTY 3.0 13.0 MACON COUNTY 2.3 23.9 MADISON COUNTY 3.6 11.4 MARTIN COUNTY 2.6 23.6 MCDOWELL COUNTY 3.1 41.5 MECKLENBURG COUNTY 4.8 32.0 MITCHELL COUNTY 9.0 56.2 MONTGOMERY COUNTY 4.2 32.0 MOORE COUNTY 4.1 17.0 MOORESVILLE CITY 1.6 11.5 MOUNT AIRY CITY 3.0 34.1 NASH- ROCKY MOUNT 3.7 23.3 NEW HANOVER COUNTY 6.8 12.1 NEWTON- CONOVER 23.2 31.1 NORTHAMPTON COUNTY 7.9 19.5 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 13 LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 ONSLOW COUNTY 4.9 14.8 ORANGE COUNTY 2.5 16.2 PAMLICO COUNTY 3.5 24.6 PASQUOTANK COUNTY 5.0 22.5 PENDER COUNTY 4.6 17.7 PERQUIMANS COUNTY 9.5 17.0 PERSON COUNTY 7.7 28.8 PITT COUNTY 2.9 25.3 POLK COUNTY 6.8 23.6 RANDOLPH COUNTY 3.2 14.6 RICHMOND COUNTY 7.9 12.7 ROANOKE RAPIDS CITY 3.1 22.1 ROBESON COUNTY 5.2 53.7 ROCKINGHAM COUNTY 1.3 21.5 ROWAN- SALISBURY 3.9 19.7 RUTHERFORD COUNTY 5.5 15.0 SAMPSON COUNTY 3.6 30.3 SCOTLAND COUNTY 12.2 25.6 STANLY COUNTY 2.8 30.5 STOKES COUNTY 2.3 6.0 SURRY COUNTY 3.9 24.7 SWAIN COUNTY 4.3 12.9 THOMASVILLE CITY 0.0 53.2 TRANSYLVANIA COUNTY 7.7 13.5 TYRRELL COUNTY 0.0 59.2 UNION COUNTY 4.0 25.6 VANCE COUNTY 5.1 24.7 WAKE COUNTY 5.0 10.8 WARREN COUNTY 9.0 14.3 WASHINGTON COUNTY 6.6 23.2 WATAUGA COUNTY 2.0 14.1 WAYNE COUNTY 5.6 16.4 WELDON CITY 13.6 6.8 WHITEVILLE CITY 4.3 12.2 WILKES COUNTY 5.4 18.7 WILSON COUNTY 4.6 9.9 YADKIN COUNTY 3.6 28.1 YANCEY COUNTY 5.6 17.6 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 14 Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 A CHILD'S GARDEN SCH 0.0 26.5 ACAD OF MOORE CNTY 0.0 121.6 ALPHA ACADEMY 0.0 0.0 AM RENAISSANCE MID 0.0 11.6 AMERICAN RENAISSANCE 0.0 0.0 ANN ATWATER CMTY 0.0 0.0 ARAPAHOE CHARTER 0.0 0.0 ARTS BASED ELEM 0.0 12.7 ARTSPACE CHARTER 0.0 53.7 BAKER CHARTER HIGH 0.0 0.0 BETHANY CMTY MIDDLE 0.0 9.9 BETHEL HILL CHARTER 0.0 12.2 BREVARD ACADEMY 0.0 40.0 BRIDGES CHARTER SCH 0.0 0.0 CAPE FEAR CTR INQUIR 0.0 0.0 CAPE LOOKOUT HIGH 0.0 0.0 CAROLINA INTRNTNL 0.0 10.7 CARTER COMMUNITY 0.0 16.4 CASA ESPERANZA 0.0 20.0 CENTRAL PARK SCHOOL 0.0 0.0 CHARTER DAY SCHOOL 0.0 9.2 CHATHAM CHARTER 0.0 0.0 CHILDREN'S COMMUNITY 0.0 12.3 CHILDREN'S VILLAGE 0.0 19.2 CIS ACADEMY 0.0 0.0 CLOVER GARDEN 0.0 0.0 COMMUNITY CHARTER SC 0.0 26.3 COMMUNITY PARTNERS 0.0 0.0 CROSSNORE ACADEMY 0.0 80.0 CROSSROADS CHARTER 0.0 0.0 DILLARD ACADEMY 0.0 0.0 DOWNTOWN MIDDLE 3.1 9.4 EAST WAKE ACADEMY 0.0 0.0 EVERGREEN CMTY CHART 0.0 26.1 EXPLORIS 0.0 0.0 F DELANY NEW SCHOOL 0.0 11.1 FORSYTH ACADEMIES 0.0 0.0 FRANKLIN ACADEMY 0.0 1.9 GASTON COLLEGE PREP 0.0 0.0 GRANDFATHER ACADEMY 0.0 57.1 GRAY STONE DAY 0.0 0.0 GREENSBORO ACADEMY 0.0 0.0 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 15 Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 GUILFORD PREPARATORY 0.0 0.0 HALIWA- SAPONI TRIBAL 0.0 0.0 HEALTHY START ACADEM 0.0 0.0 HIGHLAND CHARTER 0.0 0.0 HOPE ELEMENTARY 0.0 42.6 IMANI INSTITUTE 0.0 0.0 KENNEDY CHARTER 0.0 23.8 KESTREL HEIGHTS SCH 0.0 15.5 KINSTON CHARTER ACAD 0.0 8.1 LAKE NORMAN CHARTER 0.0 0.0 LAKESIDE SCHOOL 0.0 47.6 LAURINBURG CHARTER 0.0 0.0 LAURINBURG HOMEWORK 0.0 0.0 LINCOLN CHARTER 0.0 0.0 MAGELLAN CHARTER 0.0 0.0 MAUREEN JOY CHARTER 0.0 37.3 METROLINA REG SCH AC 0.0 0.0 MILLENNIUM CHARTER 0.0 0.0 MOUNTAIN DISCOVERY 0.0 68.5 NEW CENTURY CHARTER 0.0 55.6 OMUTEKO GWAMAZIIMA 0.0 177.8 ORANGE CHARTER 0.0 8.7 PACE ACADEMY 0.0 76.9 PHOENIX ACADEMY INC 0.0 0.0 PIEDMONT COMMTY CHAR 0.0 10.3 PREEMINENT CHARTER 0.0 13.4 PROVISIONS ACADEMY 0.0 0.0 QUALITY EDUC ACADEMY 0.0 66.0 QUEEN'S GRANT CMTY 2.5 17.7 QUEST ACADEMY 0.0 0.0 RALEIGH CHARTER HIGH 0.0 0.0 RESEARCH TRI CHARTER 0.0 4.6 RIVER MILL ACADEMY 0.0 0.0 ROCKY MOUNT PREP 0.0 43.1 ROWAN ACADEMY 0.0 0.0 SALLIE B HOWARD SCH 0.0 75.2 SPARC ACADEMY 0.0 22.6 STARS CHARTER 0.0 28.2 STERLING MONTESSORI 0.0 17.5 SUCCESS INSTITUTE 0.0 206.3 SUGAR CREEK CHARTER 0.0 8.3 SUMMIT CHARTER 0.0 19.4 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 16 Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 THE E WINSTON PRIM 0.0 0.0 THE LEARNING CENTER 0.0 33.3 THE MOUNTAIN CMTY SC 0.0 37.4 THE NEW DIMENSIONS 0.0 76.9 THOMAS JEFFERSON ACA 0.0 0.0 TILLER SCHOOL 0.0 19.0 TORCHLIGHT ACADEMY 0.0 0.0 UNION ACADEMY 0.0 2.5 VANCE CHARTER SCHOOL 0.0 0.0 VISIONS CHARTER SCH 31.3 31.3 WASHINGTON MONTESSOR 0.0 0.0 WOODS CHARTER 0.0 8.7 WOODSON SCH OF CHAL 0.0 55.9 17 Statewide Performance NCAAP and NCAAAI Combined 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 17,598 100.0 26.6 34.3 27.4 11.7 39.1 >= 95% <= 5% Gender . Female 6,040 34.3 26.3 34.6 27.5 11.6 39.1 >= 95% <= 5% Male 11,558 65.7 26.7 34.2 27.4 11.7 39.1 >= 95% <= 5% Ethnicity . American Indian 394 2.2 13.2 19.7 55.3 11.7 67.0 >= 95% <= 5% Asian 335 1.9 32.6 31.6 27.1 8.7 35.8 >= 95% <= 5% Black 6,920 39.3 24.3 34.0 28.9 12.9 41.7 >= 95% <= 5% Hispanic 2,658 15.1 41.4 35.3 19.0 <= 5% 23.3 94.7 5.3 Multi- Racial 272 1.5 25.4 34.8 28.0 11.7 39.8 >= 95% <= 5% White 6,479 36.8 23.4 34.5 28.3 13.8 42.1 >= 95% <= 5% Not Coded 540 3.1 34.4 46.1 13.8 5.7 19.6 >= 95% <= 5% Not Exceptional 4 2,887 16.4 40.6 36.4 17.1 5.9 23.0 94.7 5.3 All Students with Disabilities 14,711 83.6 24.1 34.0 29.2 12.7 41.9 >= 95% <= 5% Behaviorally- Emotionally Disabled 453 2.6 39.1 39.3 17.7 <= 5% 21.6 93.4 6.6 Hearing Impaired 170 1.0 40.7 39.5 18.6 <= 5% 19.8 >= 95% <= 5% Educable Mentally Disabled 6,347 36.1 22.6 36.5 33.1 7.7 40.9 >= 95% <= 5% Specific Learning Disabled 4 2,286 13.0 32.3 38.3 23.8 5.6 29.4 >= 95% <= 5% Learning Disabled- Reading 2,481 14.1 32.5 37.5 24.4 5.6 30.0 >= 95% <= 5% Learning Disabled- Mathematics 1,531 8.7 33.6 37.4 24.3 <= 5% 29.0 >= 95% <= 5% Learning Disabled- Written Expression 1,978 11.2 31.8 39.1 23.6 5.6 29.2 >= 95% <= 5% Learning Disabled- Other 90 0.5 24.1 39.8 30.1 6.0 36.1 >= 95% <= 5% Speech- Language Impaired 46 0.3 26.8 51.2 17.1 <= 5% 22.0 >= 95% <= 5% Visually Impaired 36 0.2 22.2 30.6 36.1 11.1 47.2 94.4 5.6 Other Health Impaired 1,022 5.8 27.7 39.6 24.8 7.8 32.6 >= 95% <= 5% Orthopedically Impaired 122 0.7 26.9 40.3 24.4 8.4 32.8 >= 95% <= 5% Traumatic Brain Injury 80 0.5 25.6 28.2 28.2 17.9 46.2 >= 95% <= 5% Autistic 1,446 8.2 19.0 29.2 29.4 22.4 51.8 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 332 1.9 27.1 19.0 23.5 30.4 53.9 >= 95% <= 5% Multihandicapped 777 4.4 22.4 25.7 27.8 24.2 51.9 >= 95% <= 5% Deaf- Blind 9 0.1 11.1 44.4 33.3 11.1 44.4 * * Trainable Mentally Disabled 1,585 9.0 15.7 23.5 30.6 30.2 60.8 >= 95% <= 5% Section 504 112 0.6 11.0 44.0 41.3 <= 5% 45.0 >= 95% <= 5% Limited English Proficient ( LEP) 3,048 17.3 43.8 37.2 16.5 <= 5% 18.9 94.6 5.4 Not Limit English Proficient 13,999 79.5 23.8 33.9 29.4 12.9 42.3 >= 95% <= 5% Free- Reduced Lunch 11,235 63.8 27.0 33.1 28.5 11.4 39.9 >= 95% <= 5% Not Free- Reduced Lunch 3,449 19.6 23.4 34.3 27.4 14.9 42.3 >= 95% <= 5% Served by Title I 7,280 41.4 27.1 32.6 29.1 11.3 40.3 >= 95% <= 5% Not Served by Title I 9,726 55.3 26.8 35.9 26.1 11.2 37.3 >= 95% <= 5% Schoolwide Title I Program 6,974 39.6 26.8 32.2 29.4 11.6 41.0 >= 95% <= 5% Targeted Assistance 177 1.0 20.2 46.4 26.8 6.5 33.3 >= 95% <= 5% Migrant 360 2.0 41.5 40.3 16.2 <= 5% 18.2 93.8 6.2 Not Migrant 16,646 94.6 26.6 34.3 27.6 11.4 39.0 >= 95% <= 5% Assigned Grade . 3 2,451 13.9 31.1 35.8 21.8 11.3 33.1 >= 95% <= 5% 4 2,650 15.1 28.8 34.7 26.4 10.2 36.6 >= 95% <= 5% 5 3,056 17.4 22.6 32.5 32.4 12.6 44.9 >= 95% <= 5% 6 2,645 15.0 29.4 33.7 26.7 10.2 36.9 >= 95% <= 5% 7 2,666 15.1 25.2 35.9 28.2 10.7 38.9 >= 95% <= 5% 8 2,556 14.5 22.5 33.6 29.5 14.4 43.9 >= 95% <= 5% 10 1,573 8.9 27.8 34.5 25.1 12.7 37.7 >= 95% <= 5% Notes: 1Combines the total number of students in NCAAP reading and NCAAAI on- level and off- level reading 2Total number of students assessed for reading; not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 2. 2004- 05 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1 Statewide Performance in Reading* 19 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 17,806 100.0 28.3 32.0 28.7 11.0 39.8 >= 95% <= 5% Gender Female 6,639 37.3 29.7 32.5 27.8 10.0 37.8 >= 95% <= 5% Male 11,167 62.7 27.4 31.7 29.3 11.6 40.9 >= 95% <= 5% Ethnicity American Indian 310 1.7 13.1 20.5 52.7 13.8 66.4 >= 95% <= 5% Asian 479 2.7 27.9 33.9 28.6 9.5 38.2 >= 95% <= 5% Black 6,396 35.9 24.2 31.6 31.3 12.9 44.3 >= 95% <= 5% Hispanic 3,629 20.4 42.7 32.3 21.3 <= 5% 25.0 93.2 6.8 Multi- Racial 252 1.4 24.9 30.2 32.7 12.2 44.9 >= 95% <= 5% White 5,951 33.4 23.5 32.0 30.6 13.9 44.5 >= 95% <= 5% Not Coded 789 4.4 42.6 38.8 14.0 <= 5% 18.6 94.2 5.8 Not Exceptional 4 4,646 26.1 43.5 32.3 19.7 <= 5% 24.2 92.8 7.2 All Students with Disabilities 13,160 73.9 23.3 31.9 31.6 13.2 44.8 >= 95% <= 5% Behaviorally- Emotionally Disabled 384 2.2 40.0 39.1 19.1 <= 5% 20.9 93.0 7.0 Hearing Impaired 132 0.7 35.9 38.3 18.8 7.0 25.8 >= 95% <= 5% Educable Mentally Disabled 6,049 34.0 23.3 35.4 33.4 7.9 41.3 >= 95% <= 5% Specific Learning Disabled 4 1,252 7.0 30.5 39.7 24.5 5.3 29.8 >= 95% <= 5% Learning Disabled- Reading 1,409 7.9 30.7 38.2 25.5 5.6 31.1 >= 95% <= 5% Learning Disabled- Mathematics 1,255 7.0 31.0 38.5 25.2 5.4 30.5 >= 95% <= 5% Learning Disabled- Written Expression 1,176 6.6 30.5 38.6 25.9 5.1 30.9 >= 95% <= 5% Learning Disabled- Other 73 0.4 22.1 35.3 33.8 8.8 42.6 >= 95% <= 5% Speech- Language Impaired 40 0.2 34.3 37.1 22.9 5.7 28.6 >= 95% <= 5% Visually Impaired 30 0.2 23.3 33.3 33.3 10.0 43.3 >= 95% <= 5% Other Health Impaired 931 5.2 26.7 37.8 28.1 7.4 35.5 >= 95% <= 5% Orthopedically Impaired 125 0.7 28.2 37.1 27.4 7.3 34.7 >= 95% <= 5% Traumatic Brain Injury 81 0.5 30.8 25.6 33.3 10.3 43.6 >= 95% <= 5% Autistic 1,431 8.0 19.3 26.3 32.2 22.2 54.4 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 332 1.9 25.0 13.9 33.7 27.4 61.1 >= 95% <= 5% Multihandicapped 775 4.4 21.9 20.7 36.6 20.8 57.4 >= 95% <= 5% Deaf- Blind 8 0.0 37.5 25.0 25.0 12.5 37.5 * * Trainable Mentally Disabled 1,590 8.9 14.2 21.8 33.1 30.8 64.0 >= 95% <= 5% Section 504 119 0.7 17.1 45.3 35.0 <= 5% 37.6 >= 95% <= 5% Limited English Proficient ( LEP) 4,656 26.1 44.6 34.1 18.7 <= 5% 21.3 92.8 7.2 Not Limit English Proficient 12,643 71.0 23.2 31.7 31.8 13.4 45.2 >= 95% <= 5% Free- Reduced Lunch 11,498 64.6 28.0 31.4 29.8 10.8 40.6 >= 95% <= 5% Not Free- Reduced Lunch 3,423 19.2 23.9 31.5 29.9 14.7 44.5 >= 95% <= 5% Served by Title I 7,213 40.5 29.4 30.4 30.0 10.2 40.2 >= 95% <= 5% Not Served by Title I 9,986 56.1 27.9 33.6 27.6 11.0 38.5 >= 95% <= 5% Schoolwide Title I Program 6,889 38.7 29.0 30.5 30.1 10.4 40.4 >= 95% <= 5% Targeted Assistance 171 1.0 27.5 30.6 31.9 10.0 41.9 >= 95% <= 5% Migrant 442 2.5 41.5 32.0 25.0 <= 5% 26.5 92.3 7.7 Not Migrant 16,757 94.1 28.2 32.3 28.7 10.9 39.6 >= 95% <= 5% Assigned Grade 3 2,443 13.7 32.0 33.9 23.3 10.8 34.1 >= 95% <= 5% 4 2,601 14.6 32.8 32.8 25.6 8.8 34.4 >= 95% <= 5% 5 3,005 16.9 25.9 28.9 33.9 11.4 45.3 >= 95% <= 5% 6 2,732 15.3 30.2 32.9 26.8 10.1 36.9 >= 95% <= 5% 7 2,756 15.5 28.5 31.5 30.3 9.6 40.0 >= 95% <= 5% 8 2,707 15.2 22.5 32.1 30.7 14.6 45.3 >= 95% <= 5% 10 1,562 8.8 25.5 32.5 29.6 12.4 42.0 >= 95% <= 5% Notes: 1Combines the total number of students in NCAAP mathematics and NCAAAI on- level and off- level mathematics 2Total number of students assessed for mathematics; not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 3. 2004- 05 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1 Statewide Performance in Mathematics* 20 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 6,123 100.0 49.1 29.3 12.2 9.3 21.5 89.6 10.4 Gender Female 2,271 37.1 50.0 28.5 11.6 9.9 21.5 89.8 10.2 Male 3,852 62.9 48.6 29.8 12.5 9.0 21.5 89.5 10.5 Ethnicity American Indian 136 2.2 26.9 27.7 37.7 7.7 45.4 86.9 13.1 Asian 204 3.3 45.5 36.9 12.1 5.6 17.7 91.9 8.1 Black 2,030 33.2 43.6 30.4 14.0 12.0 26.0 90.3 9.7 Hispanic 1,470 24.0 63.4 28.2 7.1 <= 5% 8.5 87.0 13.0 Multi- Racial 84 1.4 55.4 28.9 7.2 8.4 15.7 84.3 15.7 White 1,900 31.0 45.0 27.3 13.7 14.1 27.7 90.3 9.7 Not Coded 299 4.9 56.0 36.6 <= 5% <= 5% 7.4 93.3 6.7 Not Exceptional4 1,885 30.8 59.2 31.0 7.5 <= 5% 9.8 89.1 10.9 All Students with Disabilities 4,238 69.2 44.8 28.6 14.2 12.4 26.5 89.8 10.2 Behaviorally- Emotionally Disabled 120 2.0 44.6 46.4 8.9 <= 5% 8.9 80.5 19.5 Hearing Impaired 53 0.9 58.5 26.4 13.2 <= 5% 15.1 83.0 17.0 Educable Mentally Disabled 1,655 27.0 49.2 34.9 12.3 <= 5% 15.9 87.5 12.5 Specific Learning Disabled4 584 9.5 35.2 40.5 22.5 <= 5% 24.3 89.5 10.5 Learning Disabled- Reading 614 10.0 35.4 42.1 21.1 <= 5% 22.5 91.1 8.9 Learning Disabled- Mathematics 393 6.4 39.9 42.0 17.8 <= 5% 18.1 87.9 12.1 Learning Disabled- Written Expression 590 9.6 35.9 41.8 21.1 <= 5% 22.3 90.4 9.6 Learning Disabled- Other 35 0.6 43.8 31.3 21.9 <= 5% 25.0 87.5 12.5 Speech- Language Impaired 12 0.2 25.0 75.0 * * * * * Visually Impaired 5 0.1 60.0 20.0 20.0 * 20.0 * * Other Health Impaired 279 4.6 48.1 36.6 13.1 <= 5% 15.3 89.3 10.7 Orthopedically Impaired 31 0.5 32.3 41.9 9.7 16.1 25.8 90.3 9.7 Traumatic Brain Injury 23 0.4 40.9 22.7 18.2 18.2 36.4 86.4 13.6 Autistic 504 8.2 42.7 18.6 14.0 24.6 38.7 92.4 7.6 Severely/ Profoundly Mentally Disabled 127 2.1 44.1 10.2 14.2 31.5 45.7 >= 95% <= 5% Multihandicapped 261 4.3 47.5 12.6 14.2 25.7 39.8 92.7 7.3 Deaf- Blind 4 0.1 * * * * * * * Trainable Mentally Disabled 580 9.5 40.5 11.6 13.5 34.4 47.9 93.8 6.2 Section 504 31 0.5 67.7 22.6 9.7 <= 5% 9.7 83.9 16.1 Limited English Proficient ( LEP) 1,904 31.1 60.8 32.0 6.7 <= 5% 7.2 88.5 11.5 Not Limit English Proficient 4,045 66.1 44.4 28.4 14.4 12.8 27.2 89.9 10.1 Free- Reduced Lunch 4,060 66.3 49.4 29.5 12.6 8.6 21.2 89.9 10.1 Not Free- Reduced Lunch 1,191 19.5 44.3 28.9 12.6 14.2 26.8 92.1 7.9 Served by Title I 2,488 40.6 49.9 30.0 13.7 6.3 20.1 89.0 11.0 Not Served by Title I 3,431 56.0 49.1 29.3 10.8 10.9 21.6 89.8 10.2 Schoolwide Title I Program 2,375 38.8 49.6 30.2 13.7 6.5 20.3 88.8 11.2 Targeted Assistance 48 0.8 44.4 28.9 22.2 <= 5% 26.7 91.5 8.5 Migrant 172 2.8 58.1 25.7 15.6 <= 5% 16.2 94.0 6.0 Not Migrant 5,747 93.9 49.2 29.7 11.9 9.2 21.1 89.3 10.7 Assigned Grade 4 2,649 43.3 53.5 29.1 10.8 6.7 17.4 89.1 10.9 7 2,703 44.1 45.8 32.0 13.7 8.5 22.2 89.3 10.7 10 771 12.6 45.9 20.9 11.7 21.6 33.2 92.1 7.9 Notes: 1Combines total number of students in NCAAP and NCAAAI Writing 2Total number of students assessed for writing. Not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 4. 2004- 05 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1 Statewide Performance in Writing 21 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 14,153 100.0 29.8 38.6 26.8 <= 5% 31.6 >= 95% <= 5% Gender Female 4,804 33.9 29.2 38.9 27.2 <= 5% 31.9 >= 95% <= 5% Male 9,349 66.1 30.2 38.4 26.6 <= 5% 31.4 >= 95% <= 5% Ethnicity American Indian 345 2.4 13.4 20.8 58.6 7.1 65.8 >= 95% <= 5% Asian 274 1.9 36.1 36.1 27.3 <= 5% 27.8 >= 95% <= 5% Black 5,516 39.0 27.1 38.5 28.6 5.8 34.4 >= 95% <= 5% Hispanic 2,492 17.6 43.0 36.6 18.0 <= 5% 20.4 94.4 5.6 Multi- Racial 203 1.4 27.7 38.5 28.7 5.1 33.8 >= 95% <= 5% White 4,810 34.0 26.9 40.3 27.7 5.1 32.8 >= 95% <= 5% Not Coded 513 3.6 36.5 49.0 13.3 <= 5% 14.5 >= 95% <= 5% Not Exceptional4 2,581 18.2 45.1 39.4 14.7 <= 5% 15.5 94.1 5.9 All Students with Disabilities 11,572 81.8 26.9 38.5 29.1 5.6 34.7 >= 95% <= 5% Behaviorally- Emotionally Disabled 452 3.2 39.2 39.4 17.7 <= 5% 21.4 93.4 6.6 Hearing Impaired 164 1.2 40.4 41.0 18.0 <= 5% 18.6 >= 95% <= 5% Educable Mentally Disabled 6,064 42.8 23.2 37.4 33.3 6.1 39.4 >= 95% <= 5% Specific Learning Disabled4 2,284 16.1 32.3 38.3 23.8 5.6 29.4 >= 95% <= 5% Learning Disabled- Reading 2,481 17.5 32.5 37.5 24.4 5.6 30.0 >= 95% <= 5% Learning Disabled- Mathematics 1,531 10.8 33.6 37.4 24.3 <= 5% 29.0 >= 95% <= 5% Learning Disabled- Written Expression 1,978 14.0 31.8 39.1 23.6 5.6 29.2 >= 95% <= 5% Learning Disabled- Other 90 0.6 24.1 39.8 30.1 6 36.1 >= 95% <= 5% Speech- Language Impaired 44 0.3 28.2 51.3 17.9 <= 5% 20.5 >= 95% <= 5% Visually Impaired 30 0.2 20.0 33.3 40.0 6.7 46.7 93.3 6.7 Other Health Impaired 925 6.5 29.0 41.5 24.6 <= 5% 29.5 >= 95% <= 5% Orthopedically Impaired 97 0.7 31.9 43.6 22.3 <= 5% 24.5 >= 95% <= 5% Traumatic Brain Injury 56 0.4 31.5 38.9 25.9 <= 5% 29.6 >= 95% <= 5% Autistic 726 5.1 25.6 42.0 26.6 5.8 32.4 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 5 0.0 80.0 * 20.0 * 20.0 60.0 40.0 Multihandicapped 194 1.4 25.7 39.8 31.4 <= 5% 34.6 >= 95% <= 5% Deaf- Blind 5 0.0 20.0 20.0 60.0 * 60.0 * * Trainable Mentally Disabled 526 3.7 28.6 38.1 27.5 5.8 33.3 >= 95% <= 5% Section 504 112 0.8 11.0 44.0 41.3 <= 5% 45.0 >= 95% <= 5% Limited English Proficient ( LEP) 3,001 21.2 44.3 37.7 16.4 <= 5% 18.1 94.6 5.4 Not Limit English Proficient 10,907 77.1 26.6 38.6 29.3 5.6 34.8 >= 95% <= 5% Free- Reduced Lunch 9,229 65.2 29.7 37.0 28.2 5.2 33.4 >= 95% <= 5% Not Free- Reduced Lunch 2,323 16.4 28.9 40.8 26.3 <= 5% 30.3 >= 95% <= 5% Served by Title I 6,241 44.1 29.1 35.6 29.0 6.4 35.3 >= 95% <= 5% Not Served by Title I 7,626 53.9 30.7 40.8 25.0 <= 5% 28.6 >= 95% <= 5% Schoolwide Title I Program 5,946 42.0 28.8 35.3 29.3 6.6 35.9 >= 95% <= 5% Targeted Assistance 167 1.2 20.9 47.5 27.2 <= 5% 31.6 >= 95% <= 5% Migrant 349 2.5 41.6 40.4 16.1 <= 5% 17.9 93.6 6.4 Not Migrant 13,518 95.5 29.6 38.4 27.1 <= 5% 32.0 >= 95% <= 5% Assigned Grade 3 1,984 14.0 35.7 40.0 19.5 <= 5% 24.3 >= 95% <= 5% 4 2,225 15.7 31.5 37.8 25.3 5.4 30.7 >= 95% <= 5% 5 2,511 17.7 24.2 36.7 32.0 7.0 39.0 >= 95% <= 5% 6 2,173 15.4 32.9 37.7 26.0 <= 5% 29.4 >= 95% <= 5% 7 2,138 15.1 28.6 40.5 27.6 <= 5% 30.9 >= 95% <= 5% 8 1,947 13.8 25.9 38.5 30.4 5.2 35.6 >= 95% <= 5% 10 1,174 8.3 31.7 40.3 24.3 <= 5% 28.0 94.5 5.5 Notes: 1Combines total number of NCAAAI students in on- level and off- level reading including those students without a score for growth. 2Total number of students assessed for reading. Not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 5. 2004- 05 NCAAAI1 Statewide Student Performance in On- Level and Off- Level Reading Combined 22 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 14,361 100.0 32.1 37.1 26.5 <= 5% 30.8 >= 95% <= 5% Gender Female 5,403 37.6 33.4 37.5 25.4 <= 5% 29.1 >= 95% <= 5% Male 8,958 62.4 31.3 36.9 27.1 <= 5% 31.8 >= 95% <= 5% Ethnicity American Indian 261 1.8 13.3 22.5 57.0 7.2 64.3 >= 95% <= 5% Asian 418 2.9 30.7 37.4 27.4 <= 5% 31.8 94.7 5.3 Black 4,992 34.8 27.5 37.7 29.3 5.5 34.8 >= 95% <= 5% Hispanic 3,463 24.1 44.1 33.2 20.4 <= 5% 22.7 92.9 7.1 Multi- Racial 183 1.3 27.8 34.7 32.4 5.1 37.5 >= 95% <= 5% White 4,282 29.8 27.6 40.0 27.7 <= 5% 32.4 >= 95% <= 5% Not Coded 762 5.3 44.2 40.3 13.8 <= 5% 15.6 94.0 6.0 Not Exceptional4 4,340 30.2 46.1 34.1 18.1 <= 5% 19.8 92.4 7.6 All Students with Disabilities 10,021 69.8 26.5 38.3 29.8 5.4 35.2 >= 95% <= 5% Behaviorally- Emotionally Disabled 383 2.7 40.1 39.2 18.9 <= 5% 20.6 93.0 7.0 Hearing Impaired 126 0.9 36.1 39.3 18.9 5.7 24.6 >= 95% <= 5% Educable Mentally Disabled 5,766 40.2 23.9 36.6 33.5 5.9 39.4 >= 95% <= 5% Specific Learning Disabled4 1,250 8.7 30.5 39.7 24.5 5.2 29.7 >= 95% <= 5% Learning Disabled- Reading 1,409 9.8 30.7 38.2 25.5 5.6 31.1 >= 95% <= 5% Learning Disabled- Mathematics 1,255 8.7 31.0 38.5 25.2 5.4 30.5 >= 95% <= 5% Learning Disabled- Written Expression 1,176 8.2 30.5 38.6 25.9 5.1 30.9 >= 95% <= 5% Learning Disabled- Other 73 0.5 22.1 35.3 33.8 8.8 42.6 >= 95% <= 5% Speech- Language Impaired 38 0.3 36.4 36.4 24.2 <= 5% 27.3 >= 95% <= 5% Visually Impaired 24 0.2 25.0 37.5 33.3 <= 5% 37.5 >= 95% <= 5% Other Health Impaired 834 5.8 28.2 40.2 27.0 <= 5% 31.6 >= 95% <= 5% Orthopedically Impaired 100 0.7 32.3 42.4 23.2 <= 5% 25.3 93.9 6.1 Traumatic Brain Injury 57 0.4 40.7 33.3 24.1 <= 5% 25.9 >= 95% <= 5% Autistic 711 5.0 27.3 41.7 24.7 6.3 31.0 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 5 0.0 60.0 20.0 20.0 * 20.0 60.0 40.0 Multihandicapped 192 1.3 26.8 42.6 28.4 <= 5% 30.5 >= 95% <= 5% Deaf- Blind 4 0.0 * * * * * * * Trainable Mentally Disabled 531 3.7 26.2 43.8 25.2 <= 5% 30.0 >= 95% <= 5% Section 504 119 0.8 17.1 45.3 35.0 <= 5% 37.6 >= 95% <= 5% Limited English Proficient ( LEP) 4,609 32.1 44.9 34.3 18.6 <= 5% 20.8 92.7 7.3 Not Limit English Proficient 9,551 66.5 26.4 38.3 29.9 5.3 35.3 >= 95% <= 5% Free- Reduced Lunch 9,492 66.1 31.3 35.7 28.4 <= 5% 33.0 >= 95% <= 5% Not Free- Reduced Lunch 2,297 16.0 29.1 41.0 25.4 <= 5% 29.9 >= 95% <= 5% Served by Title I 6,174 43.0 31.9 33.9 29.0 5.3 34.2 >= 95% <= 5% Not Served by Title I 7,886 54.9 32.2 39.5 24.6 <= 5% 28.3 >= 95% <= 5% Schoolwide Title I Program 5,861 40.8 31.6 34.1 28.9 5.3 34.2 >= 95% <= 5% Targeted Assistance 161 1.1 27.3 32.7 32.7 7.3 40.0 >= 95% <= 5% Migrant 431 3.0 41.9 32.2 24.4 <= 5% 25.9 92.0 8.0 Not Migrant 13,629 94.9 31.8 37.2 26.6 <= 5% 31.0 >= 95% <= 5% Assigned Grade 3 1,976 13.8 37.0 39.2 19.5 <= 5% 23.9 >= 95% <= 5% 4 2,176 15.2 36.3 36.7 23.0 <= 5% 27.1 >= 95% <= 5% 5 2,460 17.1 28.8 33.1 32.4 5.7 38.1 >= 95% <= 5% 6 2,260 15.7 34.3 37.5 24.8 <= 5% 28.2 94.8 5.2 7 2,228 15.5 32.6 37.0 27.7 <= 5% 30.4 >= 95% <= 5% 8 2,098 14.6 25.9 38.6 29.9 5.6 35.5 >= 95% <= 5% 10 1,163 8.1 28.6 40.0 27.0 <= 5% 31.3 94.3 5.7 Notes: 1Combines total number of NCAAAI students in on- level and off- level mathematics including those students without a score for growth. 2Total number of students assessed for mathematics. Not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 6. 2004- 05 NCAAAI1 Statewide Student Performance in On- Level and Off- Level Mathematics Combined 23 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 4,773 100.0 53.8 34.9 10.7 <= 5% 11.3 87.0 13.0 Gender Female 1,777 37.2 54.2 34.5 10.5 <= 5% 11.3 87.4 12.6 Male 2,996 62.8 53.5 35.2 10.8 <= 5% 11.3 86.7 13.3 Ethnicity American Indian 117 2.5 26.1 32.4 40.5 <= 5% 41.4 84.7 15.3 Asian 176 3.7 45.3 42.4 11.8 <= 5% 12.4 91.1 8.9 Black 1,478 31.0 47.9 38.4 12.5 <= 5% 13.8 87.2 12.8 Hispanic 1,405 29.4 64.2 29.0 6.8 <= 5% 6.8 86.5 13.5 Multi- Racial 61 1.3 60.0 33.3 6.7 <= 5% 6.7 80.0 20.0 White 1,247 26.1 51.7 36.1 11.8 <= 5% 12.3 85.8 14.2 Not Coded 289 6.1 57.7 37.6 <= 5% <= 5% <= 5% 93.1 6.9 Not Exceptional4 1,782 37.3 61.0 32.1 6.8 <= 5% 6.9 88.7 11.3 All Students with Disabilities 2,991 62.7 49.6 36.6 13.0 <= 5% 13.9 86.0 14.0 Behaviorally- Emotionally Disabled 120 2.5 44.6 46.4 8.9 <= 5% 8.9 80.5 19.5 Hearing Impaired 52 1.1 57.7 26.9 13.5 <= 5% 15.4 82.7 17.3 Educable Mentally Disabled 1,544 32.3 50.9 36.6 11.9 <= 5% 12.6 86.7 13.3 Specific Learning Disabled4 584 12.2 35.2 40.5 22.5 <= 5% 24.3 89.5 10.5 Learning Disabled- Reading 614 12.9 35.4 42.1 21.1 <= 5% 22.5 91.1 8.9 Learning Disabled- Mathematics 393 8.2 39.9 42.0 17.8 <= 5% 18.1 87.9 12.1 Learning Disabled- Written Expression 590 12.4 35.9 41.8 21.1 <= 5% 22.3 90.4 9.6 Learning Disabled- Other 35 0.7 43.8 31.3 21.9 <= 5% 25.0 87.5 12.5 Speech- Language Impaired 12 0.3 25.0 75.0 * * * * * Visually Impaired 2 0.0 * * * * * * * Other Health Impaired 249 5.2 48.3 39.1 11.8 <= 5% 12.6 87.9 12.1 Orthopedically Impaired 24 0.5 33.3 54.2 8.3 <= 5% 12.5 87.5 12.5 Traumatic Brain Injury 14 0.3 53.8 30.8 15.4 * 15.4 76.9 23.1 Autistic 215 4.5 57.6 32.4 9.5 <= 5% 10.0 84.0 16.0 Severely/ Profoundly Mentally Disabled 1 0.0 * * * * * * * Multihandicapped 45 0.9 66.7 26.7 6.7 <= 5% 6.7 68.9 31.1 Deaf- Blind 2 0.0 * * * * * * * Trainable Mentally Disabled 127 2.7 84.8 14.4 <= 5% <= 5% <= 5% 72.8 27.2 Section 504 31 0.6 67.7 22.6 9.7 <= 5% 9.7 83.9 16.1 Limited English Proficient ( LEP) 1,885 39.5 61.0 32.2 6.7 <= 5% 6.8 88.4 11.6 Not Limit English Proficient 2,817 59.0 49.2 36.6 13.3 <= 5% 14.2 86.0 14.0 Free- Reduced Lunch 3,246 68.0 53.4 34.7 11.3 <= 5% 11.9 87.6 12.4 Not Free- Reduced Lunch 763 16.0 50.1 38.5 10.5 <= 5% 11.4 88.4 11.6 Served by Title I 2,151 45.1 52.9 33.5 12.8 <= 5% 13.6 87.5 12.5 Not Served by Title I 2,521 52.8 54.5 36.3 8.8 <= 5% 9.2 86.3 13.7 Schoolwide Title I Program 2,041 42.8 52.6 33.8 12.8 <= 5% 13.6 87.2 12.8 Targeted Assistance 45 0.9 47.6 31.0 21.4 <= 5% 21.4 90.9 9.1 Migrant 167 3.5 58.6 26.5 14.8 <= 5% 14.8 93.8 6.2 Not Migrant 4,505 94.4 53.6 35.3 10.5 <= 5% 11.1 86.6 13.4 Assigned Grade 4 2,225 46.6 57.7 32.5 9.1 <= 5% 9.7 87.3 12.7 7 2,176 45.6 49.2 37.6 12.7 <= 5% 13.2 87.0 13.0 10 372 7.8 56.5 33.7 8.9 <= 5% 9.8 84.3 15.7 Notes: 1Total number of NCAAAI students in writing; does not include thirty- one students who were tested off- level for writing ( scores invalidated) 2Total number of students assessed for writing. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 7. 2004- 05 NCAAAI1 Statewide Student Performance in Writing 24 25 Statewide Performance NCAAP and NCAAAI 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Percent Percent Percent Percent Percent Percent Percent Percent Percent Percent Percent Percent Not Number Percent of at at at at At or Above at at at at At or Above Achieving Achieving Category of Students All Students1 Level I Level II Level III Level IV Level III Level I Level II Level III Level IV Level III Growth Growth All Students 3,445 100.0 14.0 17.7 30.0 38.2 68.2 13.3 11.8 37.5 37.4 74.9 >= 95% <= 5% Gender Females 1,236 35.9 15.8 18.9 28.5 36.8 65.3 14.5 12.1 37.9 35.5 73.4 >= 95% <= 5% Males 2,209 64.1 13.1 17.1 30.8 39.0 69.9 12.6 11.6 37.3 38.5 75.8 >= 95% <= 5% Ethnicity American Indian 49 1.4 12.2 12.2 32.7 42.9 75.5 12.2 10.2 30.6 46.9 77.6 >= 95% <= 5% Asian 61 1.8 19.7 14.8 26.2 39.3 65.6 11.5 13.1 36.1 39.3 75.4 >= 95% <= 5% Black 1,404 40.8 13.8 16.9 29.9 39.4 69.3 12.7 10.6 38.3 38.3 76.6 >= 95% <= 5% Hispanic 166 4.8 19.9 18.7 32.5 28.9 61.4 16.9 13.9 38.0 31.3 69.3 >= 95% <= 5% Multi- Racial 69 2.0 18.8 24.6 26.1 30.4 56.5 17.4 18.8 33.3 30.4 63.8 >= 95% <= 5% White 1,669 48.4 13.5 18.6 30.1 37.8 67.9 13.4 12.4 37.6 36.6 74.2 >= 95% <= 5% Not Coded 27 0.8 <= 5% <= 5% 22.2 70.4 92.6 <= 5% <= 5% 18.5 74.1 92.6 >= 95% <= 5% All Students with Disabilities 3,139 91.1 14.5 18.0 29.7 37.8 67.5 13.5 12.1 37.3 37.1 74.4 >= 95% <= 5% Behaviorally- Emotionally Disabled 1 0.0 * * * * * * * * * * * * Hearing Impaired 6 0.2 50.0 * 33.3 16.7 50.0 33.3 16.7 16.7 33.3 50.0 83.3 16.7 27 Educable Mentally Disabled 283 8.2 10.2 18.0 29.3 42.4 71.7 10.6 10.6 31.4 47.3 78.8 >= 95% <= 5% Specific Learning Disabled 2 0.1 * * * * * * * * * * * * Speech- Language Impaired 2 0.1 * * * * * * * * * * * * Visually Impaired 6 0.2 33.3 16.7 16.7 33.3 50.0 16.7 16.7 33.3 33.3 66.7 * * Other Health Impaired 97 2.8 16.5 22.7 26.8 34.0 60.8 14.4 18.6 37.1 29.9 67.0 >= 95% <= 5% Orthopedically Impaired 25 0.7 8.0 28.0 32.0 32.0 64.0 12.0 16.0 44.0 28.0 72.0 >= 95% <= 5% Traumatic Brain Injury 24 0.7 12.5 <= 5% 33.3 50.0 83.3 8.3 8.3 54.2 29.2 83.3 >= 95% <= 5% Autistic 720 20.9 12.4 16.7 32.1 38.9 71.0 11.5 11.4 39.4 37.6 77.1 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 327 9.5 26.3 19.3 23.5 30.9 54.4 24.5 13.8 33.9 27.8 61.8 >= 95% <= 5% Multihandicapped 583 16.9 21.3 21.1 26.6 31.0 57.6 20.2 13.6 39.3 26.9 66.2 >= 95% <= 5% Deaf- Blind 4 0.1 * * * * * * * * * * * * Trainable Mentally Disabled 1,059 30.7 9.4 16.3 32.1 42.1 74.2 8.3 11.0 37.0 43.7 80.7 >= 95% <= 5% Not Coded 306 8.9 9.5 15.0 33.3 42.2 75.5 11.1 8.5 40.2 40.2 80.4 >= 95% <= 5% Limited English Proficient ( LEP) 47 1.4 19.1 14.9 23.4 42.6 66.0 19.1 14.9 27.7 38.3 66.0 >= 95% <= 5% Not Limit English Proficient 3,092 89.8 14.4 18.0 29.8 37.8 67.5 13.4 12.1 37.4 37.1 74.5 >= 95% <= 5% Free- Reduced Lunch 2,006 58.2 15.5 16.2 29.8 38.6 68.3 13.4 11.7 36.4 38.5 75.0 >= 95% <= 5% Not Free- Reduced Lunch 1,126 32.7 12.7 21.3 29.6 36.4 66.0 13.8 13.0 38.6 34.6 73.3 >= 95% <= 5% Served by Title I 1,039 30.2 16.1 15.5 29.5 38.9 68.4 15.3 11.2 36.1 37.4 73.5 >= 95% <= 5% Not Served by Title I 2,100 61.0 13.7 19.2 29.7 37.3 67.0 12.6 12.6 37.9 37.0 74.9 >= 95% <= 5% Schoolwide Title I Program 1,028 29.8 16.1 15.4 29.7 38.9 68.6 15.2 11.2 36.3 37.4 73.6 >= 95% <= 5% Targeted Assistance 10 0.3 10.0 30.0 20.0 40.0 60.0 30.0 * 20.0 50.0 70.0 * * Migrant 11 0.3 36.4 36.4 18.2 9.1 27.3 27.3 27.3 45.5 * 45.5 * * Not Migrant 3,128 90.8 14.4 17.9 29.7 37.9 67.6 13.4 12.1 37.2 37.3 74.5 >= 95% <= 5% Notes 1 " Percent of All Students" within a category may not sum to 100.0 percent due to rounding or blanks. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data are not collected by subject for Section 504 or Specific Learning Disabled students. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 8. 2004- 05 NCAAP Statewide Student Performance at Each Achievement Level, Percent Achieving Growth, and Percent Not Achieving Growth, Reading Mathematics in Reading and Mathematics Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Percent Percent Percent Percent Percent Percent Percent Number Percent of at at at at At or Above Achieving Not Achieving Category of Students All Students1 Level I Level II Level III Level IV Level III Growth Growth All Students 1,350 100.0 33.6 10.4 17.0 39.0 56.0 >= 95% <= 5% Gender Females 494 36.6 35.4 8.1 15.2 41.3 56.5 >= 95% <= 5% Males 856 63.4 32.5 11.8 18.1 37.6 55.7 >= 95% <= 5% Not Coded Ethnicity American Indian 19 1.4 31.6 * 21.1 47.4 68.4 * * Asian 28 2.1 46.4 <= 5% 14.3 35.7 50.0 >= 95% <= 5% Black 552 40.9 32.6 10.0 18.1 39.3 57.4 >= 95% <= 5% Hispanic 65 4.8 46.2 10.8 13.8 29.2 43.1 >= 95% <= 5% Multi- Racial 23 1.7 43.5 17.4 8.7 30.4 39.1 >= 95% <= 5% White 653 48.4 32.6 11.2 17.0 39.2 56.2 >= 95% <= 5% Not Coded 10 0.7 10.0 10.0 * 80.0 80.0 * * All Students with Disabilities 1,247 92.4 33.8 10.3 16.8 39.1 55.9 >= 95% <= 5% Behaviorally- Emotionally Disabled 0 0.0 * * * * * * * Hearing Impaired 1 0.1 * * * * * * * Educable Mentally Disabled 111 8.2 27.0 12.6 18.0 42.3 60.4 >= 95% <= 5% Specific Learning Disabled 0 0.0 * * * * * * * Speech- Language Impaired 0 0.0 * * * * * * * Visually Impaired 3 0.2 * * * * * * * Other Health Impaired 30 2.2 46.7 16.7 23.3 13.3 36.7 >= 95% <= 5% Orthopedically Impaired 7 0.5 28.6 * 14.3 57.1 71.4 * * Traumatic Brain Injury 9 0.7 22.2 11.1 22.2 44.4 66.7 * * Autistic 289 21.4 31.8 8.7 17.3 42.2 59.5 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 126 9.3 43.7 10.3 14.3 31.7 46.0 >= 95% <= 5% Multihandicapped 216 16.0 43.5 9.7 15.7 31.0 46.8 >= 95% <= 5% Deaf- Blind 2 0.1 * * * * * * * Trainable Mentally Disabled 453 33.6 28.3 10.8 17.0 43.9 60.9 >= 95% <= 5% Not Coded 103 7.6 30.1 12.6 19.4 37.9 57.3 >= 95% <= 5% Limited English Proficient ( LEP) 19 1.4 42.1 10.5 5.3 42.1 47.4 94.7 5.3 Not Limit English Proficient 1,228 91.0 33.7 10.3 17.0 39.0 56.0 >= 95% <= 5% Free- Reduced Lunch 814 60.3 33.9 9.2 17.3 39.6 56.9 >= 95% <= 5% Not Free- Reduced Lunch 428 31.7 34.1 12.4 16.1 37.4 53.5 >= 95% <= 5% Served by Title I 337 25.0 31.5 8.9 19.3 40.4 59.6 >= 95% <= 5% Not Served by Title I 910 67.4 34.7 10.8 15.9 38.6 54.5 >= 95% <= 5% Schoolwide Title I Program 334 24.7 31.7 9.0 19.2 40.1 59.3 >= 95% <= 5% Targeted Assistance 3 0.2 * * * * * * * Migrant 5 0.4 40.0 * 40.0 20.0 60.0 * * Not Migrant 1,242 92.0 33.8 10.3 16.7 39.1 55.9 >= 95% <= 5% Notes: 1 " Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data are not collected by subject for Section 504 or Specific Learning Disabled students. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 9. 2004- 05 NCAAP Statewide Student Performance at Each Achievment Level, Percent Achieving Growth, and Percent Not Achieving Growth, in Writing Writing 28 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 29 Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 7. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Reading, Percent at Each Achievement Level, 2002- 03 ( N= 3,146), 2003- 04 ( N= 3,417), and 2004- 05 ( N= 3,445) 15.9 31.9 29.8 17.9 10.9 18.1 36.5 33.8 14.0 17.7 30.0 38.2 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 30 Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 8. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Mathematics, Percent at Each Achievement Level, 2002- 03 ( N= 3,146), 2003- 04 ( N= 3,417), and 2004- 05 ( N= 3,445) 20.4 22.9 37.0 13.5 11.5 15.2 44.2 30.1 13.3 11.8 37.5 37.4 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 31 Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 9. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Writing, Percent at Each Achievement Level, 2002- 03 ( N= 1,213), 2003- 04 ( N= 1,422), and 2004- 05 ( N= 1,350) 19.5 27.9 21.8 25.8 20.1 16.2 22.5 39.2 33.6 10.4 17.0 39.0 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 2,683 100.0 36.4 33.6 26.0 <= 5% 30.0 94.7 5.3 Gender Female 1,153 43.0 37.3 36.3 22.3 <= 5% 26.4 94.7 5.3 Male 1,530 57.0 35.7 31.6 28.9 <= 5% 32.7 94.7 5.3 Ethnicity American Indian 79 2.9 <= 5% 8.9 77.2 12.7 89.9 >= 95% <= 5% Asian 136 5.1 39.1 39.8 21.1 <= 5% 21.1 >= 95% <= 5% Black 412 15.4 12.7 20.8 51.0 15.4 66.4 >= 95% <= 5% Hispanic 1,507 56.2 48.2 34.8 16.1 <= 5% 17.0 92.9 7.1 Multi- Racial 12 0.4 33.3 33.3 33.3 * 33.3 * * White 244 9.1 16.0 27.9 48.8 7.4 56.1 94.7 5.3 Not Coded 293 10.9 35.1 54.0 10.7 <= 5% 11.0 >= 95% <= 5% Not Exceptional4 1,998 74.5 46.4 39.1 13.9 <= 5% 14.5 93.9 6.1 All Students with Disabilities 685 25.5 7.6 17.6 61.2 13.5 74.7 >= 95% <= 5% Behaviorally- Emotionally Disabled 25 0.9 <= 5% 36.0 40.0 24.0 64.0 >= 95% <= 5% Hearing Impaired 7 0.3 14.3 * 85.7 * 85.7 * * Educable Mentally Disabled 272 10.1 6.7 13.0 61.5 18.9 80.4 >= 95% <= 5% Specific Learning Disabled4 252 9.4 8.4 13.5 68.1 10.0 78.1 >= 95% <= 5% Learning Disabled- Reading 257 9.6 6.3 17.2 66.8 9.8 76.6 >= 95% <= 5% Learning Disabled- Mathematics 114 4.2 7.9 19.3 63.2 9.6 72.8 >= 95% <= 5% Learning Disabled- Written Expression 183 6.8 7.1 16.5 65.9 10.4 76.4 >= 95% <= 5% Learning Disabled- Other 8 0.3 12.5 25.0 62.5 * 62.5 * * Speech- Language Impaired 10 0.4 10.0 50.0 30.0 10.0 40.0 * * Visually Impaired 9 0.3 * 22.2 55.6 22.2 77.8 88.9 11.1 Other Health Impaired 61 2.3 6.6 27.9 60.7 <= 5% 65.6 >= 95% <= 5% Orthopedically Impaired 3 0.1 * * * * * * * Traumatic Brain Injury 2 0.1 * * * * * * * Autistic 35 1.3 14.7 44.1 32.4 8.8 41.2 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 0 0.0 * * * * * * * Multihandicapped 4 0.1 * * * * * * * Deaf- Blind 1 0.0 * * * * * * * Trainable Mentally Disabled 4 0.1 * * * * * * * Section 504 11 0.4 63.6 27.3 9.1 * 9.1 81.8 18.2 Limited English Proficient ( LEP) 1,994 74.3 46.5 38.2 14.6 <= 5% 15.3 93.9 6.1 Not Limit English Proficient 641 23.9 6.4 18.6 60.7 14.3 75.0 >= 95% <= 5% Free- Reduced Lunch 2,039 76.0 34.4 33.1 27.7 <= 5% 32.5 >= 95% <= 5% Not Free- Reduced Lunch 282 10.5 37.1 35.6 26.3 <= 5% 27.3 >= 95% <= 5% Served by Title I 1,588 59.2 30.8 30.3 32.9 6.0 38.9 >= 95% <= 5% Not Served by Title I 1,039 38.7 45.3 38.1 15.6 <= 5% 16.6 94.3 5.7 Schoolwide Title I Program 1,416 52.8 28.9 29.4 34.9 6.7 41.6 >= 95% <= 5% Targeted Assistance 60 2.2 34.5 44.8 19.0 <= 5% 20.7 >= 95% <= 5% Migrant 248 9.2 47.2 35.5 16.5 <= 5% 17.3 91.5 8.5 Not Migrant 2,379 88.7 35.3 33.2 27.1 <= 5% 31.5 >= 95% <= 5% Assigned Grade 3 438 16.3 29.9 35.5 32.5 <= 5% 34.6 >= 95% <= 5% 4 519 19.3 34.5 31.8 30.2 <= 5% 33.7 >= 95% <= 5% 5 435 16.2 28.2 33.5 31.9 6.5 38.3 >= 95% <= 5% 6 397 14.8 44.5 29.3 20.9 5.3 26.2 92.6 7.4 7 423 15.8 46.5 34.8 15.6 <= 5% 18.7 91.4 8.6 8 402 15.0 34.3 35.8 25.9 <= 5% 30.0 93.7 6.3 10 69 2.6 48.5 41.2 10.3 <= 5% 10.3 92.6 7.4 Notes: 1On- level students are assessed at their assigned grade level. 2Total number of on- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 10. 2004- 05 NCAAAI1 Statewide Performance of On- Level Students1 in Reading 32 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than 5.0 percent, or greater tha or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 10. 2002- 03 to 2004- 05 NCAAAI Statewide Performance1 of On- Level Students in Reading, at Each Achievement Level, 2002- 03 ( N= 5,857), 2003- 04 ( N= 4,086), and 2004- 05 ( N= 2,683) 58.2 27.9 12.3 42.3 33.2 21.4 36.4 33.6 26.0 ≤ 5 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 33 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III1 Percent at Level IV1 Percent At or Above Level III1 Percent Achieving Growth Percent Not Achieving Growth All Students 10,715 100.0 28.1 39.9 27.0 5.0 32.0 >= 95% <= 5% Gender Female 3,365 31.4 26.3 39.8 28.9 <= 5% 33.8 >= 95% <= 5% Male 7,350 68.6 29.0 39.9 26.1 5.1 31.1 >= 95% <= 5% Ethnicity American Indian 257 2.4 17.1 24.5 52.9 5.4 58.4 >= 95% <= 5% Asian 95 0.9 31.9 30.9 36.2 <= 5% 37.2 >= 95% <= 5% Black 4,919 45.9 28.3 40.0 26.7 5.0 31.8 >= 95% <= 5% Hispanic 761 7.1 32.4 40.2 21.8 5.6 27.4 >= 95% <= 5% Multi- Racial 182 1.7 27.5 38.5 28.6 5.5 34.1 >= 95% <= 5% White 4,400 41.1 27.5 41.0 26.5 <= 5% 31.5 >= 95% <= 5% Not Coded 101 0.9 40.6 34.7 20.8 <= 5% 24.8 >= 95% <= 5% Not Exceptional4 181 1.7 29.8 43.3 24.7 <= 5% 27.0 >= 95% <= 5% All Students with Disabilities 10,534 98.3 28.1 39.8 27.0 5.1 32.1 >= 95% <= 5% Behaviorally- Emotionally Disabled 383 3.6 41.7 39.6 16.3 <= 5% 18.6 93.2 6.8 Hearing Impaired 154 1.4 41.6 42.9 14.9 <= 5% 15.6 >= 95% <= 5% Educable Mentally Disabled 5,664 52.9 24.0 38.6 32.0 5.4 37.4 >= 95% <= 5% Specific Learning Disabled4 1,913 17.9 35.5 41.6 17.9 5.0 22.9 >= 95% <= 5% Learning Disabled- Reading 2,101 19.6 35.7 40.0 19.2 5.0 24.2 >= 95% <= 5% Learning Disabled- Mathematics 1,356 12.7 35.8 38.9 21.0 <= 5% 25.3 >= 95% <= 5% Learning Disabled- Written Expression 1,703 15.9 34.4 41.5 19.0 5.0 24.1 >= 95% <= 5% Learning Disabled- Other 78 0.7 25.3 41.3 26.7 6.7 33.3 94.8 5.2 Speech- Language Impaired 29 0.3 34.5 51.7 13.8 <= 5% 13.8 >= 95% <= 5% Visually Impaired 21 0.2 28.6 38.1 33.3 <= 5% 33.3 >= 95% <= 5% Other Health Impaired 830 7.7 30.6 42.5 21.9 <= 5% 26.9 >= 95% <= 5% Orthopedically Impaired 91 0.8 33.0 41.8 23.1 <= 5% 25.3 >= 95% <= 5% Traumatic Brain Injury 53 0.5 32.7 40.4 23.1 <= 5% 26.9 >= 95% <= 5% Autistic 678 6.3 26.2 41.9 26.3 5.6 32.0 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 5 0.0 80.0 * 20.0 * 20.0 60.0 40.0 Multihandicapped 189 1.8 25.7 40.6 31.0 <= 5% 33.7 >= 95% <= 5% Deaf- Blind 4 0.0 * * * * * * * Trainable Mentally Disabled 520 4.9 28.7 38.4 27.1 5.8 32.9 >= 95% <= 5% Section 504 99 0.9 5.1 45.9 44.9 <= 5% 49.0 >= 95% <= 5% Limited English Proficient ( LEP) 604 5.6 36.5 36.1 22.5 <= 5% 27.4 >= 95% <= 5% Not Limit English Proficient 9,916 92.5 27.9 39.9 27.2 5.0 32.3 >= 95% <= 5% Free- Reduced Lunch 6,801 63.5 28.2 38.1 28.4 5.3 33.6 >= 95% <= 5% Not Free- Reduced Lunch 1,962 18.3 27.7 41.6 26.3 <= 5% 30.7 >= 95% <= 5% Served by Title I 4,298 40.1 28.4 37.6 27.5 6.5 34.1 >= 95% <= 5% Not Served by Title I 6,189 57.8 28.2 41.2 26.6 <= 5% 30.6 >= 95% <= 5% Schoolwide Title I Program 4,189 39.1 28.8 37.3 27.4 6.5 34.0 >= 95% <= 5% Targeted Assistance 102 1.0 13.0 49.0 32.0 6.0 38.0 >= 95% <= 5% Migrant 79 0.7 22.8 57.0 15.2 5.1 20.3 >= 95% <= 5% Not Migrant 10,408 97.1 28.3 39.6 27.1 5.0 32.1 >= 95% <= 5% Assigned Grade . 3 1,428 13.3 37.4 41.4 15.6 5.6 21.2 >= 95% <= 5% 4 1,619 15.1 30.5 39.8 23.7 6.0 29.7 >= 95% <= 5% 5 1,935 18.1 23.3 37.4 32.1 7.1 39.2 >= 95% <= 5% 6 1,674 15.6 30.2 39.6 27.3 <= 5% 30.2 >= 95% <= 5% 7 1,613 15.1 23.8 42.0 30.8 <= 5% 34.1 >= 95% <= 5% 8 1,428 13.3 23.5 39.4 31.7 5.5 37.2 >= 95% <= 5% 10 1,018 9.5 30.6 40.3 25.3 <= 5% 29.2 94.6 5.4 Notes: 1Off- level students are not assessed at their assigned grade level. Students assessed 3 or more grade levels below their assigned grade level are eligible for any achievement ranking based on alternate achievement standards. 2Total number of off- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 11. 2004- 05 NCAAAI Statewide Performance of Off- Level 1 Students in Reading Data received from LEAs and charter schools after July 21, 2005 are not included in this table. 34 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 35 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 11. 2002- 03 to 2004- 05 NCAAAI Statewide Performance of Off- Level Students in Reading at Each Achievement Level, 2002- 03 ( N= 12,184), 2003- 04 ( N= 8,497), and 2004- 05 ( N= 10,715) 54.0 45.1 24.2 44.2 25.6 5.5 28.1 39.9 27.0 5.0 * * 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 4,250 100.0 42.3 32.2 23.0 <= 5% 25.4 92.6 7.4 Gender Female 1,942 45.7 42.1 33.7 21.8 <= 5% 24.2 93.0 7.0 Male 2,308 54.3 42.5 31.0 24.1 <= 5% 26.5 92.2 7.8 Ethnicity American Indian 51 1.2 6.0 8.0 78.0 8.0 86.0 >= 95% <= 5% Asian 285 6.7 31.9 35.1 28.3 <= 5% 33.0 93.5 6.5 Black 402 9.5 28.5 22.2 41.7 7.6 49.2 93.7 6.3 Hispanic 2,644 62.2 46.8 32.3 19.3 <= 5% 20.8 91.8 8.2 Multi- Racial 22 0.5 22.7 31.8 45.5 <= 5% 45.5 90.9 9.1 White 256 6.0 28.1 29.2 39.5 <= 5% 42.7 94.9 5.1 Not Coded 590 13.9 46.6 40.5 11.9 <= 5% 12.9 93.5 6.5 Not Exceptional4 3,734 87.9 46.4 34.0 17.9 <= 5% 19.6 92.1 7.9 All Students with Disabilities 516 12.1 12.6 19.4 60.1 7.9 68.0 >= 95% <= 5% Behaviorally- Emotionally Disabled 17 0.4 23.5 29.4 47.1 * 47.1 94.1 5.9 Hearing Impaired 4 0.1 * * * * * * * Educable Mentally Disabled 245 5.8 10.8 15.4 62.2 11.6 73.9 >= 95% <= 5% Specific Learning Disabled4 126 3.0 15.2 19.2 60.0 5.6 65.6 >= 95% <= 5% Learning Disabled- Reading 124 2.9 14.6 19.5 61.0 <= 5% 65.9 >= 95% <= 5% Learning Disabled- Mathematics 100 2.4 14.0 19.0 61.0 6.0 67.0 >= 95% <= 5% Learning Disabled- Written Expression 95 2.2 8.5 20.2 68.1 <= 5% 71.3 >= 95% <= 5% Learning Disabled- Other 8 0.2 12.5 25.0 62.5 * 62.5 * * Speech- Language Impaired 10 0.2 10.0 30.0 50.0 10.0 60.0 * * Visually Impaired 6 0.1 * 16.7 66.7 16.7 83.3 * * Other Health Impaired 58 1.4 6.9 22.4 69.0 <= 5% 70.7 >= 95% <= 5% Orthopedically Impaired 6 0.1 20.0 20.0 60.0 * 60.0 60.0 40.0 Traumatic Brain Injury 2 0.0 * * * * * * * Autistic 35 0.8 17.6 35.3 41.2 5.9 47.1 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 0 0.0 * * * * * * * Multihandicapped 4 0.1 * * * * * * * Deaf- Blind 0 0.0 * * * * * * * Trainable Mentally Disabled 3 0.1 * * * * * * * Section 504 17 0.4 58.8 41.2 * * * 88.2 11.8 Limited English Proficient ( LEP) 3,736 87.9 46.4 34.0 18.0 <= 5% 19.6 92.1 7.9 Not Limit English Proficient 484 11.4 10.7 18.9 62.2 8.2 70.4 >= 95% <= 5% Free- Reduced Lunch 3,191 75.1 41.3 32.6 23.5 <= 5% 26.1 93.4 6.6 Not Free- Reduced Lunch 461 10.8 33.7 35.7 28.0 <= 5% 30.6 93.2 6.8 Served by Title I 2,255 53.1 38.1 29.6 29.3 <= 5% 32.4 93.5 6.5 Not Served by Title I 1,901 44.7 46.8 35.5 16.0 <= 5% 17.7 91.8 8.2 Schoolwide Title I Program 2,038 48.0 37.8 29.7 29.3 <= 5% 32.5 93.6 6.4 Targeted Assistance 77 1.8 30.7 30.7 34.7 <= 5% 38.7 >= 95% <= 5% Migrant 339 8.0 44.9 29.2 25.3 <= 5% 25.9 91.1 8.9 Not Migrant 3,817 89.8 41.8 32.6 23.0 <= 5% 25.7 92.9 7.1 Assigned Grade 3 699 16.4 37.9 33.8 26.2 <= 5% 28.4 93.3 6.7 4 787 18.5 41.9 34.5 22.0 <= 5% 23.5 94.0 6.0 5 715 16.8 41.7 26.8 29.1 <= 5% 31.5 92.1 7.9 6 654 15.4 46.8 31.9 18.3 <= 5% 21.2 91.7 8.3 7 695 16.4 51.2 29.8 17.1 <= 5% 19.0 91.3 8.7 8 627 14.8 35.0 36.2 25.4 <= 5% 28.8 93.4 6.6 10 73 1.7 34.7 36.1 23.6 5.6 29.2 87.3 12.7 Notes: 1On- level students are assessed at their assigned grade level. 2Total number of on- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 12. 2004- 05 NCAAAI Statewide Performance of On- Level1 Students in Mathematics Data received from LEAs and charter schools after July 21, 2005 are not included in this table. 36 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 37 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 12. 2002- 03 to 2004- 05 NCAAAI Statewide Performance1 of On- Level Students in Mathematics at Each Achievement Level, 2002- 03 ( N= 5,414), 2003- 04 ( N= 4,518), and 2004- 05 ( N= 4,250) 50.1 31.6 15.6 40.1 33.2 23.2 42.3 32.2 23.0 ≤ 5 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III1 Percent at Level IV1 Percent At or Above Level III1 Percent Achieving Growth Percent Not Achieving Growth All Students 9,414 100.0 27.5 39.3 28.0 5.2 33.2 >= 95% <= 5% Gender Female 3,174 33.7 28.1 39.7 27.6 <= 5% 32.2 >= 95% <= 5% Male 6,240 66.3 27.2 39.1 28.3 5.5 33.7 >= 95% <= 5% Ethnicity American Indian 200 2.1 15.1 26.1 51.8 7.0 58.8 >= 95% <= 5% Asian 80 0.8 26.6 45.6 24.1 <= 5% 27.8 >= 95% <= 5% Black 4,437 47.1 27.4 39.1 28.2 5.3 33.5 >= 95% <= 5% Hispanic 576 6.1 31.6 37.2 25.6 5.6 31.2 >= 95% <= 5% Multi- Racial 155 1.6 28.6 35.1 30.5 5.8 36.4 >= 95% <= 5% White 3,886 41.3 27.6 40.7 26.9 <= 5% 31.7 >= 95% <= 5% Not Coded 80 0.8 26.3 38.8 27.5 7.5 35.0 >= 95% <= 5% Not Exceptional4 187 2.0 38.6 37.0 22.3 <= 5% 24.5 >= 95% <= 5% All Students with Disabilities 9,227 98.0 27.3 39.4 28.1 5.2 33.4 >= 95% <= 5% Behaviorally- Emotionally Disabled 325 3.5 41.0 39.8 17.4 <= 5% 19.3 92.9 7.1 Hearing Impaired 118 1.3 37.3 39.8 16.9 5.9 22.9 >= 95% <= 5% Educable Mentally Disabled 5,410 57.5 24.5 37.6 32.3 5.6 37.9 >= 95% <= 5% Specific Learning Disabled4 1,052 11.2 32.3 42.2 20.3 5.2 25.5 >= 95% <= 5% Learning Disabled- Reading 1,211 12.9 32.3 40.2 21.8 5.7 27.5 >= 95% <= 5% Learning Disable- Mathematics 1,106 11.7 32.6 40.2 21.9 5.3 27.2 >= 95% <= 5% Learning Disabled- Written Expression 1,021 10.8 32.5 40.3 21.9 5.2 27.2 >= 95% <= 5% Learning Disabled- Other 63 0.7 23.3 36.7 30.0 10.0 40.0 >= 95% <= 5% Speech- Language Impaired 23 0.2 47.8 39.1 13.0 <= 5% 13.0 >= 95% <= 5% Visually Impaired 18 0.2 33.3 44.4 22.2 * 22.2 94.4 5.6 Other Health Impaired 746 7.9 29.9 41.6 23.6 <= 5% 28.5 >= 95% <= 5% Orthopedically Impaired 94 1.0 33.0 43.6 21.3 <= 5% 23.4 >= 95% <= 5% Traumatic Brain Injury 54 0.6 40.4 34.6 23.1 <= 5% 25.0 >= 95% <= 5% Autistic 665 7.1 27.8 42.0 23.9 6.3 30.2 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 5 0.1 60.0 20.0 20.0 * 20.0 60.0 40.0 Multihandicapped 187 2.0 26.9 42.5 28.5 <= 5% 30.6 >= 95% <= 5% Deaf- Blind 4 0.0 * * * * * * * Trainable Mentally Disabled 526 5.6 26.2 44.0 25.0 <= 5% 29.8 >= 95% <= 5% Section 504 100 1.1 10.0 46.0 41.0 <= 5% 44.0 >= 95% <= 5% Limited English Proficient ( LEP) 463 4.9 33.6 36.5 24.2 5.7 29.9 >= 95% <= 5% Not Limit English Proficient 8,781 93.3 27.3 39.3 28.2 5.2 33.4 >= 95% <= 5% Free- Reduced Lunch 5,934 63.0 25.9 37.4 31.0 5.7 36.7 >= 95% <= 5% Not Free- Reduced Lunch 1,767 18.8 27.9 42.4 24.7 <= 5% 29.7 >= 95% <= 5% Served by Title I 3,590 38.1 28.1 36.6 28.8 6.6 35.4 >= 95% <= 5% Not Served by Title I 5,618 59.7 27.3 40.9 27.5 <= 5% 31.8 >= 95% <= 5% Schoolwide Title I Program 3,507 37.3 28.1 36.7 28.7 6.5 35.2 >= 95% <= 5% Targeted Assistance 77 0.8 24.0 34.7 30.7 10.7 41.3 >= 95% <= 5% Migrant 64 0.7 26.6 46.9 20.3 6.3 26.6 >= 95% <= 5% Not Migrant 9,144 97.1 27.6 39.2 28.1 5.2 33.2 >= 95% <= 5% Assigned Grade 3 1,166 12.4 36.4 42.3 15.5 5.7 21.2 >= 95% <= 5% 4 1,290 13.7 32.8 37.9 23.6 5.7 29.3 >= 95% <= 5% 5 1,618 17.2 23.1 35.8 33.9 7.2 41.0 >= 95% <= 5% 6 1,511 16.1 28.9 39.9 27.6 <= 5% 31.2 >= 95% <= 5% 7 1,459 15.5 23.8 40.4 32.7 <= 5% 35.8 >= 95% <= 5% 8 1,348 14.3 21.7 39.7 32.0 6.6 38.6 >= 95% <= 5% 10 1,022 10.9 28.2 40.3 27.2 <= 5% 31.5 94.8 5.2 Notes: 1Off- level students are not assessed at their assigned grade level. Students assessed 3 or more grade levels below their assigned grade level are eligible for any achievement ranking based on alternate achievement standards. 2Total number of off- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 13. 2004- 05 NCAAAI Statewide Performance of Off- Level 1 Students in Mathematics Data received from LEAs and charter schools after July 21, 2005 are not included in this table. 38 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 39 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater 95.0 percent, are not displayed. * NCAAAI students were not tested at Levels III and IV in off- level reading or mathematics in 2002- 03. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 13. 2002- 03 to 2004- 05 NCAAAI Statewide Performance1 of Off- Level Students in Mathematics at Each Achievement Level, 2002- 03 ( N= 10,783), 2003- 04 ( N= 7,521), and 2004- 05 ( N= 9,414) 58.4 40.9 27.2 44.0 23.7 27.5 39.3 28.0 5.2 * * ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Percent Percent Percent Percent Percent Percent Percent Number Percent of at at at at At or Above Achieving Not Achieving Category of Students ¹ All Students ² Level I Level II Level III Level IV Level III Growth Growth All Students 4,773 100.0 53.8 34.9 10.7 <= 5% 11.3 87.0 13.0 Gender Females 1,777 37.2 54.2 34.5 10.5 <= 5% 11.3 87.4 12.6 Males 2,996 62.8 53.5 35.2 10.8 <= 5% 11.3 86.7 13.3 Ethnicity American Indian 117 2.5 26.1 32.4 40.5 <= 5% 41.4 84.7 15.3 Asian 176 3.7 45.3 42.4 11.8 <= 5% 12.4 91.1 8.9 Black 1,478 31.0 47.9 38.4 12.5 <= 5% 13.8 87.2 12.8 Hispanic 1,405 29.4 64.2 29.0 6.8 <= 5% 6.8 86.5 13.5 Multi- Racial 61 1.3 60.0 33.3 6.7 <= 5% 6.7 80.0 20.0 White 1,247 26.1 51.7 36.1 11.8 <= 5% 12.3 85.8 14.2 Not Coded 289 6.1 57.7 37.6 <= 5% <= 5% <= 5% 93.1 6.9 Not Exceptional ³ 1,782 37.3 61.0 32.1 6.8 <= 5% 6.9 88.7 11.3 All Students with Disabilities 2,991 62.7 49.6 36.6 13.0 <= 5% 13.9 86.0 14.0 Behaviorally- Emotionally Disabled 120 2.5 44.6 46.4 8.9 <= 5% 8.9 80.5 19.5 Hearing Impaired 52 1.1 57.7 26.9 13.5 <= 5% 15.4 82.7 17.3 Educable Mentally Disabled 1,544 32.3 50.9 36.6 11.9 <= 5% 12.6 86.7 13.3 Specific Learning Disabled ³ 584 12.2 35.2 40.5 22.5 <= 5% 24.3 89.5 10.5 Learning Disabled- Reading 614 12.9 35.4 42.1 21.1 <= 5% 22.5 91.1 8.9 Learning Disabled- Mathematics 393 8.2 39.9 42.0 17.8 <= 5% 18.1 87.9 12.1 Learning Disabled- Written Expression 590 12.4 35.9 41.8 21.1 <= 5% 22.3 90.4 9.6 Learning Disabled- Other 35 0.7 43.8 31.3 21.9 <= 5% 25.0 87.5 12.5 Speech- Language Impaired 12 0.3 25.0 75.0 * * * * * Visually Impaired 2 0.0 * * * * * * * Other Health Impaired 249 5.2 48.3 39.1 11.8 <= 5% 12.6 87.9 12.1 Orthopedically Impaired 24 0.5 33.3 54.2 8.3 <= 5% 12.5 87.5 12.5 Traumatic Brain Injury 14 0.3 53.8 30.8 15.4 * 15.4 76.9 23.1 Autistic 215 4.5 57.6 32.4 9.5 <= 5% 10.0 84.0 16.0 Severely/ Profoundly Mentally Disabled 1 0.0 * * * * * * * Multihandicapped 45 0.9 66.7 26.7 6.7 <= 5% 6.7 68.9 31.1 Deaf- Blind 2 0.0 * * * * * * * Trainable Mentally Disabled 127 2.7 84.8 14.4 <= 5% <= 5% <= 5% 72.8 27.2 Section 504 31 0.6 67.7 22.6 9.7 <= 5% 9.7 83.9 16.1 Limited English Proficient ( LEP) 1,885 39.5 61.0 32.2 6.7 <= 5% 6.8 88.4 11.6 Not Limit English Proficient 2,817 59.0 49.2 36.6 13.3 <= 5% 14.2 86.0 14.0 Free- Reduced Lunch 3,246 68.0 53.4 34.7 11.3 <= 5% 11.9 87.6 12.4 Not Free- Reduced Lunch 763 16.0 50.1 38.5 10.5 <= 5% 11.4 88.4 11.6 Served by Title I 2,151 45.1 52.9 33.5 12.8 <= 5% 13.6 87.5 12.5 Not Served by Title I 2,521 52.8 54.5 36.3 8.8 <= 5% 9.2 86.3 13.7 Schoolwide Title I Program 2,041 42.8 52.6 33.8 12.8 <= 5% 13.6 87.2 12.8 Targeted Assistance 45 0.9 47.6 31.0 21.4 <= 5% 21.4 90.9 9.1 Migrant 167 3.5 58.6 26.5 14.8 <= 5% 14.8 93.8 6.2 Not Migrant 4,505 94.4 53.6 35.3 10.5 <= 5% 11.1 86.6 13.4 Assigned Grade 4 2,225 46.6 57.7 32.5 9.1 <= 5% 9.7 87.3 12.7 7 2,176 45.6 49.2 37.6 12.7 <= 5% 13.2 87.0 13.0 10 372 7.8 56.5 33.7 8.9 <= 5% 9.8 84.3 15.7 Notes: 1Total number of students including those without a growth score. 2" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 3Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Table 14. 2004- 05 NCAAAI Statewide Student Performance at Each Achievment Level, Statewide Student Performance in Writing Writing 40 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 41 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 14. 2002- 03 to 2004- 05 NCAAAI Statewide Student Performance1 in Writing at Each Achievement Level, 2002- 03 ( N= 4,988), 2003- 04 ( N= 4,224), and 2004- 05 ( N= 4,773) 58.9 32.7 7.1 52.7 34.6 10.7 53.8 34.9 10.7 ≤ 5 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 42 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section . Figure 15. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Reading, Percent At or Above Level III, by Ethnicity 64.7 49.2 37.4 46.2 84.8 69.5 71.5 70.7 75.5 65.6 69.3 61.4 56.5 67.9 49.0 56.9 54.9 67.7 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 43 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 16. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Mathematics, Percent At or Above Level III, by Ethnicity 70.6 53.5 49.6 50.1 82.6 75.0 67.7 73.9 77.6 75.4 76.6 69.3 63.8 74.2 62.7 51.0 64.7 77.4 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 44 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equalto 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 17. 2002- 03 to 2004- 05 NCAAP Statewide Performance of Students in Writing, Percent At or Above Level III, by Ethnicity 48.6 37.0 47.0 59.9 66.7 62.5 68.4 50.0 57.4 43.1 39.1 56.2 * * * * 71.0 * 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 45 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 18. 2002- 03 to 2004- 05 NCAAAI Statewide Performance of Students in On- Level Reading, Percent At or Above Level III, by Ethnicity 61.0 30.2 6.5 20.6 29.9 68.3 58.1 12.6 46.6 89.9 21.1 66.4 17.0 33.3 56.1 11.0 40.9 10.7 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 46 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 19. 2002- 03 to 2004- 05 NCAAAI Statewide Performance of Students in On- Level Mathematics, Percent At or Above Level III, by Ethnicity 62.0 30.8 11.3 29.2 67.6 53.7 18.9 41.1 86.0 33.0 49.2 20.8 45.5 42.7 15.4 27.4 26.8 26.9 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 47 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 20. 2002- 03 to 2004- 05 NCAAAI Statewide Student Performance in Writing, Percent At or Above Level III, by Ethnicity 24.6 9.7 5.3 28.0 15.2 8.4 10.3 41.4 12.4 13.8 6.8 6.7 12.3 * 5.8 10.0 18.4 10.8 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 48 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 21. 2004- 05 NCAAP and NCAAAI Statewide Student Performance Percent At or Above Level III in All Subjects, by Gender 65.3 56.5 26.4 33.8 24.2 32.2 69.9 55.7 32.7 31.1 26.5 33.7 11.3 73.4 11.3 75.8 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading Off- Level Reading On- Level Mathematics Off- Level Mathematics Writing Percent of Students Females Males NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 49 Notes: * NCAAAI students were not tested at Levels III and IV in off- level reading or mathematics in 2002- 03. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 22. 2003- 04 NCAAP and NCAAAI Statewide Student Performance Percent At or Above Level III in All Subjects, by Gender 68.5 73.0 58.2 21.0 28.8 24.0 26.7 12.2 71.3 75.0 63.9 26.4 32.2 28.0 29.2 11.5 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading Off- Level Reading On- Level Mathematics Off- Level Mathematics Writing Percent of Students Females Males NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 50 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 23. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Reading, Percent At or Above Level III, Students with Disabilities 46.8 45.1 43.6 44.7 52.2 73.5 72.2 64.3 64.3 73.7 71.7 60.8 71.0 54.4 57.6 74.2 49.4 70.8 0 10 20 30 40 50 60 70 80 90 100 Educable Mentally Disabled Other Health Impaired Autistic Severely/ Profoundly Mentally Disabled Multihandicapped Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 51 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 24. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Mathematics, Percent At or Above Level III, Students with Disabilities 55.1 50.6 44.3 47.6 57.8 75.8 77.4 62.6 66.0 78.8 80.6 67.0 77.1 61.8 66.2 80.7 53.1 69.8 0 10 20 30 40 50 60 70 80 90 100 Educable Mentally Disabled Other Health Impaired Autistic Severely/ Profoundly Mentally Disabled Multihandicapped Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 52 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 25. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Writing, Percent At or Above Level III, Students with Disabilities 42.9 45.4 47.9 43.1 52.4 67.7 65.1 55.4 59.2 63.2 60.4 36.7 59.5 46.0 46.8 60.9 45.2 56.4 0 10 20 30 40 50 60 70 80 90 100 Educable Mentally Disabled Other Health Impaired Autistic Severely/ Profoundly Mentally Disabled Multihandicapped Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 53 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 26. 2002- 03 to 2004- 05 NCAAAI Statewide Student Performance in On- Level Reading, Percent At or Above Level III, Students with Disabilities 30.8 42.3 45.1 42.1 41.4 52.4 61.0 67.5 65.5 60.8 65.7 67.5 64.0 80.4 78.1 76.6 72.8 76.4 65.6 41.2 44.3 38.1 61.9 50.0 0 10 20 30 40 50 60 70 80 90 100 Behaviorally- Emotionally Disabled Educable Mentally Disabled Specific Learning Disabled Learning Disabled- Reading Learning Disabled- Mathematics Learning Disabled- Written Expression Other Health Impaired Autistic Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 54 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 27. 2002- 03 to 2004- 05 NCAAAI Statewide Student Performance* in On- Level Mathematics, Percent At or Above Level III, Students with Disabilities 22.9 33.8 40.8 40.1 39.8 50.0 50.0 63.6 62.4 61.7 60.0 64.8 47.1 73.9 65.6 65.9 67 71.3 70.7 * 45.0 ≤ 5 62.1 * 0 10 20 30 40 50 60 70 80 90 100 Behaviorally Emotionally Disabled Educable Mentally Disabled Specific Learning Disabled Learning Disabled Reading Learning Disabled Mathematics Learning Disabled Written Expression Other Health Impaired Severely/ Profoundly Mentally Disabled Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 55 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 28. 2002- 03 to 2004- 05 NCAAAI Statewide Student Performance in Writing, Percent At or Above Level III, Students with Disabilities 8.8 7.6 12.2 13.7 11.6 14.0 8.6 25.2 11.5 20.5 17.9 16.1 19.6 8.9 15.4 12.6 24.3 22.5 18.1 22.3 12.6 10 6.7 * 12.0 7.3 * * * 5.4 14.1 9.3 ≤ 5 ≤ 5 ≤ 5 * 0 10 20 30 40 50 60 70 80 90 100 Behaviorally- Emotionally Disabled Hearing Impaired Educable Mentally Disabled Specific Learning Disabled Learning Disabled- Reading Learning Disabled- Mathematics Learning Disabled- Written Expression Other Health Impaired Autistic Multihandicapped Deaf- Blind Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 56 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 29. 2002- 03 to 2004- 05 NCAAP and NCAAAI Statewide Percent At or Above Level III Performance of Limited English Proficient Students 37.4 47.3 36.4 6.9 13.1 5.4 67.7 67.7 11.5 27.6 19.2 21.8 9.0 66.0 66.0 47.4 15.3 27.4 19.6 29.9 6.8 * * * 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading Off- Level Reading On- Level Mathematics Off- Level Mathematics Writing Percent of Students 2002- 03 2003- 04 2004- 05 NCAAP NCAAAI 57 Appendices 59 Appendix A NCAAP Sample Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 1 Student Name Student Grade ( Circle) 3 4 5 6 7 8 10 Student ID Number School School System Teacher Beginning Date NORTH CAROLINA ALTERNATE ASSESSMENT PORTFOLIO Public Schools of North Carolina www. ncpublicschools. org State Board of Education Department of Public Instruction Division of Accountability and Technology Services Division of Accountability Services/ Test Development Section Raleigh, North Carolina 27699- 6314 © 2004 All rights reserved. This document may not be reproduced by any means, in whole or in part, without prior written permission from the North Carolina Department of Public Instruction, Raleigh, North Carolina. Stock No. 9036 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 2 Final Evaluation Sheet The Portfolio Development Designee is required to reference the NCAAP Administrative Guide as she/ he completes the student portfolio. If an Administrative Guide is not included, the designee should notify the school test coordinator immediately. Student Name Grade School Date Completed School System Student Information Sheet Accurately and Completely Coded Yes No Previous and Current IEPs Included in the Portfolio Yes No Comments: The signature below verifies that the Portfolio Development Designee attests that the enclosed materials and evidence are accurate, valid, and appropriate, and are a true representation of the student’s knowledge, skill, and performance. © 2004 NCDPI © 2004 NCDPI Portfolio Development Designee Date Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 3 Student Assessment History Assigned Grade Level NC Testing Program Assessment Achievement Level Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10 Principal Documentation The North Carolina Alternate Assessment Portfolio is a yearlong assessment process. It provides information about what a student knows and is able to do. It documents progress that has been made in relation to tasks specified in the student’s Individual Education Program ( IEP). Testing Code of Ethics The North Carolina Testing Code of Ethics addresses appropriate professional practices for central office and school administrators, test coordinators, test administrators, and proctors in the areas of securing tests, administering tests, and reporting and interpreting test results. Ethical practices ensure validity of the test results. School system personnel who participate in the use of the NCAAP are expected to use the same high standard of professional practices. Ethics in Data Collection All data recorded in the portfolio must be accurate and true indications of a student’s response. The dates of student responses must be the actual dates that the student attempted the activity. Data that is found to be fabricated will be considered a testing violation. The NCDPI will render the appropriate actions that are consistent with violations of the Testing Code of Ethics. Test Security State Board of Education policy specifies that the North Carolina Alternate Assessment Portfolio is a secure test. Access to secure test materials is limited to school personnel who have a legitimate need. Persons who have access to secure test materials shall not use those materials for personal gain. The signature below verifies that the principal has reviewed this portfolio with the Portfolio Development Designee, and, to the best of his or her knowledge, the materials and evidence are complete, valid, accurate, and appropriate. The following items have been examined: • Student Profile Complete □ Yes □ No • Three ( 3) tasks included for English/ Language Arts □ Yes □ No • Three ( 3) tasks included for Mathematics □ Yes □ No Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 4 • Writing task is designated for grades 4, 7, and 10 □ Yes □ No □ NA • All tasks aligned to Standard Course of Study Essences □ Yes □ No • Each task sheet contains only one task □ Yes □ No • Data reflect actual student responses and the appropriate dates □ Yes □ No • Required data sheets and task descriptions are included □ Yes □ No • IEP is current and included in portfolio □ Yes □ No • If student work is included, only three ( 3) examples per task are submitted □ Yes □ No Principal Date Report of Student Performance on the Alternate Assessments, 2004- 05 A- 5 Student Task Rubric Reading, Mathematics, and Writing Level IV The evidence demonstrates that the student: • Consistently performs the task ( or all parts of the task) correctly with only rare lapses; • Consistently “ initiates” 1 the task, when applicable; • Applies skills across three or more environments/ situations and three or more people, when applicable to the task; and • Shows progress overall. Level III The evidence demonstrates that the student: • Often performs the task ( or all parts of the task) correctly; • Often “ initiates” 1 the task, when applicable; • Applies skills across more than one environment/ situation or more than one person, when applicable to the task; and • Shows some progress or the student shows no regression2 as outlined in an appropriate standard. Level II The evidence demonstrates that the student: • Occasionally performs the task ( or most parts of the task) correctly; • May or may not “ initiate” 1 the task, when applicable; • May or may not apply skills across environments/ situations or people; and • Shows little or no regression2 overall. Level I The evidence demonstrates that the student: • Rarely or never performs the task ( or most parts of the task) correctly; • May or may not “ initiate” 1 the task, when applicable; • May or may not apply skills across environments/ situations or people; and • May or may not show regression2 overall. Non- Scorable Categories • Insufficient evidence provided to determine task level • Task does not have required academic focus ( Reading, Math, Writing) • Student responses not dated • Task is not on the student’s IEP or IEP that covers the assessment period is not included in portfolio • Invalid data or evidence • Student inappropriately placed in North Carolina Alternate Assessment Portfolio • Task is used more than once in the North Carolina Alternate Assessment Portfolio • Task is not measurable or quantifiable • Data cannot be interpreted 1 “ Initiation” is when the student performs a task without being told or shown, or performs a task in response to a natural cue from the teacher/ supervisor/ parent, etc., such as “ What time is it?” 2 “ Regression” will be considered as a pattern of loss of attained skill level at the end of the assessment period. © 2004 NCDPI © 2004 NCDPI Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 6 English/ Language Arts Standard Course of Study Competency Goals and Essences NC Standard Course of Study Competency Goals and Essences for Students with Significant Cognitive Disabilities Standard Course of Study Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. Essence 1: The learner will develop strategies for communication. Standard Course of Study Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Essence 2: The learner will develop and apply strategies and skills to comprehend outside stimuli. Standard Course of Study Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Essence 3: The learner will make connections ( react, relate, and generalize). Standard Course of Study Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual text. Essence 4: The learner will produce expressive communication. Standard Course of Study Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. Essence 5: The learner will convey a complete thought in a functional manner. Reading Requirements for All Portfolios All portfolios require three student tasks addressing Reading. All tasks must come from a student’s IEP and must address at least two of the above Competencies. Writing Requirements for All Students in Grades 4, 7, and 10 One of the three student tasks selected as a reading task must address Competency Goal 4 or Competency Goal 5. These are the writing competencies for grades 4, 7, and 10. © 2004 NCDPI © 2004 NCDPI Report of Student Performance on the Alternate Assessments, 2004- 05 A- 7 Student Task Sheet – English/ Language Arts Student Name:___________________________________ Grade_________ Check the Standard Course of Study Competency Goal to which the student task is connected. Standard Course of Study Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. Essence 1: The learner will develop strategies for communication. Standard Course of Study Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Essence 2: The learner will develop and apply strategies and skills to comprehend outside stimuli. Standard Course of Study Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Essence 3: The learner will make connections ( react, relate and generalize). Standard Course of Study Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual text. Essence 4: The learner will produce expressive communication. Standard Course of Study Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. Essence 5: The learner will convey a complete thought in a functional manner. Check box to indicate if task is to be scored for Reading ( Grades 3– 8 and 10) or Writing ( Grades 4, 7, and 10 only) One Student Task per Student Task Sheet Reading Task Writing Task — Applies to Competency Goal 4 or 5 only ( Grades 4, 7, and 10 only) Student Task: Required Evidence 1. Data Sheets: A collection of the student responses must be provided on standardized forms called data sheets. The data sheets that are to be used in the portfolio must come from the data sheet set included in the portfolio or online at www. ncpublicschools. org/ accountability/ testing/ alternate/. 2. Task Descriptions: Concise, focused teacher notes that provide an explanation of the task, how the task is presented to the student, and information about the student’s level of functioning, generalization, and/ or initiation of the task. Optional Evidence Work Samples: Examples of a student’s work — such as writing his/ her name, making a mark on a paper, student produced picture sentences — may be submitted. Three work samples may be included in the portfolio for each task. The work samples must be 1) at the beginning of instruction, 2) at the midpoint of instruction, and 3) at the end of instruction. Generalization Notes: Notes describing a student’s ability with task performance in different locations and with different people may be included. Teacher Comments: Date: ____________ Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 8 Mathematics Standard Course of Study Mathematics Strands and Essences North Carolina Standard Course of Study Mathematic Strands and Essences for Students with Significant Cognitive Disabilities Standard Course of Study Mathematics Strand 1: Number and Operations Essence 1: Recognizing and using numbers Standard Course of Study Mathematics Strand 2: Measurement Essence 2: Comparing attributes of objects ( color, weight, length, and texture); estimating and measuring using appropriate units Standard Course of Study Mathematics Strand 3: Geometry Essence 3: Recognizing and using shapes and positions Standard Course of Study Mathematics Strand 4: Data Analysis and Probability Essence 4: Collecting, sorting, organizing, displaying, and/ or interpreting data over a period of time ( usually two or more items of numerical information) in charts, graphs, and/ or tables with correct labeling, determining likelihood of events Standard Course of Study Mathematics Strand 5: Algebra Essence 5: Sorting and patterning Mathematics Requirements for All Portfolios All portfolios require three student tasks addressing Mathematics. All tasks must come from a student’s IEP and must address at least two of the above competencies. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 9 Student Task Sheet – Mathematics Student Name:___________________________________ Grade_________ Check the Standard Course of Study Mathematics Strand to which the student task is connected. Standard Course of Study Mathematics Strand 1: Number and Operations Essence 1: Recognizing and using numbers Standard Course of Study Mathematics Strand 2: Measurement Essence 2: Comparing attributes of objects ( color, weight, length, and texture); estimating and measuring using appropriate units Standard Course of Study Mathematics Strand 3: Geometry Essence 3: Recognizing and using shapes and positions Standard Course of Study Mathematics Strand 4: Data Analysis and Probability Essence 4: Collecting, sorting, organizing, displaying, and/ or interpreting data over a period of time ( usually two or more items of numerical information) in charts, graphs, and/ or tables with correct labeling, determining likelihood of events Standard Course of Study Mathematics Strand 5: Algebra Essence 5: Sorting and patterning One Student Task per Student Task Sheet Student Task: Required Evidence 1. Data Sheets: A collection of the student responses must be provided on standardized forms called data sheets. The data sheets that are to be used in the portfolio must come from the data sheet set included in the portfolio or online at http:// www. ncpublicschools. org/ accountability/ policies/ tswd/ aap. 2. Task Descriptions: Concise, focused teacher notes that provide an explanation of the task, how the task is presented to the student, and information about the student’s level of functioning, generalization, and/ or initiation of the task. Optional Evidence Work Samples: Examples of a student’s work — mathematics problems, cutting paper, time/ money work — may be submitted. Three work samples may be included in the portfolio for each task. The work samples must be 1) at the beginning of instruction, 2) at the midpoint of instruction, and 3) at the end of instruction. Generalization Notes: Notes describing a student’s ability with task performance in different locations and with different people may be included. Teacher Comments: Date: ____________ Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 10 Types of Tasks Data System Definition What Teacher Scores and Charts Examples Task Analysis The steps needed to complete a chained task • Each step completed • Number of steps correct • Will follow picture recipe • Buys a soda • Folds laundry from picture directions • Collate papers following changing pattern Repeated Trial Teacher- delivered teaching trials on one or more than one response in a set • Each trial correct • Number correct or items correct • Reads sight words • Will mark on a paper as an emerging signature • Will identify sets using 1- 1 correspondence • Will identify coins Repeated Opportunity Responses taught throughout the day when they typically occur • Each correct response • Number or types of responses correct • Uses object schedule • Signs name on each paper given • Tells clock time at start of each lesson • Utilizes augmentative communication device to answer comprehension questions Frequency Count Goal is to increase the number of times student uses this new response; may be throughout the day or in one lesson • Tally number of times response is observed • Total number of responses • Works: e. g., number of envelopes stuffed • Uses picture to ask for help • Lifts head to acknowledge that a story is being read Duration/ Distance Recording Total amount of time student engages in task • Time seconds or minutes with stopwatch • Total number of seconds or minutes • Works on a vocational task for specific time • Maintains position for 7 seconds • Performs seatwork in general ed class for specific time • Ambulates 10 feet Cumulative Recording One discrete response with goal that it will be used consistently each day ( may be used more than once daily) • Yes/ no response made each day • Chart cumulative responses ( total across days) • Uses picture to ask to “ eat” at 11: 30 • Turns head toward reader • Sets timer on microwave • Lifts head on specific count 61 Appendix B NCAAAI Sample NORTH CAROLINA ALTERNATE ASSESSMENT ACADEMIC INVENTORY ( NCAAAI) Student Name _
Object Description
Description
Title | Report of student performance on the North Carolina Alternate Assessments : reading, mathematics, and writing, grades 3-8 |
Other Title | Reading, mathematics, and writing, grades 3-8 |
Date | 2005-12 |
Description | 2004/2005 |
Digital Characteristics-A | 553 KB; 78 p. |
Digital Format | application/pdf |
Pres Local File Path-M | \Preservation_content\StatePubs\pubs_borndigital\images_master\ |
Full Text | North Carolina Testing Program Report of Student Performance on the North Carolina Alternate Assessments Reading, Mathematics, and Writing Grades 3 - 8 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) North Carolina Alternate Assessment Portfolio ( NCAAP) 2004- 05 Published December 2005 Public Schools of North Carolina State Board of Education Department of Public Instruction Accountability Services/ Test Development Section Raleigh, North Carolina 27601- 2825 www. ncpublicschools. org/ accountability/ testing STATE BOARD OF EDUCATION NC DEPARTMENT OF PUBLIC INSTRUCTION June St. Clair Atkinson, Ed. D., State Superintendent 301 N. Wilmington Street : : Raleigh, North Carolina 27601- 2825 In compliance with federal law, NC Public Schools administers all state- operated educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. Inquiries or complaints regarding discrimination issues should be directed to: Dr. Elsie C. Leak, Associate Superintendent : : Office of Curriculum and School Reform Services 6307 Mail Service Center :: Raleigh, NC 27699- 6307 :: Telephone 919- 807- 3761 :: Fax 919- 807- 3767 Visit us on the Web:: www. ncpublicschools. org HOWARD N. LEE Chairman :: Raleigh JANE P. NORWOOD Vice Chair :: Charlotte KATHY A. TAFT Greenville MICHELLE HOWARD- VITAL Wilmington EDGAR D. MURPHY Durham SHIRLEY E. HARRIS Troy MELISSA E. BARTLETT Mooresville ROBERT “ TOM” SPEED Boone WAYNE MCDEVITT Asheville JOHN TATE III Charlotte PATRICIA N. WILLOUGHBY Raleigh BEVERLY PERDUE Lieutenant Governor :: New Bern RICHARD MOORE State Treasurer :: Kittrell Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments Reading, Mathematics, and Writing Grades 3 - 8 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) North Carolina Alternate Assessment Portfolio ( NCAAP) 2004- 05 Published December 2005 Public Schools of North Carolina State Board of Education Department of Public Instruction Accountability Services/ Test Development Section Raleigh, North Carolina 27601- 2825 www. ncpublicschools. org/ accountability/ testing © 2005 All rights reserved. This document may not be reproduced by any means, in whole or in part, without prior written permission from the North Carolina Department of Public Instruction, Division of Accountability Services, Raleigh, North Carolina 27601- 2825. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Acknowledgments This report is the collaborative work of many individuals. The North Carolina Testing Program is conducted by the North Carolina Department of Public Instruction ( NCDPI), Division of Accountability Services. Technical support services for the program are carried out in collaboration with the Center for Urban Affairs and Community Services at North Carolina State University under the Technical Outreach for Public Schools ( TOPS) program. Mildred Bazemore, Chief of the North Carolina Test Development Section, and Charles Lanier, Educational Research and Evaluation Consultant in the North Carolina Test Development Section, directed the design of the report. Staff at TOPS assisted in analysis and report production. At TOPS we thank Alissa Bernholc, Erin Bohner, Sheila Brown, Nancy Lanier, Marcy Roan, Stephen Ward, Anthony Wells, and Karin Wolfe for assistance in creating tables and figures, verifying data accuracy, and coordinating report editing and production. At DPI, we also thank Pam Biggs, Jim Kroening, and Scott Ragsdale for assistance in preparing all phases of this publication. Thanks are due especially to the Regional Accountability Coordinators, and the Test Coordinators and Accountability staff at the 115 public school systems and the charter schools who provided the data presented in this report. This report could not exist without the dedication of these professionals. This publication and the information contained within must not be used for personal or financial gain. North Carolina LEA school officials and teachers, parents, and students may download and duplicate this publication for instructional and educational purposes only. Others may not duplicate this publication without prior written permission from the North Carolina Department of Public Instruction ( NCDPI) Division of Accountability Services/ Test Development Section. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments 2004- 05 Table of Contents Introduction .............................................................................................................................. 1 General Findings and Trends ................................................................................................... 5 Maps of Statewide Totals by LEA ........................................................................................... 9 Statewide Performance NCAAP and NCAAAI Combined ................................................... 17 NCAAP and NCAAAI Combined ................................................................................... 19 NCAAAI On- Level and Off- Level Combined................................................................. 22 Statewide Performance NCAAP and NCAAAI..................................................................... 25 Performance by Subject Area........................................................................................... 27 Performance by Achievement Level ................................................................................ 29 Performance by Ethnicity, by Subject Area ..................................................................... 42 Performance by Gender, by Subject Area........................................................................ 48 Performance of Students with Disabilities, by Subject Area ........................................... 50 Performance of Limited English Proficient Students, by Subject Area........................... 56 Appendices..................................................................................................................... ....... 57 Appendix A: NCAAP Sample............................................................................................... 59 Appendix B: NCAAAI Sample............................................................................................. 61 Appendix C: List of North Carolina Charter Schools, 2004- 05............................................ 63 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 1 Introduction North Carolina Alternate Assessment Portfolio ( NCAAP) To comply with the Individuals with Disabilities in Education Act ( IDEA) of 1997, the North Carolina Alternate Assessment Portfolio ( NCAAP) was administered statewide initially during the 2000– 01 school year to students with disabilities in grades 3 through 8 and grade 10. The assessment is a year- long, performance- based assessment process in which assessors collect and evaluate student work and progress relative to goals outlined in the student’s Individualized Education Program ( IEP). In order to participate in NCAAP, students must be in grades 3 through 8 or in grade 10 according to the student information management system, ( e. g., SIMS/ NCWISE). Students must have a significant cognitive disability and a current IEP. Criteria also dictate that students be instructed in the North Carolina Standard Course of Study through the North Carolina Standard Course of Study Essences. In the initial 2000- 01 program, student performance and growth were assessed in certain functional areas, or “ domains.” These domains included Communication, Personal and Home Management, Career and Vocational, and Community. Based on the goals in their IEP, student tasks were evaluated according to four performance levels: Novice, Apprentice, Proficient, and Distinguished. Currently, the total overall score for the portfolio corresponds to the four categories of the academic achievement standards ( achievement levels I- IV) adopted by the State Board of Education for the portfolio. Prior to the enactment of the federal No Child Left Behind Act ( NCLB) of 2001, it was recommended that teachers include literacy, numeracy, and technology goals in students’ portfolios. This legislation mandated that reading, mathematics, and writing areas be addressed in the NCAAP. The transitional portfolio retained the original four functional domains. However the recommendation to include literacy and numeracy in the IEP tasks selected for the portfolio became a requirement for the 2001- 202 portfolio. The full transition to an academic portfolio occurred with the 2002- 03 portfolio and the original functional domains were changed to the academic components of English/ language arts, and mathematics. Writing is addressed within the English/ language arts component of the NCAAP. Within the North Carolina Standard Course of Study for English/ language arts, there are five competency goals and within the North Carolina Standard Course of Study for Mathematics, there are four strands. Each competency goal and strand is paired with a statement of its critical “ essence.” These essence statements provide a broad interpretation of the competency goal to promote the inclusion of students with the most significant disabilities. The fourth and fifth competency goals in English/ language arts are used in the NCAAP to demonstrate performance in writing for fourth, seventh, and tenth grade students participating in this year- long, performance- based assessment. North Carolina Alternate Assessment Academic Inventory ( NCAAAI) Initiated in March 2001, the North Carolina Alternate Assessment Academic Inventory ( NCAAAI) was developed to address the needs of exceptional children not met by the NCAAP Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 2 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) ( continued) and other available tests even with appropriate accommodations. The NCAAAI is an assessment in which teachers utilize a checklist to evaluate student performance in the areas of reading and mathematics at grades 3 through 8 and 10, writing at grades 4, 7, and 10, and in high school courses in which an end- of- course ( EOC) test is administered. Data are collected at the beginning of the school year or course ( baseline), in the middle ( interim), and at the end of the school year or course ( final). Eligible students with disabilities and students with limited English proficiency ( LEP) may participate in the NCAAAI instead of taking the multiple- choice test as stated in State Board of Education ( SBE) policy HSP- C- 005. For students with disabilities, participation must be documented in each student’s current IEP. Beginning with the 2002- 03 school year, LEP students that met length of enrollment and language proficiency requirements as set forth in SBE policy HSP- C- 005 were eligible to participate in the NCAAAI. If the student is LEP and has an IEP, the IEP determines NCAAAI eligibility. Beginning with the 2003- 04 school year, students with a Section 504 plan must participate in the standard test administration with or without test accommodations and are ineligible for participation in alternate assessments including the NCAAP. For each student participating in the NCAAAI, the assessor ( teacher) receives an individual inventory folder. The folder includes the inventory ( reading, mathematics, and/ or writing or EOC) for the student, score descriptors, and baseline and student profiles to record individual student strengths and needs, as well as the student’s assessment history. Additionally, assessors are required to keep a student work folder as evidence to support the assessor’s scores for the student. The academic inventory is designed to monitor an individual student’s progress throughout the school year. Assessed objectives are the same as the North Carolina Standard Course of Study for reading, mathematics, and writing at each grade level or for high school courses. Objectives are listed by goals for mathematics, and by categories for reading and writing. Students with disabilities assessed using the NCAAAI in reading and mathematics may be assessed below grade level, depending on the decision of the IEP team. Students with LEP must be assessed on grade level for reading and mathematics. Students with disabilities and students with LEP who participate in high school courses that require an EOC exam may be assessed using the NCAAAI on grade level. As part of the writing assessment at grades 4, 7, and 10, the NCAAAI for writing was piloted during the 2002- 03 school year as an alternate assessment for the standard administration. All students participating in the NCAAAI in writing must be assessed on grade level ( at the assigned grade level) in grades 4, 7, and 10. There is no below grade level administration of the NCAAAI for writing or EOC assessments. Students assessed on grade level in any area may receive an Achievement Level of I, II, III, or IV if the assessor has assigned goal or category scores in the 5 to 8 range. Students that are assessed one or two grade levels below their assigned grade may not receive an Achievement Level of III or IV. Students that are assessed three or more grade levels below their assigned grade level and deemed to have the most significant cognitive disability may receive Achievement Levels of I, II, III, or IV if the assessor has assigned goal or category scores in the Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 3 North Carolina Alternate Assessment Academic Inventory ( NCAAAI) ( continued) 5 to 8 range. The assessor ( the teacher) also indicates on the academic checklist if the student achieved growth on the content being assessed. A PDF version of this report is available at: http:// www. ncpublicschools. org/ accountability/ testing/ reports. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 5 2002- 03 N= 1,213 2002- 03 N= 3,146 2003- 04 N= 1,422 2003- 04 N= 3,417 2004- 05 N= 1,350 2004- 05 N= 3,445 0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000 Reading & Mathematics Writing General Findings and Trends Demographic Trends The graph below shows the total number of NCAAP students for 2002- 03, 2003- 04, and 2004- 05. Figure 1. 2002- 03, 2003- 04, & 2004- 05 Number of NCAAP Students* * Refer to Tables 2 - 4 for the number of NCAAP and NCAAAI students combined by subject. The number of students in NCAAP increased to 3,445 in 2004- 05 from 3,417 in 2003- 04 for reading and mathematics. This represents a 0.8 percent increase in the number of students. Totals decreased among NCAAP students in writing, from 1,422 in 2003- 04 to 1,350 in 2004- 05, representing a 5.1 percent decrease. As the following graph ( Figure 2) indicates, the number of students in NCAAAI increased overall in 2004- 05 compared to 2003- 04. The number of on- level reading and mathematics students decreased by 1,403 and 268, respectively, in 2004- 05. This represents a 34.3 percent decrease in on- level reading students and a 5.9 percent decrease in on- level mathematics students. Off- level reading and mathematics students increased by 2,218 and 1,893, respectively, in 2004- 05. This represents a 26.1 percent increase in off- level reading students and a 25.2 percent increase in off- level mathematics students. Of the 13,398 students tested for reading, 20.0 percent were on- level in 2004- 05 vs. 32.5 percent of 12,583 in 2003- 04. Of the 13,664 students tested for mathematics, 31.1 percent were on- level in 2004- 05 vs. 37.5 percent of 12,039 students in 2003- 04. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 6 4,086 4,518 4,224 8,497 7,521 0 2,000 4,000 6,000 8,000 10,000 12,000 14,000 16,000 18,000 Reading Mathematics Writing Off- Level On- Level 2,683 4,250 4,773 10,715 9,414 0 2,000 4,000 6,000 8,000 10,000 12,000 14,000 16,000 18,000 Reading Mathematics Writing Demographic Trends ( continued) Figure 2. 2002- 03, 2003- 04, & 2004- 05 Number of NCAAAI Students Male students outnumbered female students by almost two to one for both NCAAP and NCAAAI students in 2004- 05. Males composed 64.1 percent of the 3,445 NCAAP students and 64.1 percent of the 17,104 NCAAAI students. 1 Among ethnicity groups representing the 3,445 students in NCAAP: • White males composed 30.6 percent of all students and 47.7 percent of all males, • Black males composed 26.7 percent of all students and 41.6 percent of all males, • White females made up 17.9 percent of all students and 49.8 percent of all females, • Black females made up 14.1 percent of all students and 39.2 percent of all females, • Hispanic males made up 2.9 percent of all students and 4.5 percent of all males, • Hispanic females made up 1.9 percent of all students and 5.3 percent of all females, • Multi- racial males represented 1.5 percent of all students and 2.3 percent of all males, • Asian males represented 1.1 percent of all students and 1.7 percent of all males, • American Indian males represented .9 percent of all students and 1.4 percent of all males, • Asian females represented .7 percent of all students and 1.9 percent of all females, • Multi- racial females represented .5 percent of all students and 1.5 percent of all females, • American Indian females represented .5 percent of all students and 1.5 percent of all females. Among ethnicity groups representing the 17,104 students in NCAAAI in 2004- 05: • Black males constituted 23.5 percent of all students and 36.7 percent of all males, 1 The 17,104 NCAAAI students include students with no indication of whether they were tested on- or off- level. 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 7 Demographic Trends ( continued) • White males constituted 20.4 percent of all students and 31.9 percent of all males, • Hispanic males made up 13.1 percent of all students and 20.5 percent of all males, • Black females represented 10.9 percent of all students and 30.3 percent of all females, • Hispanic females made up 10.7 percent of all students and 29.8 percent of all females, • White females represented 9.7 percent of all students and 30.0 percent of all females, • Asian males represented 1.7 percent of all students and 2.6 percent of all males, • American Indian males composed 1.6 percent of all students and 2.5 percent of all males, • Asian females represented 1.3 percent of all students and 3.7 percent of all females, • Multi- racial males composed 0.9 percent of all students and 1.5 percent of all males, • American Indian females composed 0.7 percent of all students and 2.0 percent of all females, • Multi- racial females composed 0.4 percent of all students and 1.0 percent of all females. A higher proportion of NCAAAI students ( 31.8%) are designated as LEP than NCAAP students ( 1.5%) in 2004- 05. This difference is due in large part to the fact that LEP status is one reason students participate in NCAAAI. The chart below displays the notable differences in the distribution of exceptional students within each alternate assessment. Figure 3. 2004- 05 Percent of NCAAP and NCAAAI Students with Exceptionalities 8.2 0.7 1.0 0.6 0.3 20.9 1.4 0.2 30.7 0.2 0.1 16.9 0.7 9.5 0.1 8.9 0.0 2.8 0.1 0.3 0.5 4.5 2.9 6.0 14.5 3.1 31.8 0.2 37.2 1.2 0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 Autistic Behaviorally- Emotionally Disabled Deaf- Blind Educable Mentally Disabled Hearing Impaired Multihandicapped Not Identified/ Non- LEP Orthopedically Impaired Other Health Impaired Sever ely/ Profo un dly Mentally Disabled Specific Lear ning Disabled Speech/ Language Impaired Trainable Mentally Disabled Traumatic Brain Injury Visually Impaired Limited English Proficient ( LEP) Percent NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 8 Figure 4. Percent of All NCAAP and NCAAAI Students At or Above Level III for All Subjects 2002- 03, 2003- 04, and 2004- 05 47.7 47.6 13.2 17.2 7.4 70.3 61.7 24.1 26.2 11.7 31.1 68.2 74.9 56.0 30.0 25.4 11.3 32.0 33.2 * 52.2 * 74.3 28.4 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading On- Level Mathematics Writing Off- Level Reading Off- Level Mathematics Percent Proficient 2002- 03 2003- 04 2004- 05 Demographic Trends ( continued) In 2004- 05, the NCAAP students were distributed among the exceptionality categories as follows: trainable mentally disabled ( 30.7%), autistic ( 20.9%), multihandicapped ( 16.9%), and severely/ profoundly mentally disabled ( 9.5%). Of all NCAAAI students, more than a third ( 37.2%) were in the educable mentally disabled and 14.5 percent were in the specific learning disabled categories respectively. Performance Trends Performance trends exhibited mixed results when comparing 2004- 05 to 2003- 04. NCAAP Mathematics, NCAAAI Reading ( both on- and off- level), and NCAAAI Off- level Mathematics had a higher proportion of students perform at Level III or above while all others showed a lower proportion. * NCAAAI students were not tested at Levels III and IV in off- level reading or mathematics in 2002- 03. Of the 82.8 percent of students in NCAAAI participating in reading and/ or receiving an Achievement Level or growth score, 91.3 percent demonstrated growth, 3.2 percent did not, and 5.5 percent were missing responses. Of the 84.0 percent of NCAAAI students participating in mathematics, 91.0 percent demonstrated growth, 3.8 percent did not, and 5.2 percent were missing responses. Of the 27.9 percent tested in writing, 83.5 percent demonstrated growth, 12.5 percent did not, and 3.9 percent were missing responses. NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 9 Maps of Statewide Totals by LEA The average density of NCAAP students in each LEA was 4.8 NCAAP students per 1,000 students enrolled ( SD= 2.8). 2 The median number of NCAAP students per 1,000 was 4.5. On average, LEAs contained about 23.0 NCAAAI students per 1,000 students enrolled in 2004- 05 ( SD= 12.1). The median number of NCAAAI students per 1,000 was 20.7. Five LEAs ( not including charter schools) contained no NCAAP students and all LEAs contained NCAAAI students. The maps in Figures 5 and 6 show the distribution of NCAAP and NCAAAI students per 1,000 students for each LEA in North Carolina in 2004- 05. Totals for city units and charter schools are not depicted in the maps but are listed in Table 1 at the end of this section. Figure 5. 2004- 05 Number of NCAAP Students Per 1,000 Students by LEA2 2 The number of NCAAP or NCAAAI students per 1,000 students is calculated by dividing the total number of NCAAP or NCAAAI students by first month Average Daily Membership ( ADM) for grades 3- 8 and 10, and multiplying by 1,000. Although there are LEAs and charter schools with fewer than 1,000 students in grades 3 and 8- 10, all calculations are based on 1,000 students for comparison purposes. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 10 Maps of Statewide Totals by LEA ( continued) LEAs with the highest concentration were Newton- Conover City which had 23.2 NCAAP students per 1,000 and Jones County which had 16.0 NCAAP students per 1,000. Figure 6. 2004- 05 Number of NCAAAI Students Per 1,000 Students by LEA In 2004- 05, Lexington City had the highest number of NCAAAI students per 1,000 with 90.9 students. , Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 11 Table 1. 2004- 05 Number of NCAAP and NCAAAI Students Per 1,000 Students Enrolled, by LEA and Charter School3 LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 ALAMANCE- BURLINGTON 2.2 14.8 ALEXANDER COUNTY 6.0 19.1 ALLEGHANY COUNTY 6.2 38.1 ANSON COUNTY 5.8 28.3 ASHE COUNTY 4.6 24.3 ASHEBORO CITY 3.4 29.4 ASHEVILLE CITY 0.0 75.5 AVERY COUNTY 1.5 25.0 BEAUFORT COUNTY 4.9 9.7 BERTIE COUNTY 10.0 16.1 BLADEN COUNTY 1.3 16.1 BRUNSWICK COUNTY 3.1 20.1 BUNCOMBE COUNTY 4.5 26.9 BURKE COUNTY 4.4 15.6 CABARRUS COUNTY 4.1 22.7 CALDWELL COUNTY 1.1 20.6 CAMDEN COUNTY 1.1 12.0 CARTERET COUNTY 1.8 21.8 CASWELL COUNTY 2.7 20.1 CATAWBA COUNTY 1.5 22.9 CHAPEL HILL- CARRBORO 5.2 23.8 CHATHAM COUNTY 2.0 43.8 CHEROKEE COUNTY 2.0 7.0 CLAY COUNTY 9.7 19.4 CLEVELAND COUNTY 7.9 10.9 CLINTON CITY 9.4 26.9 COLUMBUS COUNTY 6.7 30.2 CRAVEN COUNTY 6.7 15.1 CUMBERLAND COUNTY 5.2 21.9 CURRITUCK COUNTY 2.3 16.9 DARE COUNTY 1.9 7.8 DAVIDSON COUNTY 3.7 11.8 DAVIE COUNTY 0.9 31.6 DUPLIN COUNTY 3.2 49.1 DURHAM COUNTY 7.4 21.9 3The number of NCAAP and NCAAAI students per 1,000 students is calculated by dividing the total number of NCAAP or NCAAAI students by first month Average Daily Membership ( ADM) for grades 3- 8 and 10, multiplying by 1,000 and rounding to one decimal place. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 12 LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 EDENTON/ CHOWAN 0.7 7.4 EDGECOMBE COUNTY 7.1 15.8 ELKIN CITY 1.5 25.7 FORSYTH COUNTY 6.5 36.9 FRANKLIN COUNTY 4.6 16.2 GASTON COUNTY 4.5 27.2 GATES COUNTY 3.6 20.8 GRAHAM COUNTY 9.2 3.1 GRANVILLE COUNTY 5.5 14.7 GREENE COUNTY 10.5 12.2 GUILFORD COUNTY 5.8 22.6 HALIFAX COUNTY 10.4 35.0 HARNETT COUNTY 1.6 38.5 HAYWOOD COUNTY 3.3 15.5 HENDERSON COUNTY 2.8 20.2 HERTFORD COUNTY 5.6 57.3 HICKORY CITY 0.0 26.3 HOKE COUNTY 3.3 43.2 HYDE COUNTY 0.0 70.0 IREDELL- STATESVILLE 3.7 23.6 JACKSON COUNTY 6.3 17.9 JOHNSTON COUNTY 4.8 30.8 JONES COUNTY 16.0 30.6 KANNAPOLIS CITY 6.6 38.4 LEE COUNTY 4.9 19.1 LENOIR COUNTY 7.5 23.7 LEXINGTON CITY 10.5 90.9 LINCOLN COUNTY 3.0 13.0 MACON COUNTY 2.3 23.9 MADISON COUNTY 3.6 11.4 MARTIN COUNTY 2.6 23.6 MCDOWELL COUNTY 3.1 41.5 MECKLENBURG COUNTY 4.8 32.0 MITCHELL COUNTY 9.0 56.2 MONTGOMERY COUNTY 4.2 32.0 MOORE COUNTY 4.1 17.0 MOORESVILLE CITY 1.6 11.5 MOUNT AIRY CITY 3.0 34.1 NASH- ROCKY MOUNT 3.7 23.3 NEW HANOVER COUNTY 6.8 12.1 NEWTON- CONOVER 23.2 31.1 NORTHAMPTON COUNTY 7.9 19.5 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 13 LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 ONSLOW COUNTY 4.9 14.8 ORANGE COUNTY 2.5 16.2 PAMLICO COUNTY 3.5 24.6 PASQUOTANK COUNTY 5.0 22.5 PENDER COUNTY 4.6 17.7 PERQUIMANS COUNTY 9.5 17.0 PERSON COUNTY 7.7 28.8 PITT COUNTY 2.9 25.3 POLK COUNTY 6.8 23.6 RANDOLPH COUNTY 3.2 14.6 RICHMOND COUNTY 7.9 12.7 ROANOKE RAPIDS CITY 3.1 22.1 ROBESON COUNTY 5.2 53.7 ROCKINGHAM COUNTY 1.3 21.5 ROWAN- SALISBURY 3.9 19.7 RUTHERFORD COUNTY 5.5 15.0 SAMPSON COUNTY 3.6 30.3 SCOTLAND COUNTY 12.2 25.6 STANLY COUNTY 2.8 30.5 STOKES COUNTY 2.3 6.0 SURRY COUNTY 3.9 24.7 SWAIN COUNTY 4.3 12.9 THOMASVILLE CITY 0.0 53.2 TRANSYLVANIA COUNTY 7.7 13.5 TYRRELL COUNTY 0.0 59.2 UNION COUNTY 4.0 25.6 VANCE COUNTY 5.1 24.7 WAKE COUNTY 5.0 10.8 WARREN COUNTY 9.0 14.3 WASHINGTON COUNTY 6.6 23.2 WATAUGA COUNTY 2.0 14.1 WAYNE COUNTY 5.6 16.4 WELDON CITY 13.6 6.8 WHITEVILLE CITY 4.3 12.2 WILKES COUNTY 5.4 18.7 WILSON COUNTY 4.6 9.9 YADKIN COUNTY 3.6 28.1 YANCEY COUNTY 5.6 17.6 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 14 Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 A CHILD'S GARDEN SCH 0.0 26.5 ACAD OF MOORE CNTY 0.0 121.6 ALPHA ACADEMY 0.0 0.0 AM RENAISSANCE MID 0.0 11.6 AMERICAN RENAISSANCE 0.0 0.0 ANN ATWATER CMTY 0.0 0.0 ARAPAHOE CHARTER 0.0 0.0 ARTS BASED ELEM 0.0 12.7 ARTSPACE CHARTER 0.0 53.7 BAKER CHARTER HIGH 0.0 0.0 BETHANY CMTY MIDDLE 0.0 9.9 BETHEL HILL CHARTER 0.0 12.2 BREVARD ACADEMY 0.0 40.0 BRIDGES CHARTER SCH 0.0 0.0 CAPE FEAR CTR INQUIR 0.0 0.0 CAPE LOOKOUT HIGH 0.0 0.0 CAROLINA INTRNTNL 0.0 10.7 CARTER COMMUNITY 0.0 16.4 CASA ESPERANZA 0.0 20.0 CENTRAL PARK SCHOOL 0.0 0.0 CHARTER DAY SCHOOL 0.0 9.2 CHATHAM CHARTER 0.0 0.0 CHILDREN'S COMMUNITY 0.0 12.3 CHILDREN'S VILLAGE 0.0 19.2 CIS ACADEMY 0.0 0.0 CLOVER GARDEN 0.0 0.0 COMMUNITY CHARTER SC 0.0 26.3 COMMUNITY PARTNERS 0.0 0.0 CROSSNORE ACADEMY 0.0 80.0 CROSSROADS CHARTER 0.0 0.0 DILLARD ACADEMY 0.0 0.0 DOWNTOWN MIDDLE 3.1 9.4 EAST WAKE ACADEMY 0.0 0.0 EVERGREEN CMTY CHART 0.0 26.1 EXPLORIS 0.0 0.0 F DELANY NEW SCHOOL 0.0 11.1 FORSYTH ACADEMIES 0.0 0.0 FRANKLIN ACADEMY 0.0 1.9 GASTON COLLEGE PREP 0.0 0.0 GRANDFATHER ACADEMY 0.0 57.1 GRAY STONE DAY 0.0 0.0 GREENSBORO ACADEMY 0.0 0.0 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 15 Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 GUILFORD PREPARATORY 0.0 0.0 HALIWA- SAPONI TRIBAL 0.0 0.0 HEALTHY START ACADEM 0.0 0.0 HIGHLAND CHARTER 0.0 0.0 HOPE ELEMENTARY 0.0 42.6 IMANI INSTITUTE 0.0 0.0 KENNEDY CHARTER 0.0 23.8 KESTREL HEIGHTS SCH 0.0 15.5 KINSTON CHARTER ACAD 0.0 8.1 LAKE NORMAN CHARTER 0.0 0.0 LAKESIDE SCHOOL 0.0 47.6 LAURINBURG CHARTER 0.0 0.0 LAURINBURG HOMEWORK 0.0 0.0 LINCOLN CHARTER 0.0 0.0 MAGELLAN CHARTER 0.0 0.0 MAUREEN JOY CHARTER 0.0 37.3 METROLINA REG SCH AC 0.0 0.0 MILLENNIUM CHARTER 0.0 0.0 MOUNTAIN DISCOVERY 0.0 68.5 NEW CENTURY CHARTER 0.0 55.6 OMUTEKO GWAMAZIIMA 0.0 177.8 ORANGE CHARTER 0.0 8.7 PACE ACADEMY 0.0 76.9 PHOENIX ACADEMY INC 0.0 0.0 PIEDMONT COMMTY CHAR 0.0 10.3 PREEMINENT CHARTER 0.0 13.4 PROVISIONS ACADEMY 0.0 0.0 QUALITY EDUC ACADEMY 0.0 66.0 QUEEN'S GRANT CMTY 2.5 17.7 QUEST ACADEMY 0.0 0.0 RALEIGH CHARTER HIGH 0.0 0.0 RESEARCH TRI CHARTER 0.0 4.6 RIVER MILL ACADEMY 0.0 0.0 ROCKY MOUNT PREP 0.0 43.1 ROWAN ACADEMY 0.0 0.0 SALLIE B HOWARD SCH 0.0 75.2 SPARC ACADEMY 0.0 22.6 STARS CHARTER 0.0 28.2 STERLING MONTESSORI 0.0 17.5 SUCCESS INSTITUTE 0.0 206.3 SUGAR CREEK CHARTER 0.0 8.3 SUMMIT CHARTER 0.0 19.4 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 16 Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000 THE E WINSTON PRIM 0.0 0.0 THE LEARNING CENTER 0.0 33.3 THE MOUNTAIN CMTY SC 0.0 37.4 THE NEW DIMENSIONS 0.0 76.9 THOMAS JEFFERSON ACA 0.0 0.0 TILLER SCHOOL 0.0 19.0 TORCHLIGHT ACADEMY 0.0 0.0 UNION ACADEMY 0.0 2.5 VANCE CHARTER SCHOOL 0.0 0.0 VISIONS CHARTER SCH 31.3 31.3 WASHINGTON MONTESSOR 0.0 0.0 WOODS CHARTER 0.0 8.7 WOODSON SCH OF CHAL 0.0 55.9 17 Statewide Performance NCAAP and NCAAAI Combined 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 17,598 100.0 26.6 34.3 27.4 11.7 39.1 >= 95% <= 5% Gender . Female 6,040 34.3 26.3 34.6 27.5 11.6 39.1 >= 95% <= 5% Male 11,558 65.7 26.7 34.2 27.4 11.7 39.1 >= 95% <= 5% Ethnicity . American Indian 394 2.2 13.2 19.7 55.3 11.7 67.0 >= 95% <= 5% Asian 335 1.9 32.6 31.6 27.1 8.7 35.8 >= 95% <= 5% Black 6,920 39.3 24.3 34.0 28.9 12.9 41.7 >= 95% <= 5% Hispanic 2,658 15.1 41.4 35.3 19.0 <= 5% 23.3 94.7 5.3 Multi- Racial 272 1.5 25.4 34.8 28.0 11.7 39.8 >= 95% <= 5% White 6,479 36.8 23.4 34.5 28.3 13.8 42.1 >= 95% <= 5% Not Coded 540 3.1 34.4 46.1 13.8 5.7 19.6 >= 95% <= 5% Not Exceptional 4 2,887 16.4 40.6 36.4 17.1 5.9 23.0 94.7 5.3 All Students with Disabilities 14,711 83.6 24.1 34.0 29.2 12.7 41.9 >= 95% <= 5% Behaviorally- Emotionally Disabled 453 2.6 39.1 39.3 17.7 <= 5% 21.6 93.4 6.6 Hearing Impaired 170 1.0 40.7 39.5 18.6 <= 5% 19.8 >= 95% <= 5% Educable Mentally Disabled 6,347 36.1 22.6 36.5 33.1 7.7 40.9 >= 95% <= 5% Specific Learning Disabled 4 2,286 13.0 32.3 38.3 23.8 5.6 29.4 >= 95% <= 5% Learning Disabled- Reading 2,481 14.1 32.5 37.5 24.4 5.6 30.0 >= 95% <= 5% Learning Disabled- Mathematics 1,531 8.7 33.6 37.4 24.3 <= 5% 29.0 >= 95% <= 5% Learning Disabled- Written Expression 1,978 11.2 31.8 39.1 23.6 5.6 29.2 >= 95% <= 5% Learning Disabled- Other 90 0.5 24.1 39.8 30.1 6.0 36.1 >= 95% <= 5% Speech- Language Impaired 46 0.3 26.8 51.2 17.1 <= 5% 22.0 >= 95% <= 5% Visually Impaired 36 0.2 22.2 30.6 36.1 11.1 47.2 94.4 5.6 Other Health Impaired 1,022 5.8 27.7 39.6 24.8 7.8 32.6 >= 95% <= 5% Orthopedically Impaired 122 0.7 26.9 40.3 24.4 8.4 32.8 >= 95% <= 5% Traumatic Brain Injury 80 0.5 25.6 28.2 28.2 17.9 46.2 >= 95% <= 5% Autistic 1,446 8.2 19.0 29.2 29.4 22.4 51.8 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 332 1.9 27.1 19.0 23.5 30.4 53.9 >= 95% <= 5% Multihandicapped 777 4.4 22.4 25.7 27.8 24.2 51.9 >= 95% <= 5% Deaf- Blind 9 0.1 11.1 44.4 33.3 11.1 44.4 * * Trainable Mentally Disabled 1,585 9.0 15.7 23.5 30.6 30.2 60.8 >= 95% <= 5% Section 504 112 0.6 11.0 44.0 41.3 <= 5% 45.0 >= 95% <= 5% Limited English Proficient ( LEP) 3,048 17.3 43.8 37.2 16.5 <= 5% 18.9 94.6 5.4 Not Limit English Proficient 13,999 79.5 23.8 33.9 29.4 12.9 42.3 >= 95% <= 5% Free- Reduced Lunch 11,235 63.8 27.0 33.1 28.5 11.4 39.9 >= 95% <= 5% Not Free- Reduced Lunch 3,449 19.6 23.4 34.3 27.4 14.9 42.3 >= 95% <= 5% Served by Title I 7,280 41.4 27.1 32.6 29.1 11.3 40.3 >= 95% <= 5% Not Served by Title I 9,726 55.3 26.8 35.9 26.1 11.2 37.3 >= 95% <= 5% Schoolwide Title I Program 6,974 39.6 26.8 32.2 29.4 11.6 41.0 >= 95% <= 5% Targeted Assistance 177 1.0 20.2 46.4 26.8 6.5 33.3 >= 95% <= 5% Migrant 360 2.0 41.5 40.3 16.2 <= 5% 18.2 93.8 6.2 Not Migrant 16,646 94.6 26.6 34.3 27.6 11.4 39.0 >= 95% <= 5% Assigned Grade . 3 2,451 13.9 31.1 35.8 21.8 11.3 33.1 >= 95% <= 5% 4 2,650 15.1 28.8 34.7 26.4 10.2 36.6 >= 95% <= 5% 5 3,056 17.4 22.6 32.5 32.4 12.6 44.9 >= 95% <= 5% 6 2,645 15.0 29.4 33.7 26.7 10.2 36.9 >= 95% <= 5% 7 2,666 15.1 25.2 35.9 28.2 10.7 38.9 >= 95% <= 5% 8 2,556 14.5 22.5 33.6 29.5 14.4 43.9 >= 95% <= 5% 10 1,573 8.9 27.8 34.5 25.1 12.7 37.7 >= 95% <= 5% Notes: 1Combines the total number of students in NCAAP reading and NCAAAI on- level and off- level reading 2Total number of students assessed for reading; not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 2. 2004- 05 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1 Statewide Performance in Reading* 19 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 17,806 100.0 28.3 32.0 28.7 11.0 39.8 >= 95% <= 5% Gender Female 6,639 37.3 29.7 32.5 27.8 10.0 37.8 >= 95% <= 5% Male 11,167 62.7 27.4 31.7 29.3 11.6 40.9 >= 95% <= 5% Ethnicity American Indian 310 1.7 13.1 20.5 52.7 13.8 66.4 >= 95% <= 5% Asian 479 2.7 27.9 33.9 28.6 9.5 38.2 >= 95% <= 5% Black 6,396 35.9 24.2 31.6 31.3 12.9 44.3 >= 95% <= 5% Hispanic 3,629 20.4 42.7 32.3 21.3 <= 5% 25.0 93.2 6.8 Multi- Racial 252 1.4 24.9 30.2 32.7 12.2 44.9 >= 95% <= 5% White 5,951 33.4 23.5 32.0 30.6 13.9 44.5 >= 95% <= 5% Not Coded 789 4.4 42.6 38.8 14.0 <= 5% 18.6 94.2 5.8 Not Exceptional 4 4,646 26.1 43.5 32.3 19.7 <= 5% 24.2 92.8 7.2 All Students with Disabilities 13,160 73.9 23.3 31.9 31.6 13.2 44.8 >= 95% <= 5% Behaviorally- Emotionally Disabled 384 2.2 40.0 39.1 19.1 <= 5% 20.9 93.0 7.0 Hearing Impaired 132 0.7 35.9 38.3 18.8 7.0 25.8 >= 95% <= 5% Educable Mentally Disabled 6,049 34.0 23.3 35.4 33.4 7.9 41.3 >= 95% <= 5% Specific Learning Disabled 4 1,252 7.0 30.5 39.7 24.5 5.3 29.8 >= 95% <= 5% Learning Disabled- Reading 1,409 7.9 30.7 38.2 25.5 5.6 31.1 >= 95% <= 5% Learning Disabled- Mathematics 1,255 7.0 31.0 38.5 25.2 5.4 30.5 >= 95% <= 5% Learning Disabled- Written Expression 1,176 6.6 30.5 38.6 25.9 5.1 30.9 >= 95% <= 5% Learning Disabled- Other 73 0.4 22.1 35.3 33.8 8.8 42.6 >= 95% <= 5% Speech- Language Impaired 40 0.2 34.3 37.1 22.9 5.7 28.6 >= 95% <= 5% Visually Impaired 30 0.2 23.3 33.3 33.3 10.0 43.3 >= 95% <= 5% Other Health Impaired 931 5.2 26.7 37.8 28.1 7.4 35.5 >= 95% <= 5% Orthopedically Impaired 125 0.7 28.2 37.1 27.4 7.3 34.7 >= 95% <= 5% Traumatic Brain Injury 81 0.5 30.8 25.6 33.3 10.3 43.6 >= 95% <= 5% Autistic 1,431 8.0 19.3 26.3 32.2 22.2 54.4 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 332 1.9 25.0 13.9 33.7 27.4 61.1 >= 95% <= 5% Multihandicapped 775 4.4 21.9 20.7 36.6 20.8 57.4 >= 95% <= 5% Deaf- Blind 8 0.0 37.5 25.0 25.0 12.5 37.5 * * Trainable Mentally Disabled 1,590 8.9 14.2 21.8 33.1 30.8 64.0 >= 95% <= 5% Section 504 119 0.7 17.1 45.3 35.0 <= 5% 37.6 >= 95% <= 5% Limited English Proficient ( LEP) 4,656 26.1 44.6 34.1 18.7 <= 5% 21.3 92.8 7.2 Not Limit English Proficient 12,643 71.0 23.2 31.7 31.8 13.4 45.2 >= 95% <= 5% Free- Reduced Lunch 11,498 64.6 28.0 31.4 29.8 10.8 40.6 >= 95% <= 5% Not Free- Reduced Lunch 3,423 19.2 23.9 31.5 29.9 14.7 44.5 >= 95% <= 5% Served by Title I 7,213 40.5 29.4 30.4 30.0 10.2 40.2 >= 95% <= 5% Not Served by Title I 9,986 56.1 27.9 33.6 27.6 11.0 38.5 >= 95% <= 5% Schoolwide Title I Program 6,889 38.7 29.0 30.5 30.1 10.4 40.4 >= 95% <= 5% Targeted Assistance 171 1.0 27.5 30.6 31.9 10.0 41.9 >= 95% <= 5% Migrant 442 2.5 41.5 32.0 25.0 <= 5% 26.5 92.3 7.7 Not Migrant 16,757 94.1 28.2 32.3 28.7 10.9 39.6 >= 95% <= 5% Assigned Grade 3 2,443 13.7 32.0 33.9 23.3 10.8 34.1 >= 95% <= 5% 4 2,601 14.6 32.8 32.8 25.6 8.8 34.4 >= 95% <= 5% 5 3,005 16.9 25.9 28.9 33.9 11.4 45.3 >= 95% <= 5% 6 2,732 15.3 30.2 32.9 26.8 10.1 36.9 >= 95% <= 5% 7 2,756 15.5 28.5 31.5 30.3 9.6 40.0 >= 95% <= 5% 8 2,707 15.2 22.5 32.1 30.7 14.6 45.3 >= 95% <= 5% 10 1,562 8.8 25.5 32.5 29.6 12.4 42.0 >= 95% <= 5% Notes: 1Combines the total number of students in NCAAP mathematics and NCAAAI on- level and off- level mathematics 2Total number of students assessed for mathematics; not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 3. 2004- 05 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1 Statewide Performance in Mathematics* 20 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 6,123 100.0 49.1 29.3 12.2 9.3 21.5 89.6 10.4 Gender Female 2,271 37.1 50.0 28.5 11.6 9.9 21.5 89.8 10.2 Male 3,852 62.9 48.6 29.8 12.5 9.0 21.5 89.5 10.5 Ethnicity American Indian 136 2.2 26.9 27.7 37.7 7.7 45.4 86.9 13.1 Asian 204 3.3 45.5 36.9 12.1 5.6 17.7 91.9 8.1 Black 2,030 33.2 43.6 30.4 14.0 12.0 26.0 90.3 9.7 Hispanic 1,470 24.0 63.4 28.2 7.1 <= 5% 8.5 87.0 13.0 Multi- Racial 84 1.4 55.4 28.9 7.2 8.4 15.7 84.3 15.7 White 1,900 31.0 45.0 27.3 13.7 14.1 27.7 90.3 9.7 Not Coded 299 4.9 56.0 36.6 <= 5% <= 5% 7.4 93.3 6.7 Not Exceptional4 1,885 30.8 59.2 31.0 7.5 <= 5% 9.8 89.1 10.9 All Students with Disabilities 4,238 69.2 44.8 28.6 14.2 12.4 26.5 89.8 10.2 Behaviorally- Emotionally Disabled 120 2.0 44.6 46.4 8.9 <= 5% 8.9 80.5 19.5 Hearing Impaired 53 0.9 58.5 26.4 13.2 <= 5% 15.1 83.0 17.0 Educable Mentally Disabled 1,655 27.0 49.2 34.9 12.3 <= 5% 15.9 87.5 12.5 Specific Learning Disabled4 584 9.5 35.2 40.5 22.5 <= 5% 24.3 89.5 10.5 Learning Disabled- Reading 614 10.0 35.4 42.1 21.1 <= 5% 22.5 91.1 8.9 Learning Disabled- Mathematics 393 6.4 39.9 42.0 17.8 <= 5% 18.1 87.9 12.1 Learning Disabled- Written Expression 590 9.6 35.9 41.8 21.1 <= 5% 22.3 90.4 9.6 Learning Disabled- Other 35 0.6 43.8 31.3 21.9 <= 5% 25.0 87.5 12.5 Speech- Language Impaired 12 0.2 25.0 75.0 * * * * * Visually Impaired 5 0.1 60.0 20.0 20.0 * 20.0 * * Other Health Impaired 279 4.6 48.1 36.6 13.1 <= 5% 15.3 89.3 10.7 Orthopedically Impaired 31 0.5 32.3 41.9 9.7 16.1 25.8 90.3 9.7 Traumatic Brain Injury 23 0.4 40.9 22.7 18.2 18.2 36.4 86.4 13.6 Autistic 504 8.2 42.7 18.6 14.0 24.6 38.7 92.4 7.6 Severely/ Profoundly Mentally Disabled 127 2.1 44.1 10.2 14.2 31.5 45.7 >= 95% <= 5% Multihandicapped 261 4.3 47.5 12.6 14.2 25.7 39.8 92.7 7.3 Deaf- Blind 4 0.1 * * * * * * * Trainable Mentally Disabled 580 9.5 40.5 11.6 13.5 34.4 47.9 93.8 6.2 Section 504 31 0.5 67.7 22.6 9.7 <= 5% 9.7 83.9 16.1 Limited English Proficient ( LEP) 1,904 31.1 60.8 32.0 6.7 <= 5% 7.2 88.5 11.5 Not Limit English Proficient 4,045 66.1 44.4 28.4 14.4 12.8 27.2 89.9 10.1 Free- Reduced Lunch 4,060 66.3 49.4 29.5 12.6 8.6 21.2 89.9 10.1 Not Free- Reduced Lunch 1,191 19.5 44.3 28.9 12.6 14.2 26.8 92.1 7.9 Served by Title I 2,488 40.6 49.9 30.0 13.7 6.3 20.1 89.0 11.0 Not Served by Title I 3,431 56.0 49.1 29.3 10.8 10.9 21.6 89.8 10.2 Schoolwide Title I Program 2,375 38.8 49.6 30.2 13.7 6.5 20.3 88.8 11.2 Targeted Assistance 48 0.8 44.4 28.9 22.2 <= 5% 26.7 91.5 8.5 Migrant 172 2.8 58.1 25.7 15.6 <= 5% 16.2 94.0 6.0 Not Migrant 5,747 93.9 49.2 29.7 11.9 9.2 21.1 89.3 10.7 Assigned Grade 4 2,649 43.3 53.5 29.1 10.8 6.7 17.4 89.1 10.9 7 2,703 44.1 45.8 32.0 13.7 8.5 22.2 89.3 10.7 10 771 12.6 45.9 20.9 11.7 21.6 33.2 92.1 7.9 Notes: 1Combines total number of students in NCAAP and NCAAAI Writing 2Total number of students assessed for writing. Not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 4. 2004- 05 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1 Statewide Performance in Writing 21 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 14,153 100.0 29.8 38.6 26.8 <= 5% 31.6 >= 95% <= 5% Gender Female 4,804 33.9 29.2 38.9 27.2 <= 5% 31.9 >= 95% <= 5% Male 9,349 66.1 30.2 38.4 26.6 <= 5% 31.4 >= 95% <= 5% Ethnicity American Indian 345 2.4 13.4 20.8 58.6 7.1 65.8 >= 95% <= 5% Asian 274 1.9 36.1 36.1 27.3 <= 5% 27.8 >= 95% <= 5% Black 5,516 39.0 27.1 38.5 28.6 5.8 34.4 >= 95% <= 5% Hispanic 2,492 17.6 43.0 36.6 18.0 <= 5% 20.4 94.4 5.6 Multi- Racial 203 1.4 27.7 38.5 28.7 5.1 33.8 >= 95% <= 5% White 4,810 34.0 26.9 40.3 27.7 5.1 32.8 >= 95% <= 5% Not Coded 513 3.6 36.5 49.0 13.3 <= 5% 14.5 >= 95% <= 5% Not Exceptional4 2,581 18.2 45.1 39.4 14.7 <= 5% 15.5 94.1 5.9 All Students with Disabilities 11,572 81.8 26.9 38.5 29.1 5.6 34.7 >= 95% <= 5% Behaviorally- Emotionally Disabled 452 3.2 39.2 39.4 17.7 <= 5% 21.4 93.4 6.6 Hearing Impaired 164 1.2 40.4 41.0 18.0 <= 5% 18.6 >= 95% <= 5% Educable Mentally Disabled 6,064 42.8 23.2 37.4 33.3 6.1 39.4 >= 95% <= 5% Specific Learning Disabled4 2,284 16.1 32.3 38.3 23.8 5.6 29.4 >= 95% <= 5% Learning Disabled- Reading 2,481 17.5 32.5 37.5 24.4 5.6 30.0 >= 95% <= 5% Learning Disabled- Mathematics 1,531 10.8 33.6 37.4 24.3 <= 5% 29.0 >= 95% <= 5% Learning Disabled- Written Expression 1,978 14.0 31.8 39.1 23.6 5.6 29.2 >= 95% <= 5% Learning Disabled- Other 90 0.6 24.1 39.8 30.1 6 36.1 >= 95% <= 5% Speech- Language Impaired 44 0.3 28.2 51.3 17.9 <= 5% 20.5 >= 95% <= 5% Visually Impaired 30 0.2 20.0 33.3 40.0 6.7 46.7 93.3 6.7 Other Health Impaired 925 6.5 29.0 41.5 24.6 <= 5% 29.5 >= 95% <= 5% Orthopedically Impaired 97 0.7 31.9 43.6 22.3 <= 5% 24.5 >= 95% <= 5% Traumatic Brain Injury 56 0.4 31.5 38.9 25.9 <= 5% 29.6 >= 95% <= 5% Autistic 726 5.1 25.6 42.0 26.6 5.8 32.4 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 5 0.0 80.0 * 20.0 * 20.0 60.0 40.0 Multihandicapped 194 1.4 25.7 39.8 31.4 <= 5% 34.6 >= 95% <= 5% Deaf- Blind 5 0.0 20.0 20.0 60.0 * 60.0 * * Trainable Mentally Disabled 526 3.7 28.6 38.1 27.5 5.8 33.3 >= 95% <= 5% Section 504 112 0.8 11.0 44.0 41.3 <= 5% 45.0 >= 95% <= 5% Limited English Proficient ( LEP) 3,001 21.2 44.3 37.7 16.4 <= 5% 18.1 94.6 5.4 Not Limit English Proficient 10,907 77.1 26.6 38.6 29.3 5.6 34.8 >= 95% <= 5% Free- Reduced Lunch 9,229 65.2 29.7 37.0 28.2 5.2 33.4 >= 95% <= 5% Not Free- Reduced Lunch 2,323 16.4 28.9 40.8 26.3 <= 5% 30.3 >= 95% <= 5% Served by Title I 6,241 44.1 29.1 35.6 29.0 6.4 35.3 >= 95% <= 5% Not Served by Title I 7,626 53.9 30.7 40.8 25.0 <= 5% 28.6 >= 95% <= 5% Schoolwide Title I Program 5,946 42.0 28.8 35.3 29.3 6.6 35.9 >= 95% <= 5% Targeted Assistance 167 1.2 20.9 47.5 27.2 <= 5% 31.6 >= 95% <= 5% Migrant 349 2.5 41.6 40.4 16.1 <= 5% 17.9 93.6 6.4 Not Migrant 13,518 95.5 29.6 38.4 27.1 <= 5% 32.0 >= 95% <= 5% Assigned Grade 3 1,984 14.0 35.7 40.0 19.5 <= 5% 24.3 >= 95% <= 5% 4 2,225 15.7 31.5 37.8 25.3 5.4 30.7 >= 95% <= 5% 5 2,511 17.7 24.2 36.7 32.0 7.0 39.0 >= 95% <= 5% 6 2,173 15.4 32.9 37.7 26.0 <= 5% 29.4 >= 95% <= 5% 7 2,138 15.1 28.6 40.5 27.6 <= 5% 30.9 >= 95% <= 5% 8 1,947 13.8 25.9 38.5 30.4 5.2 35.6 >= 95% <= 5% 10 1,174 8.3 31.7 40.3 24.3 <= 5% 28.0 94.5 5.5 Notes: 1Combines total number of NCAAAI students in on- level and off- level reading including those students without a score for growth. 2Total number of students assessed for reading. Not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 5. 2004- 05 NCAAAI1 Statewide Student Performance in On- Level and Off- Level Reading Combined 22 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 14,361 100.0 32.1 37.1 26.5 <= 5% 30.8 >= 95% <= 5% Gender Female 5,403 37.6 33.4 37.5 25.4 <= 5% 29.1 >= 95% <= 5% Male 8,958 62.4 31.3 36.9 27.1 <= 5% 31.8 >= 95% <= 5% Ethnicity American Indian 261 1.8 13.3 22.5 57.0 7.2 64.3 >= 95% <= 5% Asian 418 2.9 30.7 37.4 27.4 <= 5% 31.8 94.7 5.3 Black 4,992 34.8 27.5 37.7 29.3 5.5 34.8 >= 95% <= 5% Hispanic 3,463 24.1 44.1 33.2 20.4 <= 5% 22.7 92.9 7.1 Multi- Racial 183 1.3 27.8 34.7 32.4 5.1 37.5 >= 95% <= 5% White 4,282 29.8 27.6 40.0 27.7 <= 5% 32.4 >= 95% <= 5% Not Coded 762 5.3 44.2 40.3 13.8 <= 5% 15.6 94.0 6.0 Not Exceptional4 4,340 30.2 46.1 34.1 18.1 <= 5% 19.8 92.4 7.6 All Students with Disabilities 10,021 69.8 26.5 38.3 29.8 5.4 35.2 >= 95% <= 5% Behaviorally- Emotionally Disabled 383 2.7 40.1 39.2 18.9 <= 5% 20.6 93.0 7.0 Hearing Impaired 126 0.9 36.1 39.3 18.9 5.7 24.6 >= 95% <= 5% Educable Mentally Disabled 5,766 40.2 23.9 36.6 33.5 5.9 39.4 >= 95% <= 5% Specific Learning Disabled4 1,250 8.7 30.5 39.7 24.5 5.2 29.7 >= 95% <= 5% Learning Disabled- Reading 1,409 9.8 30.7 38.2 25.5 5.6 31.1 >= 95% <= 5% Learning Disabled- Mathematics 1,255 8.7 31.0 38.5 25.2 5.4 30.5 >= 95% <= 5% Learning Disabled- Written Expression 1,176 8.2 30.5 38.6 25.9 5.1 30.9 >= 95% <= 5% Learning Disabled- Other 73 0.5 22.1 35.3 33.8 8.8 42.6 >= 95% <= 5% Speech- Language Impaired 38 0.3 36.4 36.4 24.2 <= 5% 27.3 >= 95% <= 5% Visually Impaired 24 0.2 25.0 37.5 33.3 <= 5% 37.5 >= 95% <= 5% Other Health Impaired 834 5.8 28.2 40.2 27.0 <= 5% 31.6 >= 95% <= 5% Orthopedically Impaired 100 0.7 32.3 42.4 23.2 <= 5% 25.3 93.9 6.1 Traumatic Brain Injury 57 0.4 40.7 33.3 24.1 <= 5% 25.9 >= 95% <= 5% Autistic 711 5.0 27.3 41.7 24.7 6.3 31.0 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 5 0.0 60.0 20.0 20.0 * 20.0 60.0 40.0 Multihandicapped 192 1.3 26.8 42.6 28.4 <= 5% 30.5 >= 95% <= 5% Deaf- Blind 4 0.0 * * * * * * * Trainable Mentally Disabled 531 3.7 26.2 43.8 25.2 <= 5% 30.0 >= 95% <= 5% Section 504 119 0.8 17.1 45.3 35.0 <= 5% 37.6 >= 95% <= 5% Limited English Proficient ( LEP) 4,609 32.1 44.9 34.3 18.6 <= 5% 20.8 92.7 7.3 Not Limit English Proficient 9,551 66.5 26.4 38.3 29.9 5.3 35.3 >= 95% <= 5% Free- Reduced Lunch 9,492 66.1 31.3 35.7 28.4 <= 5% 33.0 >= 95% <= 5% Not Free- Reduced Lunch 2,297 16.0 29.1 41.0 25.4 <= 5% 29.9 >= 95% <= 5% Served by Title I 6,174 43.0 31.9 33.9 29.0 5.3 34.2 >= 95% <= 5% Not Served by Title I 7,886 54.9 32.2 39.5 24.6 <= 5% 28.3 >= 95% <= 5% Schoolwide Title I Program 5,861 40.8 31.6 34.1 28.9 5.3 34.2 >= 95% <= 5% Targeted Assistance 161 1.1 27.3 32.7 32.7 7.3 40.0 >= 95% <= 5% Migrant 431 3.0 41.9 32.2 24.4 <= 5% 25.9 92.0 8.0 Not Migrant 13,629 94.9 31.8 37.2 26.6 <= 5% 31.0 >= 95% <= 5% Assigned Grade 3 1,976 13.8 37.0 39.2 19.5 <= 5% 23.9 >= 95% <= 5% 4 2,176 15.2 36.3 36.7 23.0 <= 5% 27.1 >= 95% <= 5% 5 2,460 17.1 28.8 33.1 32.4 5.7 38.1 >= 95% <= 5% 6 2,260 15.7 34.3 37.5 24.8 <= 5% 28.2 94.8 5.2 7 2,228 15.5 32.6 37.0 27.7 <= 5% 30.4 >= 95% <= 5% 8 2,098 14.6 25.9 38.6 29.9 5.6 35.5 >= 95% <= 5% 10 1,163 8.1 28.6 40.0 27.0 <= 5% 31.3 94.3 5.7 Notes: 1Combines total number of NCAAAI students in on- level and off- level mathematics including those students without a score for growth. 2Total number of students assessed for mathematics. Not all students were scored for growth. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 6. 2004- 05 NCAAAI1 Statewide Student Performance in On- Level and Off- Level Mathematics Combined 23 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 4,773 100.0 53.8 34.9 10.7 <= 5% 11.3 87.0 13.0 Gender Female 1,777 37.2 54.2 34.5 10.5 <= 5% 11.3 87.4 12.6 Male 2,996 62.8 53.5 35.2 10.8 <= 5% 11.3 86.7 13.3 Ethnicity American Indian 117 2.5 26.1 32.4 40.5 <= 5% 41.4 84.7 15.3 Asian 176 3.7 45.3 42.4 11.8 <= 5% 12.4 91.1 8.9 Black 1,478 31.0 47.9 38.4 12.5 <= 5% 13.8 87.2 12.8 Hispanic 1,405 29.4 64.2 29.0 6.8 <= 5% 6.8 86.5 13.5 Multi- Racial 61 1.3 60.0 33.3 6.7 <= 5% 6.7 80.0 20.0 White 1,247 26.1 51.7 36.1 11.8 <= 5% 12.3 85.8 14.2 Not Coded 289 6.1 57.7 37.6 <= 5% <= 5% <= 5% 93.1 6.9 Not Exceptional4 1,782 37.3 61.0 32.1 6.8 <= 5% 6.9 88.7 11.3 All Students with Disabilities 2,991 62.7 49.6 36.6 13.0 <= 5% 13.9 86.0 14.0 Behaviorally- Emotionally Disabled 120 2.5 44.6 46.4 8.9 <= 5% 8.9 80.5 19.5 Hearing Impaired 52 1.1 57.7 26.9 13.5 <= 5% 15.4 82.7 17.3 Educable Mentally Disabled 1,544 32.3 50.9 36.6 11.9 <= 5% 12.6 86.7 13.3 Specific Learning Disabled4 584 12.2 35.2 40.5 22.5 <= 5% 24.3 89.5 10.5 Learning Disabled- Reading 614 12.9 35.4 42.1 21.1 <= 5% 22.5 91.1 8.9 Learning Disabled- Mathematics 393 8.2 39.9 42.0 17.8 <= 5% 18.1 87.9 12.1 Learning Disabled- Written Expression 590 12.4 35.9 41.8 21.1 <= 5% 22.3 90.4 9.6 Learning Disabled- Other 35 0.7 43.8 31.3 21.9 <= 5% 25.0 87.5 12.5 Speech- Language Impaired 12 0.3 25.0 75.0 * * * * * Visually Impaired 2 0.0 * * * * * * * Other Health Impaired 249 5.2 48.3 39.1 11.8 <= 5% 12.6 87.9 12.1 Orthopedically Impaired 24 0.5 33.3 54.2 8.3 <= 5% 12.5 87.5 12.5 Traumatic Brain Injury 14 0.3 53.8 30.8 15.4 * 15.4 76.9 23.1 Autistic 215 4.5 57.6 32.4 9.5 <= 5% 10.0 84.0 16.0 Severely/ Profoundly Mentally Disabled 1 0.0 * * * * * * * Multihandicapped 45 0.9 66.7 26.7 6.7 <= 5% 6.7 68.9 31.1 Deaf- Blind 2 0.0 * * * * * * * Trainable Mentally Disabled 127 2.7 84.8 14.4 <= 5% <= 5% <= 5% 72.8 27.2 Section 504 31 0.6 67.7 22.6 9.7 <= 5% 9.7 83.9 16.1 Limited English Proficient ( LEP) 1,885 39.5 61.0 32.2 6.7 <= 5% 6.8 88.4 11.6 Not Limit English Proficient 2,817 59.0 49.2 36.6 13.3 <= 5% 14.2 86.0 14.0 Free- Reduced Lunch 3,246 68.0 53.4 34.7 11.3 <= 5% 11.9 87.6 12.4 Not Free- Reduced Lunch 763 16.0 50.1 38.5 10.5 <= 5% 11.4 88.4 11.6 Served by Title I 2,151 45.1 52.9 33.5 12.8 <= 5% 13.6 87.5 12.5 Not Served by Title I 2,521 52.8 54.5 36.3 8.8 <= 5% 9.2 86.3 13.7 Schoolwide Title I Program 2,041 42.8 52.6 33.8 12.8 <= 5% 13.6 87.2 12.8 Targeted Assistance 45 0.9 47.6 31.0 21.4 <= 5% 21.4 90.9 9.1 Migrant 167 3.5 58.6 26.5 14.8 <= 5% 14.8 93.8 6.2 Not Migrant 4,505 94.4 53.6 35.3 10.5 <= 5% 11.1 86.6 13.4 Assigned Grade 4 2,225 46.6 57.7 32.5 9.1 <= 5% 9.7 87.3 12.7 7 2,176 45.6 49.2 37.6 12.7 <= 5% 13.2 87.0 13.0 10 372 7.8 56.5 33.7 8.9 <= 5% 9.8 84.3 15.7 Notes: 1Total number of NCAAAI students in writing; does not include thirty- one students who were tested off- level for writing ( scores invalidated) 2Total number of students assessed for writing. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 7. 2004- 05 NCAAAI1 Statewide Student Performance in Writing 24 25 Statewide Performance NCAAP and NCAAAI 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Percent Percent Percent Percent Percent Percent Percent Percent Percent Percent Percent Percent Not Number Percent of at at at at At or Above at at at at At or Above Achieving Achieving Category of Students All Students1 Level I Level II Level III Level IV Level III Level I Level II Level III Level IV Level III Growth Growth All Students 3,445 100.0 14.0 17.7 30.0 38.2 68.2 13.3 11.8 37.5 37.4 74.9 >= 95% <= 5% Gender Females 1,236 35.9 15.8 18.9 28.5 36.8 65.3 14.5 12.1 37.9 35.5 73.4 >= 95% <= 5% Males 2,209 64.1 13.1 17.1 30.8 39.0 69.9 12.6 11.6 37.3 38.5 75.8 >= 95% <= 5% Ethnicity American Indian 49 1.4 12.2 12.2 32.7 42.9 75.5 12.2 10.2 30.6 46.9 77.6 >= 95% <= 5% Asian 61 1.8 19.7 14.8 26.2 39.3 65.6 11.5 13.1 36.1 39.3 75.4 >= 95% <= 5% Black 1,404 40.8 13.8 16.9 29.9 39.4 69.3 12.7 10.6 38.3 38.3 76.6 >= 95% <= 5% Hispanic 166 4.8 19.9 18.7 32.5 28.9 61.4 16.9 13.9 38.0 31.3 69.3 >= 95% <= 5% Multi- Racial 69 2.0 18.8 24.6 26.1 30.4 56.5 17.4 18.8 33.3 30.4 63.8 >= 95% <= 5% White 1,669 48.4 13.5 18.6 30.1 37.8 67.9 13.4 12.4 37.6 36.6 74.2 >= 95% <= 5% Not Coded 27 0.8 <= 5% <= 5% 22.2 70.4 92.6 <= 5% <= 5% 18.5 74.1 92.6 >= 95% <= 5% All Students with Disabilities 3,139 91.1 14.5 18.0 29.7 37.8 67.5 13.5 12.1 37.3 37.1 74.4 >= 95% <= 5% Behaviorally- Emotionally Disabled 1 0.0 * * * * * * * * * * * * Hearing Impaired 6 0.2 50.0 * 33.3 16.7 50.0 33.3 16.7 16.7 33.3 50.0 83.3 16.7 27 Educable Mentally Disabled 283 8.2 10.2 18.0 29.3 42.4 71.7 10.6 10.6 31.4 47.3 78.8 >= 95% <= 5% Specific Learning Disabled 2 0.1 * * * * * * * * * * * * Speech- Language Impaired 2 0.1 * * * * * * * * * * * * Visually Impaired 6 0.2 33.3 16.7 16.7 33.3 50.0 16.7 16.7 33.3 33.3 66.7 * * Other Health Impaired 97 2.8 16.5 22.7 26.8 34.0 60.8 14.4 18.6 37.1 29.9 67.0 >= 95% <= 5% Orthopedically Impaired 25 0.7 8.0 28.0 32.0 32.0 64.0 12.0 16.0 44.0 28.0 72.0 >= 95% <= 5% Traumatic Brain Injury 24 0.7 12.5 <= 5% 33.3 50.0 83.3 8.3 8.3 54.2 29.2 83.3 >= 95% <= 5% Autistic 720 20.9 12.4 16.7 32.1 38.9 71.0 11.5 11.4 39.4 37.6 77.1 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 327 9.5 26.3 19.3 23.5 30.9 54.4 24.5 13.8 33.9 27.8 61.8 >= 95% <= 5% Multihandicapped 583 16.9 21.3 21.1 26.6 31.0 57.6 20.2 13.6 39.3 26.9 66.2 >= 95% <= 5% Deaf- Blind 4 0.1 * * * * * * * * * * * * Trainable Mentally Disabled 1,059 30.7 9.4 16.3 32.1 42.1 74.2 8.3 11.0 37.0 43.7 80.7 >= 95% <= 5% Not Coded 306 8.9 9.5 15.0 33.3 42.2 75.5 11.1 8.5 40.2 40.2 80.4 >= 95% <= 5% Limited English Proficient ( LEP) 47 1.4 19.1 14.9 23.4 42.6 66.0 19.1 14.9 27.7 38.3 66.0 >= 95% <= 5% Not Limit English Proficient 3,092 89.8 14.4 18.0 29.8 37.8 67.5 13.4 12.1 37.4 37.1 74.5 >= 95% <= 5% Free- Reduced Lunch 2,006 58.2 15.5 16.2 29.8 38.6 68.3 13.4 11.7 36.4 38.5 75.0 >= 95% <= 5% Not Free- Reduced Lunch 1,126 32.7 12.7 21.3 29.6 36.4 66.0 13.8 13.0 38.6 34.6 73.3 >= 95% <= 5% Served by Title I 1,039 30.2 16.1 15.5 29.5 38.9 68.4 15.3 11.2 36.1 37.4 73.5 >= 95% <= 5% Not Served by Title I 2,100 61.0 13.7 19.2 29.7 37.3 67.0 12.6 12.6 37.9 37.0 74.9 >= 95% <= 5% Schoolwide Title I Program 1,028 29.8 16.1 15.4 29.7 38.9 68.6 15.2 11.2 36.3 37.4 73.6 >= 95% <= 5% Targeted Assistance 10 0.3 10.0 30.0 20.0 40.0 60.0 30.0 * 20.0 50.0 70.0 * * Migrant 11 0.3 36.4 36.4 18.2 9.1 27.3 27.3 27.3 45.5 * 45.5 * * Not Migrant 3,128 90.8 14.4 17.9 29.7 37.9 67.6 13.4 12.1 37.2 37.3 74.5 >= 95% <= 5% Notes 1 " Percent of All Students" within a category may not sum to 100.0 percent due to rounding or blanks. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data are not collected by subject for Section 504 or Specific Learning Disabled students. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 8. 2004- 05 NCAAP Statewide Student Performance at Each Achievement Level, Percent Achieving Growth, and Percent Not Achieving Growth, Reading Mathematics in Reading and Mathematics Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Percent Percent Percent Percent Percent Percent Percent Number Percent of at at at at At or Above Achieving Not Achieving Category of Students All Students1 Level I Level II Level III Level IV Level III Growth Growth All Students 1,350 100.0 33.6 10.4 17.0 39.0 56.0 >= 95% <= 5% Gender Females 494 36.6 35.4 8.1 15.2 41.3 56.5 >= 95% <= 5% Males 856 63.4 32.5 11.8 18.1 37.6 55.7 >= 95% <= 5% Not Coded Ethnicity American Indian 19 1.4 31.6 * 21.1 47.4 68.4 * * Asian 28 2.1 46.4 <= 5% 14.3 35.7 50.0 >= 95% <= 5% Black 552 40.9 32.6 10.0 18.1 39.3 57.4 >= 95% <= 5% Hispanic 65 4.8 46.2 10.8 13.8 29.2 43.1 >= 95% <= 5% Multi- Racial 23 1.7 43.5 17.4 8.7 30.4 39.1 >= 95% <= 5% White 653 48.4 32.6 11.2 17.0 39.2 56.2 >= 95% <= 5% Not Coded 10 0.7 10.0 10.0 * 80.0 80.0 * * All Students with Disabilities 1,247 92.4 33.8 10.3 16.8 39.1 55.9 >= 95% <= 5% Behaviorally- Emotionally Disabled 0 0.0 * * * * * * * Hearing Impaired 1 0.1 * * * * * * * Educable Mentally Disabled 111 8.2 27.0 12.6 18.0 42.3 60.4 >= 95% <= 5% Specific Learning Disabled 0 0.0 * * * * * * * Speech- Language Impaired 0 0.0 * * * * * * * Visually Impaired 3 0.2 * * * * * * * Other Health Impaired 30 2.2 46.7 16.7 23.3 13.3 36.7 >= 95% <= 5% Orthopedically Impaired 7 0.5 28.6 * 14.3 57.1 71.4 * * Traumatic Brain Injury 9 0.7 22.2 11.1 22.2 44.4 66.7 * * Autistic 289 21.4 31.8 8.7 17.3 42.2 59.5 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 126 9.3 43.7 10.3 14.3 31.7 46.0 >= 95% <= 5% Multihandicapped 216 16.0 43.5 9.7 15.7 31.0 46.8 >= 95% <= 5% Deaf- Blind 2 0.1 * * * * * * * Trainable Mentally Disabled 453 33.6 28.3 10.8 17.0 43.9 60.9 >= 95% <= 5% Not Coded 103 7.6 30.1 12.6 19.4 37.9 57.3 >= 95% <= 5% Limited English Proficient ( LEP) 19 1.4 42.1 10.5 5.3 42.1 47.4 94.7 5.3 Not Limit English Proficient 1,228 91.0 33.7 10.3 17.0 39.0 56.0 >= 95% <= 5% Free- Reduced Lunch 814 60.3 33.9 9.2 17.3 39.6 56.9 >= 95% <= 5% Not Free- Reduced Lunch 428 31.7 34.1 12.4 16.1 37.4 53.5 >= 95% <= 5% Served by Title I 337 25.0 31.5 8.9 19.3 40.4 59.6 >= 95% <= 5% Not Served by Title I 910 67.4 34.7 10.8 15.9 38.6 54.5 >= 95% <= 5% Schoolwide Title I Program 334 24.7 31.7 9.0 19.2 40.1 59.3 >= 95% <= 5% Targeted Assistance 3 0.2 * * * * * * * Migrant 5 0.4 40.0 * 40.0 20.0 60.0 * * Not Migrant 1,242 92.0 33.8 10.3 16.7 39.1 55.9 >= 95% <= 5% Notes: 1 " Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data are not collected by subject for Section 504 or Specific Learning Disabled students. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 9. 2004- 05 NCAAP Statewide Student Performance at Each Achievment Level, Percent Achieving Growth, and Percent Not Achieving Growth, in Writing Writing 28 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 29 Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 7. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Reading, Percent at Each Achievement Level, 2002- 03 ( N= 3,146), 2003- 04 ( N= 3,417), and 2004- 05 ( N= 3,445) 15.9 31.9 29.8 17.9 10.9 18.1 36.5 33.8 14.0 17.7 30.0 38.2 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 30 Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 8. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Mathematics, Percent at Each Achievement Level, 2002- 03 ( N= 3,146), 2003- 04 ( N= 3,417), and 2004- 05 ( N= 3,445) 20.4 22.9 37.0 13.5 11.5 15.2 44.2 30.1 13.3 11.8 37.5 37.4 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 31 Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 9. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Writing, Percent at Each Achievement Level, 2002- 03 ( N= 1,213), 2003- 04 ( N= 1,422), and 2004- 05 ( N= 1,350) 19.5 27.9 21.8 25.8 20.1 16.2 22.5 39.2 33.6 10.4 17.0 39.0 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 2,683 100.0 36.4 33.6 26.0 <= 5% 30.0 94.7 5.3 Gender Female 1,153 43.0 37.3 36.3 22.3 <= 5% 26.4 94.7 5.3 Male 1,530 57.0 35.7 31.6 28.9 <= 5% 32.7 94.7 5.3 Ethnicity American Indian 79 2.9 <= 5% 8.9 77.2 12.7 89.9 >= 95% <= 5% Asian 136 5.1 39.1 39.8 21.1 <= 5% 21.1 >= 95% <= 5% Black 412 15.4 12.7 20.8 51.0 15.4 66.4 >= 95% <= 5% Hispanic 1,507 56.2 48.2 34.8 16.1 <= 5% 17.0 92.9 7.1 Multi- Racial 12 0.4 33.3 33.3 33.3 * 33.3 * * White 244 9.1 16.0 27.9 48.8 7.4 56.1 94.7 5.3 Not Coded 293 10.9 35.1 54.0 10.7 <= 5% 11.0 >= 95% <= 5% Not Exceptional4 1,998 74.5 46.4 39.1 13.9 <= 5% 14.5 93.9 6.1 All Students with Disabilities 685 25.5 7.6 17.6 61.2 13.5 74.7 >= 95% <= 5% Behaviorally- Emotionally Disabled 25 0.9 <= 5% 36.0 40.0 24.0 64.0 >= 95% <= 5% Hearing Impaired 7 0.3 14.3 * 85.7 * 85.7 * * Educable Mentally Disabled 272 10.1 6.7 13.0 61.5 18.9 80.4 >= 95% <= 5% Specific Learning Disabled4 252 9.4 8.4 13.5 68.1 10.0 78.1 >= 95% <= 5% Learning Disabled- Reading 257 9.6 6.3 17.2 66.8 9.8 76.6 >= 95% <= 5% Learning Disabled- Mathematics 114 4.2 7.9 19.3 63.2 9.6 72.8 >= 95% <= 5% Learning Disabled- Written Expression 183 6.8 7.1 16.5 65.9 10.4 76.4 >= 95% <= 5% Learning Disabled- Other 8 0.3 12.5 25.0 62.5 * 62.5 * * Speech- Language Impaired 10 0.4 10.0 50.0 30.0 10.0 40.0 * * Visually Impaired 9 0.3 * 22.2 55.6 22.2 77.8 88.9 11.1 Other Health Impaired 61 2.3 6.6 27.9 60.7 <= 5% 65.6 >= 95% <= 5% Orthopedically Impaired 3 0.1 * * * * * * * Traumatic Brain Injury 2 0.1 * * * * * * * Autistic 35 1.3 14.7 44.1 32.4 8.8 41.2 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 0 0.0 * * * * * * * Multihandicapped 4 0.1 * * * * * * * Deaf- Blind 1 0.0 * * * * * * * Trainable Mentally Disabled 4 0.1 * * * * * * * Section 504 11 0.4 63.6 27.3 9.1 * 9.1 81.8 18.2 Limited English Proficient ( LEP) 1,994 74.3 46.5 38.2 14.6 <= 5% 15.3 93.9 6.1 Not Limit English Proficient 641 23.9 6.4 18.6 60.7 14.3 75.0 >= 95% <= 5% Free- Reduced Lunch 2,039 76.0 34.4 33.1 27.7 <= 5% 32.5 >= 95% <= 5% Not Free- Reduced Lunch 282 10.5 37.1 35.6 26.3 <= 5% 27.3 >= 95% <= 5% Served by Title I 1,588 59.2 30.8 30.3 32.9 6.0 38.9 >= 95% <= 5% Not Served by Title I 1,039 38.7 45.3 38.1 15.6 <= 5% 16.6 94.3 5.7 Schoolwide Title I Program 1,416 52.8 28.9 29.4 34.9 6.7 41.6 >= 95% <= 5% Targeted Assistance 60 2.2 34.5 44.8 19.0 <= 5% 20.7 >= 95% <= 5% Migrant 248 9.2 47.2 35.5 16.5 <= 5% 17.3 91.5 8.5 Not Migrant 2,379 88.7 35.3 33.2 27.1 <= 5% 31.5 >= 95% <= 5% Assigned Grade 3 438 16.3 29.9 35.5 32.5 <= 5% 34.6 >= 95% <= 5% 4 519 19.3 34.5 31.8 30.2 <= 5% 33.7 >= 95% <= 5% 5 435 16.2 28.2 33.5 31.9 6.5 38.3 >= 95% <= 5% 6 397 14.8 44.5 29.3 20.9 5.3 26.2 92.6 7.4 7 423 15.8 46.5 34.8 15.6 <= 5% 18.7 91.4 8.6 8 402 15.0 34.3 35.8 25.9 <= 5% 30.0 93.7 6.3 10 69 2.6 48.5 41.2 10.3 <= 5% 10.3 92.6 7.4 Notes: 1On- level students are assessed at their assigned grade level. 2Total number of on- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 10. 2004- 05 NCAAAI1 Statewide Performance of On- Level Students1 in Reading 32 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than 5.0 percent, or greater tha or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 10. 2002- 03 to 2004- 05 NCAAAI Statewide Performance1 of On- Level Students in Reading, at Each Achievement Level, 2002- 03 ( N= 5,857), 2003- 04 ( N= 4,086), and 2004- 05 ( N= 2,683) 58.2 27.9 12.3 42.3 33.2 21.4 36.4 33.6 26.0 ≤ 5 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 33 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III1 Percent at Level IV1 Percent At or Above Level III1 Percent Achieving Growth Percent Not Achieving Growth All Students 10,715 100.0 28.1 39.9 27.0 5.0 32.0 >= 95% <= 5% Gender Female 3,365 31.4 26.3 39.8 28.9 <= 5% 33.8 >= 95% <= 5% Male 7,350 68.6 29.0 39.9 26.1 5.1 31.1 >= 95% <= 5% Ethnicity American Indian 257 2.4 17.1 24.5 52.9 5.4 58.4 >= 95% <= 5% Asian 95 0.9 31.9 30.9 36.2 <= 5% 37.2 >= 95% <= 5% Black 4,919 45.9 28.3 40.0 26.7 5.0 31.8 >= 95% <= 5% Hispanic 761 7.1 32.4 40.2 21.8 5.6 27.4 >= 95% <= 5% Multi- Racial 182 1.7 27.5 38.5 28.6 5.5 34.1 >= 95% <= 5% White 4,400 41.1 27.5 41.0 26.5 <= 5% 31.5 >= 95% <= 5% Not Coded 101 0.9 40.6 34.7 20.8 <= 5% 24.8 >= 95% <= 5% Not Exceptional4 181 1.7 29.8 43.3 24.7 <= 5% 27.0 >= 95% <= 5% All Students with Disabilities 10,534 98.3 28.1 39.8 27.0 5.1 32.1 >= 95% <= 5% Behaviorally- Emotionally Disabled 383 3.6 41.7 39.6 16.3 <= 5% 18.6 93.2 6.8 Hearing Impaired 154 1.4 41.6 42.9 14.9 <= 5% 15.6 >= 95% <= 5% Educable Mentally Disabled 5,664 52.9 24.0 38.6 32.0 5.4 37.4 >= 95% <= 5% Specific Learning Disabled4 1,913 17.9 35.5 41.6 17.9 5.0 22.9 >= 95% <= 5% Learning Disabled- Reading 2,101 19.6 35.7 40.0 19.2 5.0 24.2 >= 95% <= 5% Learning Disabled- Mathematics 1,356 12.7 35.8 38.9 21.0 <= 5% 25.3 >= 95% <= 5% Learning Disabled- Written Expression 1,703 15.9 34.4 41.5 19.0 5.0 24.1 >= 95% <= 5% Learning Disabled- Other 78 0.7 25.3 41.3 26.7 6.7 33.3 94.8 5.2 Speech- Language Impaired 29 0.3 34.5 51.7 13.8 <= 5% 13.8 >= 95% <= 5% Visually Impaired 21 0.2 28.6 38.1 33.3 <= 5% 33.3 >= 95% <= 5% Other Health Impaired 830 7.7 30.6 42.5 21.9 <= 5% 26.9 >= 95% <= 5% Orthopedically Impaired 91 0.8 33.0 41.8 23.1 <= 5% 25.3 >= 95% <= 5% Traumatic Brain Injury 53 0.5 32.7 40.4 23.1 <= 5% 26.9 >= 95% <= 5% Autistic 678 6.3 26.2 41.9 26.3 5.6 32.0 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 5 0.0 80.0 * 20.0 * 20.0 60.0 40.0 Multihandicapped 189 1.8 25.7 40.6 31.0 <= 5% 33.7 >= 95% <= 5% Deaf- Blind 4 0.0 * * * * * * * Trainable Mentally Disabled 520 4.9 28.7 38.4 27.1 5.8 32.9 >= 95% <= 5% Section 504 99 0.9 5.1 45.9 44.9 <= 5% 49.0 >= 95% <= 5% Limited English Proficient ( LEP) 604 5.6 36.5 36.1 22.5 <= 5% 27.4 >= 95% <= 5% Not Limit English Proficient 9,916 92.5 27.9 39.9 27.2 5.0 32.3 >= 95% <= 5% Free- Reduced Lunch 6,801 63.5 28.2 38.1 28.4 5.3 33.6 >= 95% <= 5% Not Free- Reduced Lunch 1,962 18.3 27.7 41.6 26.3 <= 5% 30.7 >= 95% <= 5% Served by Title I 4,298 40.1 28.4 37.6 27.5 6.5 34.1 >= 95% <= 5% Not Served by Title I 6,189 57.8 28.2 41.2 26.6 <= 5% 30.6 >= 95% <= 5% Schoolwide Title I Program 4,189 39.1 28.8 37.3 27.4 6.5 34.0 >= 95% <= 5% Targeted Assistance 102 1.0 13.0 49.0 32.0 6.0 38.0 >= 95% <= 5% Migrant 79 0.7 22.8 57.0 15.2 5.1 20.3 >= 95% <= 5% Not Migrant 10,408 97.1 28.3 39.6 27.1 5.0 32.1 >= 95% <= 5% Assigned Grade . 3 1,428 13.3 37.4 41.4 15.6 5.6 21.2 >= 95% <= 5% 4 1,619 15.1 30.5 39.8 23.7 6.0 29.7 >= 95% <= 5% 5 1,935 18.1 23.3 37.4 32.1 7.1 39.2 >= 95% <= 5% 6 1,674 15.6 30.2 39.6 27.3 <= 5% 30.2 >= 95% <= 5% 7 1,613 15.1 23.8 42.0 30.8 <= 5% 34.1 >= 95% <= 5% 8 1,428 13.3 23.5 39.4 31.7 5.5 37.2 >= 95% <= 5% 10 1,018 9.5 30.6 40.3 25.3 <= 5% 29.2 94.6 5.4 Notes: 1Off- level students are not assessed at their assigned grade level. Students assessed 3 or more grade levels below their assigned grade level are eligible for any achievement ranking based on alternate achievement standards. 2Total number of off- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 11. 2004- 05 NCAAAI Statewide Performance of Off- Level 1 Students in Reading Data received from LEAs and charter schools after July 21, 2005 are not included in this table. 34 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 35 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 11. 2002- 03 to 2004- 05 NCAAAI Statewide Performance of Off- Level Students in Reading at Each Achievement Level, 2002- 03 ( N= 12,184), 2003- 04 ( N= 8,497), and 2004- 05 ( N= 10,715) 54.0 45.1 24.2 44.2 25.6 5.5 28.1 39.9 27.0 5.0 * * 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent At or Above Level III Percent Achieving Growth Percent Not Achieving Growth All Students 4,250 100.0 42.3 32.2 23.0 <= 5% 25.4 92.6 7.4 Gender Female 1,942 45.7 42.1 33.7 21.8 <= 5% 24.2 93.0 7.0 Male 2,308 54.3 42.5 31.0 24.1 <= 5% 26.5 92.2 7.8 Ethnicity American Indian 51 1.2 6.0 8.0 78.0 8.0 86.0 >= 95% <= 5% Asian 285 6.7 31.9 35.1 28.3 <= 5% 33.0 93.5 6.5 Black 402 9.5 28.5 22.2 41.7 7.6 49.2 93.7 6.3 Hispanic 2,644 62.2 46.8 32.3 19.3 <= 5% 20.8 91.8 8.2 Multi- Racial 22 0.5 22.7 31.8 45.5 <= 5% 45.5 90.9 9.1 White 256 6.0 28.1 29.2 39.5 <= 5% 42.7 94.9 5.1 Not Coded 590 13.9 46.6 40.5 11.9 <= 5% 12.9 93.5 6.5 Not Exceptional4 3,734 87.9 46.4 34.0 17.9 <= 5% 19.6 92.1 7.9 All Students with Disabilities 516 12.1 12.6 19.4 60.1 7.9 68.0 >= 95% <= 5% Behaviorally- Emotionally Disabled 17 0.4 23.5 29.4 47.1 * 47.1 94.1 5.9 Hearing Impaired 4 0.1 * * * * * * * Educable Mentally Disabled 245 5.8 10.8 15.4 62.2 11.6 73.9 >= 95% <= 5% Specific Learning Disabled4 126 3.0 15.2 19.2 60.0 5.6 65.6 >= 95% <= 5% Learning Disabled- Reading 124 2.9 14.6 19.5 61.0 <= 5% 65.9 >= 95% <= 5% Learning Disabled- Mathematics 100 2.4 14.0 19.0 61.0 6.0 67.0 >= 95% <= 5% Learning Disabled- Written Expression 95 2.2 8.5 20.2 68.1 <= 5% 71.3 >= 95% <= 5% Learning Disabled- Other 8 0.2 12.5 25.0 62.5 * 62.5 * * Speech- Language Impaired 10 0.2 10.0 30.0 50.0 10.0 60.0 * * Visually Impaired 6 0.1 * 16.7 66.7 16.7 83.3 * * Other Health Impaired 58 1.4 6.9 22.4 69.0 <= 5% 70.7 >= 95% <= 5% Orthopedically Impaired 6 0.1 20.0 20.0 60.0 * 60.0 60.0 40.0 Traumatic Brain Injury 2 0.0 * * * * * * * Autistic 35 0.8 17.6 35.3 41.2 5.9 47.1 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 0 0.0 * * * * * * * Multihandicapped 4 0.1 * * * * * * * Deaf- Blind 0 0.0 * * * * * * * Trainable Mentally Disabled 3 0.1 * * * * * * * Section 504 17 0.4 58.8 41.2 * * * 88.2 11.8 Limited English Proficient ( LEP) 3,736 87.9 46.4 34.0 18.0 <= 5% 19.6 92.1 7.9 Not Limit English Proficient 484 11.4 10.7 18.9 62.2 8.2 70.4 >= 95% <= 5% Free- Reduced Lunch 3,191 75.1 41.3 32.6 23.5 <= 5% 26.1 93.4 6.6 Not Free- Reduced Lunch 461 10.8 33.7 35.7 28.0 <= 5% 30.6 93.2 6.8 Served by Title I 2,255 53.1 38.1 29.6 29.3 <= 5% 32.4 93.5 6.5 Not Served by Title I 1,901 44.7 46.8 35.5 16.0 <= 5% 17.7 91.8 8.2 Schoolwide Title I Program 2,038 48.0 37.8 29.7 29.3 <= 5% 32.5 93.6 6.4 Targeted Assistance 77 1.8 30.7 30.7 34.7 <= 5% 38.7 >= 95% <= 5% Migrant 339 8.0 44.9 29.2 25.3 <= 5% 25.9 91.1 8.9 Not Migrant 3,817 89.8 41.8 32.6 23.0 <= 5% 25.7 92.9 7.1 Assigned Grade 3 699 16.4 37.9 33.8 26.2 <= 5% 28.4 93.3 6.7 4 787 18.5 41.9 34.5 22.0 <= 5% 23.5 94.0 6.0 5 715 16.8 41.7 26.8 29.1 <= 5% 31.5 92.1 7.9 6 654 15.4 46.8 31.9 18.3 <= 5% 21.2 91.7 8.3 7 695 16.4 51.2 29.8 17.1 <= 5% 19.0 91.3 8.7 8 627 14.8 35.0 36.2 25.4 <= 5% 28.8 93.4 6.6 10 73 1.7 34.7 36.1 23.6 5.6 29.2 87.3 12.7 Notes: 1On- level students are assessed at their assigned grade level. 2Total number of on- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504 but not those in the " Not Coded" category. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 12. 2004- 05 NCAAAI Statewide Performance of On- Level1 Students in Mathematics Data received from LEAs and charter schools after July 21, 2005 are not included in this table. 36 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 37 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 12. 2002- 03 to 2004- 05 NCAAAI Statewide Performance1 of On- Level Students in Mathematics at Each Achievement Level, 2002- 03 ( N= 5,414), 2003- 04 ( N= 4,518), and 2004- 05 ( N= 4,250) 50.1 31.6 15.6 40.1 33.2 23.2 42.3 32.2 23.0 ≤ 5 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Category Number of Students2 Percent of All Students3 Percent at Level I Percent at Level II Percent at Level III1 Percent at Level IV1 Percent At or Above Level III1 Percent Achieving Growth Percent Not Achieving Growth All Students 9,414 100.0 27.5 39.3 28.0 5.2 33.2 >= 95% <= 5% Gender Female 3,174 33.7 28.1 39.7 27.6 <= 5% 32.2 >= 95% <= 5% Male 6,240 66.3 27.2 39.1 28.3 5.5 33.7 >= 95% <= 5% Ethnicity American Indian 200 2.1 15.1 26.1 51.8 7.0 58.8 >= 95% <= 5% Asian 80 0.8 26.6 45.6 24.1 <= 5% 27.8 >= 95% <= 5% Black 4,437 47.1 27.4 39.1 28.2 5.3 33.5 >= 95% <= 5% Hispanic 576 6.1 31.6 37.2 25.6 5.6 31.2 >= 95% <= 5% Multi- Racial 155 1.6 28.6 35.1 30.5 5.8 36.4 >= 95% <= 5% White 3,886 41.3 27.6 40.7 26.9 <= 5% 31.7 >= 95% <= 5% Not Coded 80 0.8 26.3 38.8 27.5 7.5 35.0 >= 95% <= 5% Not Exceptional4 187 2.0 38.6 37.0 22.3 <= 5% 24.5 >= 95% <= 5% All Students with Disabilities 9,227 98.0 27.3 39.4 28.1 5.2 33.4 >= 95% <= 5% Behaviorally- Emotionally Disabled 325 3.5 41.0 39.8 17.4 <= 5% 19.3 92.9 7.1 Hearing Impaired 118 1.3 37.3 39.8 16.9 5.9 22.9 >= 95% <= 5% Educable Mentally Disabled 5,410 57.5 24.5 37.6 32.3 5.6 37.9 >= 95% <= 5% Specific Learning Disabled4 1,052 11.2 32.3 42.2 20.3 5.2 25.5 >= 95% <= 5% Learning Disabled- Reading 1,211 12.9 32.3 40.2 21.8 5.7 27.5 >= 95% <= 5% Learning Disable- Mathematics 1,106 11.7 32.6 40.2 21.9 5.3 27.2 >= 95% <= 5% Learning Disabled- Written Expression 1,021 10.8 32.5 40.3 21.9 5.2 27.2 >= 95% <= 5% Learning Disabled- Other 63 0.7 23.3 36.7 30.0 10.0 40.0 >= 95% <= 5% Speech- Language Impaired 23 0.2 47.8 39.1 13.0 <= 5% 13.0 >= 95% <= 5% Visually Impaired 18 0.2 33.3 44.4 22.2 * 22.2 94.4 5.6 Other Health Impaired 746 7.9 29.9 41.6 23.6 <= 5% 28.5 >= 95% <= 5% Orthopedically Impaired 94 1.0 33.0 43.6 21.3 <= 5% 23.4 >= 95% <= 5% Traumatic Brain Injury 54 0.6 40.4 34.6 23.1 <= 5% 25.0 >= 95% <= 5% Autistic 665 7.1 27.8 42.0 23.9 6.3 30.2 >= 95% <= 5% Severely/ Profoundly Mentally Disabled 5 0.1 60.0 20.0 20.0 * 20.0 60.0 40.0 Multihandicapped 187 2.0 26.9 42.5 28.5 <= 5% 30.6 >= 95% <= 5% Deaf- Blind 4 0.0 * * * * * * * Trainable Mentally Disabled 526 5.6 26.2 44.0 25.0 <= 5% 29.8 >= 95% <= 5% Section 504 100 1.1 10.0 46.0 41.0 <= 5% 44.0 >= 95% <= 5% Limited English Proficient ( LEP) 463 4.9 33.6 36.5 24.2 5.7 29.9 >= 95% <= 5% Not Limit English Proficient 8,781 93.3 27.3 39.3 28.2 5.2 33.4 >= 95% <= 5% Free- Reduced Lunch 5,934 63.0 25.9 37.4 31.0 5.7 36.7 >= 95% <= 5% Not Free- Reduced Lunch 1,767 18.8 27.9 42.4 24.7 <= 5% 29.7 >= 95% <= 5% Served by Title I 3,590 38.1 28.1 36.6 28.8 6.6 35.4 >= 95% <= 5% Not Served by Title I 5,618 59.7 27.3 40.9 27.5 <= 5% 31.8 >= 95% <= 5% Schoolwide Title I Program 3,507 37.3 28.1 36.7 28.7 6.5 35.2 >= 95% <= 5% Targeted Assistance 77 0.8 24.0 34.7 30.7 10.7 41.3 >= 95% <= 5% Migrant 64 0.7 26.6 46.9 20.3 6.3 26.6 >= 95% <= 5% Not Migrant 9,144 97.1 27.6 39.2 28.1 5.2 33.2 >= 95% <= 5% Assigned Grade 3 1,166 12.4 36.4 42.3 15.5 5.7 21.2 >= 95% <= 5% 4 1,290 13.7 32.8 37.9 23.6 5.7 29.3 >= 95% <= 5% 5 1,618 17.2 23.1 35.8 33.9 7.2 41.0 >= 95% <= 5% 6 1,511 16.1 28.9 39.9 27.6 <= 5% 31.2 >= 95% <= 5% 7 1,459 15.5 23.8 40.4 32.7 <= 5% 35.8 >= 95% <= 5% 8 1,348 14.3 21.7 39.7 32.0 6.6 38.6 >= 95% <= 5% 10 1,022 10.9 28.2 40.3 27.2 <= 5% 31.5 94.8 5.2 Notes: 1Off- level students are not assessed at their assigned grade level. Students assessed 3 or more grade levels below their assigned grade level are eligible for any achievement ranking based on alternate achievement standards. 2Total number of off- level students including those without a growth score. 3" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 4Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. The total of " All Students with Disabilities" includes Section 504. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Table 13. 2004- 05 NCAAAI Statewide Performance of Off- Level 1 Students in Mathematics Data received from LEAs and charter schools after July 21, 2005 are not included in this table. 38 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 39 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater 95.0 percent, are not displayed. * NCAAAI students were not tested at Levels III and IV in off- level reading or mathematics in 2002- 03. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 13. 2002- 03 to 2004- 05 NCAAAI Statewide Performance1 of Off- Level Students in Mathematics at Each Achievement Level, 2002- 03 ( N= 10,783), 2003- 04 ( N= 7,521), and 2004- 05 ( N= 9,414) 58.4 40.9 27.2 44.0 23.7 27.5 39.3 28.0 5.2 * * ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 Percent Percent Percent Percent Percent Percent Percent Number Percent of at at at at At or Above Achieving Not Achieving Category of Students ¹ All Students ² Level I Level II Level III Level IV Level III Growth Growth All Students 4,773 100.0 53.8 34.9 10.7 <= 5% 11.3 87.0 13.0 Gender Females 1,777 37.2 54.2 34.5 10.5 <= 5% 11.3 87.4 12.6 Males 2,996 62.8 53.5 35.2 10.8 <= 5% 11.3 86.7 13.3 Ethnicity American Indian 117 2.5 26.1 32.4 40.5 <= 5% 41.4 84.7 15.3 Asian 176 3.7 45.3 42.4 11.8 <= 5% 12.4 91.1 8.9 Black 1,478 31.0 47.9 38.4 12.5 <= 5% 13.8 87.2 12.8 Hispanic 1,405 29.4 64.2 29.0 6.8 <= 5% 6.8 86.5 13.5 Multi- Racial 61 1.3 60.0 33.3 6.7 <= 5% 6.7 80.0 20.0 White 1,247 26.1 51.7 36.1 11.8 <= 5% 12.3 85.8 14.2 Not Coded 289 6.1 57.7 37.6 <= 5% <= 5% <= 5% 93.1 6.9 Not Exceptional ³ 1,782 37.3 61.0 32.1 6.8 <= 5% 6.9 88.7 11.3 All Students with Disabilities 2,991 62.7 49.6 36.6 13.0 <= 5% 13.9 86.0 14.0 Behaviorally- Emotionally Disabled 120 2.5 44.6 46.4 8.9 <= 5% 8.9 80.5 19.5 Hearing Impaired 52 1.1 57.7 26.9 13.5 <= 5% 15.4 82.7 17.3 Educable Mentally Disabled 1,544 32.3 50.9 36.6 11.9 <= 5% 12.6 86.7 13.3 Specific Learning Disabled ³ 584 12.2 35.2 40.5 22.5 <= 5% 24.3 89.5 10.5 Learning Disabled- Reading 614 12.9 35.4 42.1 21.1 <= 5% 22.5 91.1 8.9 Learning Disabled- Mathematics 393 8.2 39.9 42.0 17.8 <= 5% 18.1 87.9 12.1 Learning Disabled- Written Expression 590 12.4 35.9 41.8 21.1 <= 5% 22.3 90.4 9.6 Learning Disabled- Other 35 0.7 43.8 31.3 21.9 <= 5% 25.0 87.5 12.5 Speech- Language Impaired 12 0.3 25.0 75.0 * * * * * Visually Impaired 2 0.0 * * * * * * * Other Health Impaired 249 5.2 48.3 39.1 11.8 <= 5% 12.6 87.9 12.1 Orthopedically Impaired 24 0.5 33.3 54.2 8.3 <= 5% 12.5 87.5 12.5 Traumatic Brain Injury 14 0.3 53.8 30.8 15.4 * 15.4 76.9 23.1 Autistic 215 4.5 57.6 32.4 9.5 <= 5% 10.0 84.0 16.0 Severely/ Profoundly Mentally Disabled 1 0.0 * * * * * * * Multihandicapped 45 0.9 66.7 26.7 6.7 <= 5% 6.7 68.9 31.1 Deaf- Blind 2 0.0 * * * * * * * Trainable Mentally Disabled 127 2.7 84.8 14.4 <= 5% <= 5% <= 5% 72.8 27.2 Section 504 31 0.6 67.7 22.6 9.7 <= 5% 9.7 83.9 16.1 Limited English Proficient ( LEP) 1,885 39.5 61.0 32.2 6.7 <= 5% 6.8 88.4 11.6 Not Limit English Proficient 2,817 59.0 49.2 36.6 13.3 <= 5% 14.2 86.0 14.0 Free- Reduced Lunch 3,246 68.0 53.4 34.7 11.3 <= 5% 11.9 87.6 12.4 Not Free- Reduced Lunch 763 16.0 50.1 38.5 10.5 <= 5% 11.4 88.4 11.6 Served by Title I 2,151 45.1 52.9 33.5 12.8 <= 5% 13.6 87.5 12.5 Not Served by Title I 2,521 52.8 54.5 36.3 8.8 <= 5% 9.2 86.3 13.7 Schoolwide Title I Program 2,041 42.8 52.6 33.8 12.8 <= 5% 13.6 87.2 12.8 Targeted Assistance 45 0.9 47.6 31.0 21.4 <= 5% 21.4 90.9 9.1 Migrant 167 3.5 58.6 26.5 14.8 <= 5% 14.8 93.8 6.2 Not Migrant 4,505 94.4 53.6 35.3 10.5 <= 5% 11.1 86.6 13.4 Assigned Grade 4 2,225 46.6 57.7 32.5 9.1 <= 5% 9.7 87.3 12.7 7 2,176 45.6 49.2 37.6 12.7 <= 5% 13.2 87.0 13.0 10 372 7.8 56.5 33.7 8.9 <= 5% 9.8 84.3 15.7 Notes: 1Total number of students including those without a growth score. 2" Percent of All Students" within a category may not add up to 100.0 percent due to rounding or blanks. 3Inconsistencies in numbers reported are due to errors in coding on student answer sheets. * Performance data are not reported when number of students is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. When summed, subgroup N counts may not match the " All Students" N count because of incomplete coding on some student answer sheets. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Data received from LEAs and charter schools after July 21, 2005 are not included in this table. Table 14. 2004- 05 NCAAAI Statewide Student Performance at Each Achievment Level, Statewide Student Performance in Writing Writing 40 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 41 Notes: 1Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 14. 2002- 03 to 2004- 05 NCAAAI Statewide Student Performance1 in Writing at Each Achievement Level, 2002- 03 ( N= 4,988), 2003- 04 ( N= 4,224), and 2004- 05 ( N= 4,773) 58.9 32.7 7.1 52.7 34.6 10.7 53.8 34.9 10.7 ≤ 5 ≤ 5 ≤ 5 0 10 20 30 40 50 60 70 80 90 100 Percent at Level I Percent at Level II Percent at Level III Percent at Level IV Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 42 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section . Figure 15. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Reading, Percent At or Above Level III, by Ethnicity 64.7 49.2 37.4 46.2 84.8 69.5 71.5 70.7 75.5 65.6 69.3 61.4 56.5 67.9 49.0 56.9 54.9 67.7 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 43 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 16. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Mathematics, Percent At or Above Level III, by Ethnicity 70.6 53.5 49.6 50.1 82.6 75.0 67.7 73.9 77.6 75.4 76.6 69.3 63.8 74.2 62.7 51.0 64.7 77.4 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 44 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equalto 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 17. 2002- 03 to 2004- 05 NCAAP Statewide Performance of Students in Writing, Percent At or Above Level III, by Ethnicity 48.6 37.0 47.0 59.9 66.7 62.5 68.4 50.0 57.4 43.1 39.1 56.2 * * * * 71.0 * 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 45 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 18. 2002- 03 to 2004- 05 NCAAAI Statewide Performance of Students in On- Level Reading, Percent At or Above Level III, by Ethnicity 61.0 30.2 6.5 20.6 29.9 68.3 58.1 12.6 46.6 89.9 21.1 66.4 17.0 33.3 56.1 11.0 40.9 10.7 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 46 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 19. 2002- 03 to 2004- 05 NCAAAI Statewide Performance of Students in On- Level Mathematics, Percent At or Above Level III, by Ethnicity 62.0 30.8 11.3 29.2 67.6 53.7 18.9 41.1 86.0 33.0 49.2 20.8 45.5 42.7 15.4 27.4 26.8 26.9 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 47 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 20. 2002- 03 to 2004- 05 NCAAAI Statewide Student Performance in Writing, Percent At or Above Level III, by Ethnicity 24.6 9.7 5.3 28.0 15.2 8.4 10.3 41.4 12.4 13.8 6.8 6.7 12.3 * 5.8 10.0 18.4 10.8 0 10 20 30 40 50 60 70 80 90 100 American Indian Asian Black Hispanic Multi- Racial White Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 48 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 21. 2004- 05 NCAAP and NCAAAI Statewide Student Performance Percent At or Above Level III in All Subjects, by Gender 65.3 56.5 26.4 33.8 24.2 32.2 69.9 55.7 32.7 31.1 26.5 33.7 11.3 73.4 11.3 75.8 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading Off- Level Reading On- Level Mathematics Off- Level Mathematics Writing Percent of Students Females Males NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 49 Notes: * NCAAAI students were not tested at Levels III and IV in off- level reading or mathematics in 2002- 03. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 22. 2003- 04 NCAAP and NCAAAI Statewide Student Performance Percent At or Above Level III in All Subjects, by Gender 68.5 73.0 58.2 21.0 28.8 24.0 26.7 12.2 71.3 75.0 63.9 26.4 32.2 28.0 29.2 11.5 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading Off- Level Reading On- Level Mathematics Off- Level Mathematics Writing Percent of Students Females Males NCAAP NCAAAI Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 50 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 23. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Reading, Percent At or Above Level III, Students with Disabilities 46.8 45.1 43.6 44.7 52.2 73.5 72.2 64.3 64.3 73.7 71.7 60.8 71.0 54.4 57.6 74.2 49.4 70.8 0 10 20 30 40 50 60 70 80 90 100 Educable Mentally Disabled Other Health Impaired Autistic Severely/ Profoundly Mentally Disabled Multihandicapped Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 51 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 24. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Mathematics, Percent At or Above Level III, Students with Disabilities 55.1 50.6 44.3 47.6 57.8 75.8 77.4 62.6 66.0 78.8 80.6 67.0 77.1 61.8 66.2 80.7 53.1 69.8 0 10 20 30 40 50 60 70 80 90 100 Educable Mentally Disabled Other Health Impaired Autistic Severely/ Profoundly Mentally Disabled Multihandicapped Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 52 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 25. 2002- 03 to 2004- 05 NCAAP Statewide Student Performance in Writing, Percent At or Above Level III, Students with Disabilities 42.9 45.4 47.9 43.1 52.4 67.7 65.1 55.4 59.2 63.2 60.4 36.7 59.5 46.0 46.8 60.9 45.2 56.4 0 10 20 30 40 50 60 70 80 90 100 Educable Mentally Disabled Other Health Impaired Autistic Severely/ Profoundly Mentally Disabled Multihandicapped Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 53 Notes: Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program. Figure 26. 2002- 03 to 2004- 05 NCAAAI Statewide Student Performance in On- Level Reading, Percent At or Above Level III, Students with Disabilities 30.8 42.3 45.1 42.1 41.4 52.4 61.0 67.5 65.5 60.8 65.7 67.5 64.0 80.4 78.1 76.6 72.8 76.4 65.6 41.2 44.3 38.1 61.9 50.0 0 10 20 30 40 50 60 70 80 90 100 Behaviorally- Emotionally Disabled Educable Mentally Disabled Specific Learning Disabled Learning Disabled- Reading Learning Disabled- Mathematics Learning Disabled- Written Expression Other Health Impaired Autistic Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 54 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 27. 2002- 03 to 2004- 05 NCAAAI Statewide Student Performance* in On- Level Mathematics, Percent At or Above Level III, Students with Disabilities 22.9 33.8 40.8 40.1 39.8 50.0 50.0 63.6 62.4 61.7 60.0 64.8 47.1 73.9 65.6 65.9 67 71.3 70.7 * 45.0 ≤ 5 62.1 * 0 10 20 30 40 50 60 70 80 90 100 Behaviorally Emotionally Disabled Educable Mentally Disabled Specific Learning Disabled Learning Disabled Reading Learning Disabled Mathematics Learning Disabled Written Expression Other Health Impaired Severely/ Profoundly Mentally Disabled Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 55 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 28. 2002- 03 to 2004- 05 NCAAAI Statewide Student Performance in Writing, Percent At or Above Level III, Students with Disabilities 8.8 7.6 12.2 13.7 11.6 14.0 8.6 25.2 11.5 20.5 17.9 16.1 19.6 8.9 15.4 12.6 24.3 22.5 18.1 22.3 12.6 10 6.7 * 12.0 7.3 * * * 5.4 14.1 9.3 ≤ 5 ≤ 5 ≤ 5 * 0 10 20 30 40 50 60 70 80 90 100 Behaviorally- Emotionally Disabled Hearing Impaired Educable Mentally Disabled Specific Learning Disabled Learning Disabled- Reading Learning Disabled- Mathematics Learning Disabled- Written Expression Other Health Impaired Autistic Multihandicapped Deaf- Blind Trainable Mentally Disabled Percent of Students 2002- 03 2003- 04 2004- 05 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 56 Notes: * Performance data are not reported when membership is fewer than five. Performance data that are less than or equal to 5.0 percent, or greater than or equal to 95.0 percent, are not displayed. Data received from LEAs and charter schools after July 21, 2005 are not included in this figure. Prepared by the NCDPI Division of Accountability Services/ Test Development Section. Figure 29. 2002- 03 to 2004- 05 NCAAP and NCAAAI Statewide Percent At or Above Level III Performance of Limited English Proficient Students 37.4 47.3 36.4 6.9 13.1 5.4 67.7 67.7 11.5 27.6 19.2 21.8 9.0 66.0 66.0 47.4 15.3 27.4 19.6 29.9 6.8 * * * 0 10 20 30 40 50 60 70 80 90 100 Reading Mathematics Writing On- Level Reading Off- Level Reading On- Level Mathematics Off- Level Mathematics Writing Percent of Students 2002- 03 2003- 04 2004- 05 NCAAP NCAAAI 57 Appendices 59 Appendix A NCAAP Sample Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 1 Student Name Student Grade ( Circle) 3 4 5 6 7 8 10 Student ID Number School School System Teacher Beginning Date NORTH CAROLINA ALTERNATE ASSESSMENT PORTFOLIO Public Schools of North Carolina www. ncpublicschools. org State Board of Education Department of Public Instruction Division of Accountability and Technology Services Division of Accountability Services/ Test Development Section Raleigh, North Carolina 27699- 6314 © 2004 All rights reserved. This document may not be reproduced by any means, in whole or in part, without prior written permission from the North Carolina Department of Public Instruction, Raleigh, North Carolina. Stock No. 9036 Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 2 Final Evaluation Sheet The Portfolio Development Designee is required to reference the NCAAP Administrative Guide as she/ he completes the student portfolio. If an Administrative Guide is not included, the designee should notify the school test coordinator immediately. Student Name Grade School Date Completed School System Student Information Sheet Accurately and Completely Coded Yes No Previous and Current IEPs Included in the Portfolio Yes No Comments: The signature below verifies that the Portfolio Development Designee attests that the enclosed materials and evidence are accurate, valid, and appropriate, and are a true representation of the student’s knowledge, skill, and performance. © 2004 NCDPI © 2004 NCDPI Portfolio Development Designee Date Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 3 Student Assessment History Assigned Grade Level NC Testing Program Assessment Achievement Level Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10 Principal Documentation The North Carolina Alternate Assessment Portfolio is a yearlong assessment process. It provides information about what a student knows and is able to do. It documents progress that has been made in relation to tasks specified in the student’s Individual Education Program ( IEP). Testing Code of Ethics The North Carolina Testing Code of Ethics addresses appropriate professional practices for central office and school administrators, test coordinators, test administrators, and proctors in the areas of securing tests, administering tests, and reporting and interpreting test results. Ethical practices ensure validity of the test results. School system personnel who participate in the use of the NCAAP are expected to use the same high standard of professional practices. Ethics in Data Collection All data recorded in the portfolio must be accurate and true indications of a student’s response. The dates of student responses must be the actual dates that the student attempted the activity. Data that is found to be fabricated will be considered a testing violation. The NCDPI will render the appropriate actions that are consistent with violations of the Testing Code of Ethics. Test Security State Board of Education policy specifies that the North Carolina Alternate Assessment Portfolio is a secure test. Access to secure test materials is limited to school personnel who have a legitimate need. Persons who have access to secure test materials shall not use those materials for personal gain. The signature below verifies that the principal has reviewed this portfolio with the Portfolio Development Designee, and, to the best of his or her knowledge, the materials and evidence are complete, valid, accurate, and appropriate. The following items have been examined: • Student Profile Complete □ Yes □ No • Three ( 3) tasks included for English/ Language Arts □ Yes □ No • Three ( 3) tasks included for Mathematics □ Yes □ No Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 4 • Writing task is designated for grades 4, 7, and 10 □ Yes □ No □ NA • All tasks aligned to Standard Course of Study Essences □ Yes □ No • Each task sheet contains only one task □ Yes □ No • Data reflect actual student responses and the appropriate dates □ Yes □ No • Required data sheets and task descriptions are included □ Yes □ No • IEP is current and included in portfolio □ Yes □ No • If student work is included, only three ( 3) examples per task are submitted □ Yes □ No Principal Date Report of Student Performance on the Alternate Assessments, 2004- 05 A- 5 Student Task Rubric Reading, Mathematics, and Writing Level IV The evidence demonstrates that the student: • Consistently performs the task ( or all parts of the task) correctly with only rare lapses; • Consistently “ initiates” 1 the task, when applicable; • Applies skills across three or more environments/ situations and three or more people, when applicable to the task; and • Shows progress overall. Level III The evidence demonstrates that the student: • Often performs the task ( or all parts of the task) correctly; • Often “ initiates” 1 the task, when applicable; • Applies skills across more than one environment/ situation or more than one person, when applicable to the task; and • Shows some progress or the student shows no regression2 as outlined in an appropriate standard. Level II The evidence demonstrates that the student: • Occasionally performs the task ( or most parts of the task) correctly; • May or may not “ initiate” 1 the task, when applicable; • May or may not apply skills across environments/ situations or people; and • Shows little or no regression2 overall. Level I The evidence demonstrates that the student: • Rarely or never performs the task ( or most parts of the task) correctly; • May or may not “ initiate” 1 the task, when applicable; • May or may not apply skills across environments/ situations or people; and • May or may not show regression2 overall. Non- Scorable Categories • Insufficient evidence provided to determine task level • Task does not have required academic focus ( Reading, Math, Writing) • Student responses not dated • Task is not on the student’s IEP or IEP that covers the assessment period is not included in portfolio • Invalid data or evidence • Student inappropriately placed in North Carolina Alternate Assessment Portfolio • Task is used more than once in the North Carolina Alternate Assessment Portfolio • Task is not measurable or quantifiable • Data cannot be interpreted 1 “ Initiation” is when the student performs a task without being told or shown, or performs a task in response to a natural cue from the teacher/ supervisor/ parent, etc., such as “ What time is it?” 2 “ Regression” will be considered as a pattern of loss of attained skill level at the end of the assessment period. © 2004 NCDPI © 2004 NCDPI Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 6 English/ Language Arts Standard Course of Study Competency Goals and Essences NC Standard Course of Study Competency Goals and Essences for Students with Significant Cognitive Disabilities Standard Course of Study Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. Essence 1: The learner will develop strategies for communication. Standard Course of Study Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Essence 2: The learner will develop and apply strategies and skills to comprehend outside stimuli. Standard Course of Study Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Essence 3: The learner will make connections ( react, relate, and generalize). Standard Course of Study Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual text. Essence 4: The learner will produce expressive communication. Standard Course of Study Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. Essence 5: The learner will convey a complete thought in a functional manner. Reading Requirements for All Portfolios All portfolios require three student tasks addressing Reading. All tasks must come from a student’s IEP and must address at least two of the above Competencies. Writing Requirements for All Students in Grades 4, 7, and 10 One of the three student tasks selected as a reading task must address Competency Goal 4 or Competency Goal 5. These are the writing competencies for grades 4, 7, and 10. © 2004 NCDPI © 2004 NCDPI Report of Student Performance on the Alternate Assessments, 2004- 05 A- 7 Student Task Sheet – English/ Language Arts Student Name:___________________________________ Grade_________ Check the Standard Course of Study Competency Goal to which the student task is connected. Standard Course of Study Competency Goal 1: The learner will develop and apply enabling strategies and skills to read and write. Essence 1: The learner will develop strategies for communication. Standard Course of Study Competency Goal 2: The learner will develop and apply strategies and skills to comprehend text that is read, heard, and viewed. Essence 2: The learner will develop and apply strategies and skills to comprehend outside stimuli. Standard Course of Study Competency Goal 3: The learner will make connections through the use of oral language, written language, and media and technology. Essence 3: The learner will make connections ( react, relate and generalize). Standard Course of Study Competency Goal 4: The learner will apply strategies and skills to create oral, written, and visual text. Essence 4: The learner will produce expressive communication. Standard Course of Study Competency Goal 5: The learner will apply grammar and language conventions to communicate effectively. Essence 5: The learner will convey a complete thought in a functional manner. Check box to indicate if task is to be scored for Reading ( Grades 3– 8 and 10) or Writing ( Grades 4, 7, and 10 only) One Student Task per Student Task Sheet Reading Task Writing Task — Applies to Competency Goal 4 or 5 only ( Grades 4, 7, and 10 only) Student Task: Required Evidence 1. Data Sheets: A collection of the student responses must be provided on standardized forms called data sheets. The data sheets that are to be used in the portfolio must come from the data sheet set included in the portfolio or online at www. ncpublicschools. org/ accountability/ testing/ alternate/. 2. Task Descriptions: Concise, focused teacher notes that provide an explanation of the task, how the task is presented to the student, and information about the student’s level of functioning, generalization, and/ or initiation of the task. Optional Evidence Work Samples: Examples of a student’s work — such as writing his/ her name, making a mark on a paper, student produced picture sentences — may be submitted. Three work samples may be included in the portfolio for each task. The work samples must be 1) at the beginning of instruction, 2) at the midpoint of instruction, and 3) at the end of instruction. Generalization Notes: Notes describing a student’s ability with task performance in different locations and with different people may be included. Teacher Comments: Date: ____________ Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 8 Mathematics Standard Course of Study Mathematics Strands and Essences North Carolina Standard Course of Study Mathematic Strands and Essences for Students with Significant Cognitive Disabilities Standard Course of Study Mathematics Strand 1: Number and Operations Essence 1: Recognizing and using numbers Standard Course of Study Mathematics Strand 2: Measurement Essence 2: Comparing attributes of objects ( color, weight, length, and texture); estimating and measuring using appropriate units Standard Course of Study Mathematics Strand 3: Geometry Essence 3: Recognizing and using shapes and positions Standard Course of Study Mathematics Strand 4: Data Analysis and Probability Essence 4: Collecting, sorting, organizing, displaying, and/ or interpreting data over a period of time ( usually two or more items of numerical information) in charts, graphs, and/ or tables with correct labeling, determining likelihood of events Standard Course of Study Mathematics Strand 5: Algebra Essence 5: Sorting and patterning Mathematics Requirements for All Portfolios All portfolios require three student tasks addressing Mathematics. All tasks must come from a student’s IEP and must address at least two of the above competencies. Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 9 Student Task Sheet – Mathematics Student Name:___________________________________ Grade_________ Check the Standard Course of Study Mathematics Strand to which the student task is connected. Standard Course of Study Mathematics Strand 1: Number and Operations Essence 1: Recognizing and using numbers Standard Course of Study Mathematics Strand 2: Measurement Essence 2: Comparing attributes of objects ( color, weight, length, and texture); estimating and measuring using appropriate units Standard Course of Study Mathematics Strand 3: Geometry Essence 3: Recognizing and using shapes and positions Standard Course of Study Mathematics Strand 4: Data Analysis and Probability Essence 4: Collecting, sorting, organizing, displaying, and/ or interpreting data over a period of time ( usually two or more items of numerical information) in charts, graphs, and/ or tables with correct labeling, determining likelihood of events Standard Course of Study Mathematics Strand 5: Algebra Essence 5: Sorting and patterning One Student Task per Student Task Sheet Student Task: Required Evidence 1. Data Sheets: A collection of the student responses must be provided on standardized forms called data sheets. The data sheets that are to be used in the portfolio must come from the data sheet set included in the portfolio or online at http:// www. ncpublicschools. org/ accountability/ policies/ tswd/ aap. 2. Task Descriptions: Concise, focused teacher notes that provide an explanation of the task, how the task is presented to the student, and information about the student’s level of functioning, generalization, and/ or initiation of the task. Optional Evidence Work Samples: Examples of a student’s work — mathematics problems, cutting paper, time/ money work — may be submitted. Three work samples may be included in the portfolio for each task. The work samples must be 1) at the beginning of instruction, 2) at the midpoint of instruction, and 3) at the end of instruction. Generalization Notes: Notes describing a student’s ability with task performance in different locations and with different people may be included. Teacher Comments: Date: ____________ Report of Student Performance on the North Carolina Alternate Assessments, 2004- 05 A- 10 Types of Tasks Data System Definition What Teacher Scores and Charts Examples Task Analysis The steps needed to complete a chained task • Each step completed • Number of steps correct • Will follow picture recipe • Buys a soda • Folds laundry from picture directions • Collate papers following changing pattern Repeated Trial Teacher- delivered teaching trials on one or more than one response in a set • Each trial correct • Number correct or items correct • Reads sight words • Will mark on a paper as an emerging signature • Will identify sets using 1- 1 correspondence • Will identify coins Repeated Opportunity Responses taught throughout the day when they typically occur • Each correct response • Number or types of responses correct • Uses object schedule • Signs name on each paper given • Tells clock time at start of each lesson • Utilizes augmentative communication device to answer comprehension questions Frequency Count Goal is to increase the number of times student uses this new response; may be throughout the day or in one lesson • Tally number of times response is observed • Total number of responses • Works: e. g., number of envelopes stuffed • Uses picture to ask for help • Lifts head to acknowledge that a story is being read Duration/ Distance Recording Total amount of time student engages in task • Time seconds or minutes with stopwatch • Total number of seconds or minutes • Works on a vocational task for specific time • Maintains position for 7 seconds • Performs seatwork in general ed class for specific time • Ambulates 10 feet Cumulative Recording One discrete response with goal that it will be used consistently each day ( may be used more than once daily) • Yes/ no response made each day • Chart cumulative responses ( total across days) • Uses picture to ask to “ eat” at 11: 30 • Turns head toward reader • Sets timer on microwave • Lifts head on specific count 61 Appendix B NCAAAI Sample NORTH CAROLINA ALTERNATE ASSESSMENT ACADEMIC INVENTORY ( NCAAAI) Student Name _ |
OCLC number | 64667452 |