Report of student performance on the North Carolina Alternate Assessments : reading, mathematics, and writing, grades 3-8

2005-12

              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

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

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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

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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.