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

2005-04

              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)

2003- 04

Published April 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

HOWARD N. LEE

Chairman

Raleigh

JANE P. NORWOOD

Vice Chair

Charlotte

KATHY A. TAFT

Greenville

MICHELLE HOWARD- VITAL

Wilmington

EDGAR D. MURPHY

Durham

EVELYN B. MONROE

West End

MARIA T. PALMER

Chapel Hill

ROBERT “ TOM” SPEED

Boone

WAYNE MCDEVITT

Asheville

JOHN TATE III

Charlotte

BEVERLY PERDUE

Lieutenant Governor

New Bern

RICHARD MOORE

State Treasurer

Kittrell

NC DEPARTMENT OF PUBLIC INSTRUCTION

Patricia N. Willoughby, State Superintendent

301 N. Wilmington Street :: Raleigh, North Carolina 27601- 2825 :: www. ncpublicschools. org

In compliance with federal laws, N C Public Schools administers all state- operated educational programs, employment activities and admissions without discrimination

because of race, religion, national or ethnic orgin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law.

Inquiries or complaints should be directed to:

Dr. Elsie C. Leak, Associate Superintendent

Office of Curriculum and School Reform Services

6307 Mail Services Center

Raleigh, NC 27699- 6307

Telephone ( 919) 807- 3761; fax ( 919) 807- 3767

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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)

2003- 04

Published April 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, North Carolina Testing Program, Raleigh, North Carolina 27601- 2825.

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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,

Corre Robinson, 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 thank Mildred Bazemore, Pam Biggs, Jim Kroening, Charles Lanier, 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 117 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/ North Carolina Testing Program.

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

Report of Student Performance on the

North Carolina Alternate Assessments

2003- 04

Table of Contents

Introduction .............................................................................................................................. 1

General Findings and Trends ................................................................................................... 3

Maps of Statewide Totals by LEA ........................................................................................... 8

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, 2003- 04............................................ 63

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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 during the 2000–

2001 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- 2001 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. These categorizations correspond to the Achievement Levels I through IV

currently used by assessors to evaluate student performance.

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- 2002 portfolio. The full transition to an academic portfolio

occurred with the 2002- 2003 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

and the North Carolina Computerized Adaptive Testing System ( NCCATS). 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

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

2

North Carolina Alternate Assessment Academic Inventory ( NCAAAI) ( continued)

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

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, 2003- 04

3

General Findings and Trends

Demographic Trends

The graph below shows the total number of NCAAP students for 2002- 03 and 2003- 04.

Figure 1. 2002- 03 & 2003- 04 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 3,417 in 2003- 04 from 3,146 in 2002- 03 for

reading and mathematics. This represents an 8.6 percent increase in the number of students.

Totals also increased among NCAAP students in writing, from 1,213 in 2002- 03 to 1,422 in

2003- 04, representing a 17.2 percent increase.

As the following graph ( Figure 2) indicates, the number of students in NCAAAI decreased

overall in 2003- 04 compared to 2002- 03. The number of on- level reading and mathematics

students decreased by 1,771 and 896, respectively, in 2003- 04. This represents a 30.2 percent

decrease in on- level reading students and a 16.5 percent decrease in on- level mathematics

students. Off- level reading and mathematics students decreased by 3,687 and 3,262,

respectively, in 2003- 04. This represents a 30.3 percent decrease in off- level reading students

and a 30.3 percent decrease in off- level mathematics students. Of the 12,583 students tested for

reading in 2003- 04, and the 18,041 in 2002- 03, 32.5 percent were on- level. Of the 12,039

students tested for mathematics, 37.5 percent were on- level in 2003- 04 vs. 33.4 percent of

16,197 students in 2002- 03.

2002- 03

N= 1,213

2002- 03

N= 3,146

2003- 04

N= 1,422

2003- 04

N= 3,417

0

500

1,000

1,500

2,000

2,500

3,000

3,500

4,000

Reading & Mathematics Writing

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

4

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

5,857 5,414 4,988

12,184

10,783

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

Demographic Trends ( continued)

Figure 2. 2002- 03 & 2003- 04 Number of NCAAAI Students*

* Students can be tested on- level and/ or off- level in one or more subjects. In 2003- 04, there were 471 students who

participated in the reading inventory and 142 students who participated in the mathematics inventory who were not

included due to missing values.

Male students outnumbered female students by almost two to one for both NCAAP and

NCAAAI students in 2003- 04. Males composed 63.7 percent of the 3,417 NCAAP students and

63.3 percent of the 14,480 NCAAAI students. 1

Among ethnicity groups representing the 3,417 students in NCAAP:

• White males composed 30.8 percent of all students and 48.3 percent of all males,

• Black males composed 27.1 percent of all students and 42.5 percent of all males,

• White females made up 18.3 percent of all students and 50.6 percent of all females,

• Black females made up 14.3 percent of all students and 39.5 percent of all females,

• Hispanic males made up 2.2 percent of all students and 3.5 percent of all males,

• Hispanic females made up 1.6 percent of all students and 4.4 percent of all females,

• Multi- racial males represented 1.1 percent of all students and 1.8 percent of all males,

• Asian males represented 1.0 percent of all students and 1.6 percent of all males,

• American Indian males represented .9 percent of all students and 1.4 percent of all males,

• Multi- racial females represented .7 percent of all students and 1.9 percent of all females,

• Asian and American Indian females each represented .5 percent of all students and 1.3

percent of all females.

Among ethnicity groups representing the 14,480 students in NCAAAI in 2003- 04:

• Black males constituted 22.8 percent of all students and 36.0 percent of all males,

1 The 14,480 NCAAAI students includes students with no indication of whether they were tested on- or off- level.

2002- 03 2003- 04

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

5

Demographic Trends ( continued)

• White males constituted 19.5 percent of all students and 30.7 percent of all males,

• Hispanic males made up 16.6 percent of all students and 26.2 percent of all males,

• Hispanic females made up 13.6 percent of all students and 37.1 percent of all females,

• Black females represented 10.9 percent of all students and 29.8 percent of all females,

• White females represented 9.4 percent of all students and 25.7 percent of all females,

• Asian males represented 1.9 percent of all students and 3.0 percent of all males,

• Asian females represented 1.5 percent of all students and 4.2 percent of all females,

• American Indian males composed 1.7 percent of all students and 2.8 percent of all males,

• Multi- racial males composed 0.8 percent of all students and 1.3 percent of all males,

• American Indian females composed 0.8 percent of all students and 2.2 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 ( 28.2%) are designated as LEP than NCAAP students

( 1.8%) in 2003- 04. 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. 2003- 04 Percent of NCAAP and NCAAAI Students with Exceptionalities

7.7

0.6

1.1

0.6

0.4

23.8

1.8

0.2

34.3

0.2

0.1

17.2

0.8 11.7

0.2

0.1

0.2

2.8

0.2

0.4

3.5

3.9

2.8

5.6

13.5

3.0

28.2

0.2

36.5

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 Impai red

Severely/ Profoundly Mentally Disabled

Specific Learning Disabled

Speec h / 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, 2003- 04

6

Demographic Trends ( continued)

In 2003- 04, the NCAAP students were distributed among the exceptionality categories as

follows: trainable mentally disabled ( 34.3%), autistic ( 23.8%), multihandicapped ( 17.2%), and

severely/ profoundly mentally disabled ( 11.7%). Of all NCAAAI students, more than a third

( 36.5%) were in the educable mentally disabled and 13.5 percent were in the specific learning

disabled categories respectively.

Performance Trends

Overall, students in both NCAAP and NCAAAI performed at higher Achievement Levels in

2003- 04 compared to 2002- 03. In every subject a larger proportion of NCAAP and NCAAAI

students were performing either at or above Achievement Level III.

* NCAAAI students were not tested at Levels III and IV in off- level reading or mathematics in 2002- 03.

Over 96.0 percent of all NCAAP students demonstrated growth ( where both scorers agree), 1.8

percent demonstrated some growth ( where one scorer agrees and the other does not), and 1.5

percent of students demonstrated no growth.

NCAAAI

NCAAP NCAAAI

Figure 4. 2002- 03 & 2003- 04 Percent of All NCAAP and NCAAAI Students At or Above Level III for All Subject Areas

47.7 47.6

13.2

17.2

7.4

70.3

61.7

24.1 26.2

11.7

31.1

*

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

2002- 03 2003- 04

NCAAAI

Percent Proficient

NCAAP

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

7

Of the 90.2 percent of students in NCAAAI participating in reading and/ or receiving an

Achievement Level or growth score, 91.3 percent demonstrated growth, 5.1 percent did not, and

3.6 percent were missing responses. Of the 84.1 percent of NCAAAI students participating in

mathematics, 93.2 percent demonstrated growth, 5.6 percent did not, and 1.2 percent were

missing responses. Of the 30.6 percent tested in writing, 80.2 percent demonstrated growth, 15.9

percent did not, and 3.9 percent were missing responses.

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

8

Maps of Statewide Totals by LEA

Out of the 117 LEAs in 2003- 04, ( including city units but not charter schools), the average

number of NCAAP students in any particular LEA was 29 ( SD= 52.44) while the median was 13

students. The average density of NCAAP students in each LEA was 2.5 NCAAP students per

1,000 students enrolled ( SD= 2.82). 2 The median number of NCAAP students per 1,000 was

2.19.

The average number of NCAAAI students in each LEA was 141 while the median number was

77 students ( SD= 244.33). On average, LEAs contained about 12.44 NCAAAI students per

1,000 students enrolled in 2003- 04 ( SD= 7.38). The median number of NCAAAI students per

1,000 was 11.3. Nineteen LEAs ( not including Charter schools) contained no NCAAP students

and one contained no 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 2003- 04. 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. 2003- 04 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, 2003- 04

9

Maps of Statewide Totals by LEA ( continued)

LEAs with the highest concentration were Newton- Conover City which had 16.4 NCAAP

students per 1,000 and Shelby City which had 22.3 NCAAP students per 1,000.

Figure 6. 2003- 04 Number of NCAAAI Students

Per 1,000 Students by LEA

In 2003- 04, one LEA ( Clay County) had zero NCAAAI students and Hyde County had the

highest number of NCAAAI students per 1,000 with 40.4 students.

,

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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Table 1. 2003- 04 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 1.0 5.2

ALEXANDER COUNTY 2.7 9.5

ALLEGHANY COUNTY 0.0 13.5

ANSON COUNTY 3.9 6.6

ASHE COUNTY 0.0 10.7

AVERY COUNTY 1.7 8.2

BEAUFORT COUNTY 3.5 1.7

BERTIE COUNTY 4.4 7.9

BLADEN COUNTY 1.2 9.9

BRUNSWICK COUNTY 1.2 12.6

BUNCOMBE COUNTY 2.8 12.8

ASHEVILLE CITY 0.0 35.2

BURKE COUNTY 2.3 6.1

CABARRUS COUNTY 2.5 15.0

KANNAPOLIS CITY 2.4 21.8

CALDWELL COUNTY 0.3 11.0

CAMDEN COUNTY 0.6 9.5

CARTERET COUNTY 1.9 12.6

CASWELL COUNTY 0.0 11.7

CATAWBA COUNTY 0.7 8.8

HICKORY CITY 0.0 11.5

NEWTON- CONOVER 16.4 26.9

CHATHAM COUNTY 0.0 24.4

CHEROKEE COUNTY 3.0 5.7

EDENTON/ CHOWAN 1.2 3.6

CLAY COUNTY 0.0 0.0

CLEVELAND COUNTY 0.1 9.6

KINGS MOUNTAIN CITY 2.4 3.6

SHELBY CITY 22.3 15.6

COLUMBUS COUNTY 3.1 16.7

WHITEVILLE CITY 1.8 5.5

CRAVEN COUNTY 4.7 7.2

CUMBERLAND COUNTY 3.0 9.1

CURRITUCK COUNTY 0.0 11.5

DARE COUNTY 0.8 8.0

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, 2003- 04

11

LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000

DAVIDSON COUNTY 2.2 6.0

LEXINGTON CITY 0.0 36.6

THOMASVILLE CITY 0.0 29.2

DAVIE COUNTY 0.5 15.1

DUPLIN COUNTY 1.9 13.8

DURHAM COUNTY 3.8 12.7

EDGECOMBE COUNTY 4.7 7.0

FORSYTH COUNTY 3.3 17.8

FRANKLIN COUNTY 2.9 9.3

GASTON COUNTY 2.8 19.2

GATES COUNTY 2.5 6.1

GRAHAM COUNTY 5.9 0.8

GRANVILLE COUNTY 2.8 7.8

GREENE COUNTY 6.6 4.7

GUILFORD COUNTY 3.5 12.3

HALIFAX COUNTY 5.7 22.6

ROANOKE RAPIDS CITY 1.7 10.0

WELDON CITY 4.7 5.6

HARNETT COUNTY 0.7 22.3

HAYWOOD COUNTY 1.0 9.9

HENDERSON COUNTY 1.6 14.5

HERTFORD COUNTY 2.8 27.0

HOKE COUNTY 2.2 23.3

HYDE COUNTY 0.0 40.4

IREDELL- STATESVILLE 2.1 14.8

MOORESVILLE CITY 1.6 5.6

JACKSON COUNTY 4.1 7.7

JOHNSTON COUNTY 3.6 18.3

JONES COUNTY 7.3 22.5

LEE COUNTY 2.9 11.3

LENOIR COUNTY 4.2 10.6

LINCOLN COUNTY 1.9 6.8

MACON COUNTY 0.7 14.5

MADISON COUNTY 3.1 4.7

MARTIN COUNTY 0.0 2.7

MCDOWELL COUNTY 0.0 19.9

MECKLENBURG COUNTY 3.1 18.3

MITCHELL COUNTY 0.0 13.7

MONTGOMERY COUNTY 3.4 19.3

MOORE COUNTY 2.3 7.6

NASH- ROCKY MOUNT 0.0 9.5

NEW HANOVER COUNTY 4.3 9.7

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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LEA Name # NCAAP Students Per 1,000 # NCAAAI Students Per 1,000

NORTHAMPTON COUNTY 5.5 4.9

ONSLOW COUNTY 2.5 7.1

ORANGE COUNTY 0.8 10.0

CHAPEL HILL- CARRBORO 3.4 21.2

PAMLICO COUNTY 3.5 15.0

PASQUOTANK COUNTY 1.0 11.7

PENDER COUNTY 2.1 10.3

PERQUIMANS COUNTY 4.0 6.4

PERSON COUNTY 4.3 14.2

PITT COUNTY 1.5 13.0

POLK COUNTY 2.5 8.4

RANDOLPH COUNTY 1.7 6.1

ASHEBORO CITY 1.3 14.2

RICHMOND COUNTY 4.3 6.0

ROBESON COUNTY 3.0 25.9

ROCKINGHAM COUNTY 0.3 11.0

ROWAN- SALISBURY 0.0 11.9

RUTHERFORD COUNTY 3.9 3.5

SAMPSON COUNTY 1.6 15.7

CLINTON CITY 0.0 13.5

SCOTLAND COUNTY 6.5 14.9

STANLY COUNTY 1.9 16.0

STOKES COUNTY 1.9 4.4

SURRY COUNTY 1.4 13.4

ELKIN CITY 0.8 14.2

MOUNT AIRY CITY 1.1 23.1

SWAIN COUNTY 0.0 4.4

TRANSYLVANIA COUNTY 3.4 5.3

TYRRELL COUNTY 0.0 26.6

UNION COUNTY 2.3 12.1

VANCE COUNTY 4.5 14.0

WAKE COUNTY 2.7 8.1

WARREN COUNTY 4.5 8.3

WASHINGTON COUNTY 0.5 16.7

WATAUGA COUNTY 1.5 6.6

WAYNE COUNTY 3.1 11.5

WILKES COUNTY 3.2 9.3

WILSON COUNTY 2.5 5.3

YADKIN COUNTY 2.5 15.4

YANCEY COUNTY 1.6 15.0

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

13

Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per

1,000

LAKESIDE SCHOOL 0.0 38.5

RIVER MILL ACADEMY 0.0 0.0

CLOVER GARDEN 0.0 2.9

NEW CENTURY CHARTER 0.0 9.4

GRANDFATHER ACADEMY 0.0 0.0

CROSSNORE ACADEMY 0.0 43.5

WASHINGTON MONTESSORI 0.0 16.1

CHARTER DAY SCHOOL 0.0 2.6

EVERGREEN COMMUNITY CHARTER 0.0 17.3

ARTSPACE CHARTER 0.0 38.1

F DELANY NEW SCHOOL 0.0 35.0

THE NEW DIMENSIONS 0.0 0.0

CAPE LOOKOUT HIGH SCHOOL 0.0 0.0

TILLER SCHOOL 0.0 17.7

ENGELMANN SCH OF ART 0.0 14.3

CHATHAM CHARTER 0.0 0.0

WOODS CHARTER 0.0 5.9

THE LEARNING CENTER 0.0 76.0

ALPHA ACADEMY 0.0 0.0

MAUREEN JOY CHARTER 0.0 20.1

HEALTHY START ACADEMY 0.0 0.0

CARTER COMMUNITY 0.0 43.9

KESTREL HEIGHTS SCHOOL 0.0 6.2

OMUTEKO GWAMAZIIMA 0.0 10.4

RESEARCH TRI CHARTER 0.0 0.0

ANN ATWATER CMTY 0.0 0.0

QUALITY EDUC ACADEMY 0.0 113.1

DOWNTOWN MIDDLE SCHOOL 0.0 27.3

WOODSON SCH OF CHAL 0.0 0.0

THE E WINSTON PRIM 0.0 8.2

FORSYTH ACADEMIES 0.0 1.6

ARTS BASED ELEMENTARY 0.0 5.9

A CHILD'S GARDEN SCHOOL 0.0 0.0

HIGHLAND CHARTER 0.0 0.0

PIEDMONT COMMTY CHAR 0.0 6.2

IMANI INSTITUTE 0.0 0.0

GREENSBORO ACADEMY 0.0 0.0

GUILFORD CHARTER 0.0 0.0

PHOENIX ACADEMY INC 0.0 0.0

THE MOUNTAIN COMMUNITY SCHOOL 0.0 67.1

AMERICAN RENAISSANCE 0.0 0.0

AM RENAISSANCE MID 0.0 5.7

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

14

Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per

1,000

SUCCESS INSTITUTE 0.0 129.4

SUMMIT CHARTER 0.0 11.5

PROVISIONS ACADEMY 0.0 0.0

CHILDREN'S VILLAGE 0.0 15.9

LINCOLN CHARTER 0.0 0.0

COMMUNITY CHARTER SC 0.0 12.8

SUGAR CREEK CHARTER 0.0 10.3

KENNEDY CHARTER 0.0 14.9

LAKE NORMAN CHARTER 0.0 0.0

METROLINA REG SCH ACADEMY 0.0 0.0

QUEEN'S GRANT CMTY 0.0 9.0

CROSSROADS CHARTER 0.0 0.0

ACADEMY OF MOORE COUNTY 0.0 97.2

STARS CHARTER 0.0 0.0

ROCKY MOUNT PREP 0.0 26.7

CAPE FEAR CENTER INQUIRY 0.0 0.0

GASTON COLLEGE PREP 0.0 0.0

ORANGE CHARTER 0.0 11.1

ARAPAHOE CHARTER 0.0 0.0

BETHEL HILL CHARTER 0.0 0.0

CIS ACADEMY 0.0 0.0

BETHANY CMTY MIDDLE 0.0 0.0

ROWAN ACADEMY 0.0 0.0

THOMAS JEFFERSON ACADEMY 0.0 3.1

LAURINBURG CHARTER 0.0 0.0

LAURINBURG HOMEWORK CENTER 0.0 0.0

GRAY STONE DAY 0.0 0.0

MILLENNIUM CHARTER 0.0 0.0

MOUNTAIN DISCOVERY 0.0 12.2

BREVARD ACADEMY 0.0 15.0

UNION ACADEMY 0.0 1.9

VANCE CHARTER SCHOOL 0.0 0.0

EXPLORIS 0.0 0.0

BAKER CHARTER HIGH 0.0 0.0

MAGELLAN CHARTER 0.0 0.0

STERLING MONTESSORI 0.0 15.2

FRANKLIN ACADEMY 0.0 2.5

EAST WAKE ACADEMY 0.0 0.0

SPARC ACADEMY 0.0 0.0

RALEIGH CHARTER HIGH 0.0 0.0

TORCHLIGHT ACADEMY 0.0 0.0

PREEMINENT CHARTER 0.0 0.0

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

15

Charter School Name # NCAAP Students Per 1,000 # NCAAAI Students Per

1,000

QUEST ACADEMY 0.0 0.0

COMMUNITY PARTNERS 0.0 10.6

HOPE ELEMENTARY 0.0 0.0

HALIWA- SAPONI TRIBAL 0.0 0.0

DILLARD ACADEMY 0.0 0.0

BRIDGES CHARTER SCHOOL 0.0 49.6

SALLIE B HOWARD SCHOOL 0.0 55.3

17

Statewide Performance

NCAAP and NCAAAI Combined

2003- 04

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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 16,469 100.0 25.3 34.9 26.1 10.5 36.7 92.7 ≤ 5.0.0

Gender

Female 5,917 35.9 26.8 35.5 23.6 10.2 33.8 92.0 ≤ 5.0.0

Male 10,546 64.0 24.5 34.6 27.6 10.7 38.3 93.0 ≤ 5.0.0

Not Coded 6 0.0 16.7 16.7 0.0 66.7 66.7 ≥ 95.0 ≤ 5.0.0

Ethnicity

American Indian 362 2.2 10.2 27.6 47.8 14.4 62.2 ≥ 95.0 ≤ 5.0

Asian 447 2.7 37.4 36.1 14.3 ≤ 5.0 18.4 84.8 7.2

Black 6,012 36.5 20.9 35.9 29.5 12.7 42.2 ≥ 95.0 ≤ 5.0

Hispanic 3,757 22.8 41.8 32.7 13.8 ≤ 5.0 16.2 82.2 8.9

Multi- Racial 225 1.4 17.4 37.5 27.7 15.2 42.9 ≥ 95.0 ≤ 5.0

White 5,627 34.2 19.4 35.8 30.3 13.5 43.8 ≥ 95.0 ≤ 5.0

Not Exceptional4 3,538 21.5 46.2 31.8 9.8 ≤ 5.0 10.5 78.5 10.3

All Students with Disabilities 12,926 78.5 19.6 35.8 30.6 13.2 43.9 ≥ 95.0 ≤ 5.0

Behaviorally- Emotionally Disabled 386 2.3 23.6 42.0 27.5 6.0 33.4 94.0 ≤ 5.0

Hearing Impaired 163 1.0 29.4 44.2 19.6 6.1 25.8 ≥ 95.0 ≤ 5.0

Educable Mentally Disabled 5,298 32.2 21.7 41.0 29.5 6.8 36.4 ≥ 95.0 ≤ 5.0

Specific Learning Disabled4 1,814 11.0 21.0 40.4 29.7 7.7 37.3 ≥ 95.0 ≤ 5.0

Learning Disabled- Reading 1,979 12.0 22.4 40.0 29.7 7.0 36.7 ≥ 95.0 ≤ 5.0

Learning Disabled- Mathematics 1,233 7.5 23.7 41.0 29.0 5.1 34.1 ≥ 95.0 ≤ 5.0

Learning Disabled- Written Expression 1,421 8.6 22.9 40.8 29.3 6.1 35.4 ≥ 95.0 ≤ 5.0

Learning Disabled- Other 101 0.6 25.7 44.6 20.8 7.9 28.7 ≥ 95.0 ≤ 5.0

Speech- Language Impaired 55 0.3 27.3 43.6 21.8 7.3 29.1 ≥ 95.0 ≤ 5.0

Visually Impaired 29 0.2 20.7 34.5 31.0 13.8 44.8 ≥ 95.0 ≤ 5.0

Other Health Impaired 853 5.2 21.2 38.6 29.9 9.4 39.3 ≥ 95.0 ≤ 5.0

Orthopedically Impaired 107 0.6 19.6 47.7 26.2 5.6 31.8 ≥ 95.0 ≤ 5.0

Traumatic Brain Injury 78 0.5 15.4 38.5 30.8 14.1 44.9 ≥ 95.0 ≤ 5.0

Autistic 1,350 8.2 16.5 26.5 34.0 22.2 56.2 ≥ 95.0 ≤ 5.0

Severely/ Profoundly Mentally Disabled 405 2.5 17.5 19.0 32.6 30.9 63.5 ≥ 95.0 ≤ 5.0

Multihandicapped 752 4.6 16.9 24.0 30.8 27.6 58.4 ≥ 95.0 ≤ 5.0

Deaf- Blind 7 0.0 ≤ 5.0 28.6 57.1 14.3 71.4 ≥ 95.0 ≤ 5.0

Trainable Mentally Disabled 1,606 9.8 12.3 25.6 34.7 27.3 62.0 ≥ 95.0 ≤ 5.0

Section 504 23 0.1 39.1 26.1 30.4 ≤ 5.0 30.4 ≥ 95.0 ≤ 5.0

Limited English Proficient ( LEP) 3,833 23.3 43.6 33.1 11.6 ≤ 5.0 13.1 80.6 9.7

Not Served by Title I 9,494 57.6 24.1 35.5 25.5 11.8 37.3 93.0 ≤ 5.0

Schoolwide Title I Program 6,608 40.1 26.1 34.1 27.7 9.2 36.8 92.6 ≤ 5.0

Targeted Assistance 203 1.2 39.4 38.9 17.2 ≤ 5.0 19.7 89.2 9.4

Migrant 497 3.0 42.7 29.4 20.3 ≤ 5.0 23.3 86.5 9.5

Assigned Grade

3 2,486 15.1 34.6 36.2 20.0 5.7 25.7 91.4 ≤ 5.0

4 2,880 17.5 26.4 36.5 25.3 8.9 34.2 93.2 ≤ 5.0

5 2,804 17.0 20.9 33.6 30.2 12.4 42.6 93.8 ≤ 5.0

6 2,518 15.3 25.5 35.4 26.7 9.6 36.3 92.8 ≤ 5.0

7 2,345 14.2 24.6 34.4 26.6 11.3 37.9 92.5 ≤ 5.0

8 2,169 13.2 21.0 33.4 28.7 13.6 42.3 92.8 ≤ 5.0

9 2 0.0 * * * * * * *

10 1,263 7.7 22.9 34.5 24.6 15.0 39.7 91.1 5.1

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.

Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program.

Table 2. 2003- 04 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1

Statewide Performance in Reading*

19

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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 15,595 100.0 27.8 33.4 27.9 9.7 37.6 94.2 ≤ 5.0

Gender

Female 5,898 37.8 29.0 34.5 26.3 9.0 35.3 94.1 ≤ 5.0

Male 9,691 62.1 27.0 32.7 28.9 10.1 39.0 94.3 ≤ 5.0

Not Coded 6 0.0 ≤ 5.0 33.3 16.7 50.0 66.7 ≥ 95.0 ≤ 5.0

Ethnicity

American Indian 303 1.9 13.2 25.4 43.9 16.8 60.7 ≥ 95.0 ≤ 5.0

Asian 426 2.7 32.2 35.5 25.2 5.2 30.4 90.8 7.0

Black 5,569 35.7 23.1 33.1 31.0 11.7 42.7 ≥ 95.0 ≤ 5.0

Hispanic 3,875 24.8 42.8 34.3 18.5 ≤ 5.0 21.0 89.2 9.6

Multi- Racial 213 1.4 22.2 33.0 27.8 15.6 43.4 ≥ 95.0 ≤ 5.0

White 5,170 33.2 22.3 33.5 30.8 12.5 43.3 ≥ 95.0 ≤ 5.0

Not Exceptional4 3,828 24.5 44.9 34.3 16.8 ≤ 5.0 18.8 87.9 10.8

All Students with Disabilities 11,763 75.4 22.2 33.1 31.5 12.3 43.8 ≥ 95.0 ≤ 5.0

Behaviorally- Emotionally Disabled 328 2.1 29.0 40.2 23.2 6.7 29.9 93.6 5.5

Hearing Impaired 132 0.8 25.8 44.7 23.5 5.3 28.8 ≥ 95.0 ≤ 5.0

Educable Mentally Disabled 5,077 32.6 24.7 39.9 28.0 6.5 34.5 ≥ 95.0 ≤ 5.0

Specific Learning Disabled4 1,035 6.6 22.8 42.5 26.2 5.6 31.8 94.1 ≤ 5.0

Learning Disabled- Reading 1,183 7.6 23.1 41.8 27.6 5.3 32.9 ≥ 95.0 ≤ 5.0

Learning Disabled- Mathematics 1,048 6.7 23.1 42.8 27.6 ≤ 5.0 32.1 ≥ 95.0 ≤ 5.0

Learning Disabled- Written Expression 913 5.9 24.2 42.4 26.8 ≤ 5.0 31.4 ≥ 95.0 ≤ 5.0

Learning Disabled- Other 85 0.5 35.3 47.1 16.5 ≤ 5.0 17.6 90.6 9.4

Speech- Language Impaired 49 0.3 26.5 46.9 16.3 8.2 24.5 ≥ 95.0 ≤ 5.0

Visually Impaired 26 0.2 15.4 42.3 30.8 11.5 42.3 ≥ 95.0 ≤ 5.0

Other Health Impaired 780 5.0 26.3 36.6 27.1 9.2 36.3 ≥ 95.0 ≤ 5.0

Orthopedically Impaired 112 0.7 24.1 37.5 30.4 6.3 36.6 ≥ 95.0 ≤ 5.0

Traumatic Brain Injury 77 0.5 19.5 41.6 27.3 11.7 39.0 ≥ 95.0 ≤ 5.0

Autistic 1,354 8.7 18.1 23.3 39.7 18.1 57.7 ≥ 95.0 ≤ 5.0

Severely/ Profoundly Mentally Disabled 405 2.6 23.7 14.3 37.3 24.7 62.0 ≥ 95.0 ≤ 5.0

Multihandicapped 750 4.8 20.3 20.2 37.3 21.4 58.7 ≥ 95.0 ≤ 5.0

Deaf- Blind 7 0.0 ≤ 5.0 28.6 71.4 ≤ 5.0 71.4 ≥ 95.0 ≤ 5.0

Trainable Mentally Disabled 1,610 10.3 14.0 19.2 40.0 26.6 66.7 ≥ 95.0 ≤ 5.0

Section 504 21 0.1 23.8 38.1 28.6 ≤ 5.0 33.3 ≥ 95.0 ≤ 5.0

Limited English Proficient ( LEP) 3,898 25.0 43.4 34.7 17.8 ≤ 5.0 19.9 88.4 10.2

Not Served by Title I 9,166 58.8 26.9 33.0 27.9 10.8 38.7 94.5 ≤ 5.0

Schoolwide Title I Program 6,074 38.9 28.6 33.6 28.3 8.5 36.8 94.3 ≤ 5.0

Targeted Assistance 184 1.2 37.0 40.2 15.8 ≤ 5.0 19.6 85.9 13.6

Migrant 534 3.4 32.4 38.8 25.7 ≤ 5.0 28.1 91.2 8.6

Assigned Grade

3 2,285 14.7 35.6 35.8 22.0 5.8 27.8 94.4 ≤ 5.0

4 2,647 17.0 31.5 34.6 25.7 7.3 33.0 ≥ 95.0 ≤ 5.0

5 2,581 16.6 26.4 31.3 31.1 10.0 41.2 ≥ 95.0 ≤ 5.0

6 2,416 15.5 28.3 33.8 27.6 9.1 36.7 92.8 5.6

7 2,281 14.6 24.5 34.6 28.5 11.0 39.5 94.8 ≤ 5.0

8 2,158 13.8 22.3 32.7 30.4 13.4 43.8 94.2 ≤ 5.0

9 3 0.0 * * * * * * *

10 1,222 7.8 22.6 28.8 31.9 14.1 45.9 91.0 5.8

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.

Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program.

Table 3. 2003- 04 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1

Statewide Performance in Mathematics*

20

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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 5,641 100.0 44.7 30.2 13.7 10.7 24.5 87.0 12.3

Gender

Female 2,150 38.1 45.6 30.0 13.3 10.5 23.8 88.0 11.3

Male 3,489 61.9 44.2 30.3 14.0 10.9 24.8 86.4 13.0

Not Coded 2 0.0 * * * * * * *

Ethnicity

American Indian 148 2.6 37.8 29.7 25.0 7.4 32.4 79.1 20.9

Asian 205 3.6 47.1 36.3 10.3 ≤ 5.0 15.2 90.7 8.3

Black 1,913 33.9 40.0 29.7 16.2 13.6 29.8 88.6 10.5

Hispanic 1,557 27.6 56.5 32.5 8.5 ≤ 5.0 10.3 84.9 15.1

Multi- Racial 69 1.2 30.4 27.5 18.8 23.2 42.0 ≥ 95.0 ≤ 5.0

White 1,736 30.8 40.5 28.0 14.9 15.9 30.8 86.9 12.0

Not Exceptional4 1,574 27.9 56.2 33.4 8.7 ≤ 5.0 9.5 85.4 14.6

All Students with Disabilities 4,066 72.1 40.3 28.9 15.7 14.6 30.3 87.6 11.4

Behaviorally- Emotionally Disabled 109 1.9 36.7 36.7 23.9 ≤ 5.0 26.6 87.2 12.8

Hearing Impaired 60 1.1 48.3 43.3 ≤ 5.0 ≤ 5.0 6.7 85.0 15.0

Educable Mentally Disabled 1,574 27.9 48.7 34.3 11.8 ≤ 5.0 16.0 84.9 14.8

Specific Learning Disabled4 448 7.9 34.9 44.6 17.8 ≤ 5.0 20.5 86.8 12.1

Learning Disabled- Reading 485 8.6 38.4 43.5 16.3 ≤ 5.0 17.9 86.0 13.8

Learning Disabled- Mathematics 311 5.5 37.9 45.3 14.8 ≤ 5.0 16.1 88.7 10.9

Learning Disabled- Written Expression 450 8.0 36.0 44.0 17.8 ≤ 5.0 19.6 86.9 12.9

Learning Disabled- Other 27 0.5 40.7 48.1 11.1 ≤ 5.0 11.1 85.2 14.8

Speech- Language Impaired 26 0.5 57.7 34.6 7.7 ≤ 5.0 7.7 84.6 15.4

Visually Impaired 3 0.1 * * * * * * *

Other Health Impaired 224 4.0 49.6 28.1 13.8 7.6 21.4 87.1 12.9

Orthopedically Impaired 33 0.6 48.5 30.3 18.2 ≤ 5.0 21.2 87.9 12.1

Traumatic Brain Injury 21 0.4 38.1 ≤ 5.0 28.6 23.8 52.4 85.7 9.5

Autistic 442 7.8 31.7 21.3 20.4 26.4 46.8 90.0 7.9

Severely/ Profoundly Mentally Disabled 177 3.1 28.5 15.1 20.9 35.5 56.4 ≥ 95.0 ≤ 5.0

Multihandicapped 282 5.0 30.6 18.0 19.8 31.3 51.1 93.3 ≤ 5.0

Deaf- Blind 5 0.1 20.0 20.0 40.0 20.0 60.0 80.0 20.0

Trainable Mentally Disabled 650 11.5 32.0 16.9 16.9 34.2 51.1 88.6 10.3

Section 504 12 0.2 50.0 8.3 33.3 8.3 41.7 ≥ 95.0 ≤ 5.0

Limited English Proficient ( LEP) 1,592 28.2 56.2 32.9 8.8 ≤ 5.0 10.0 85.2 14.8

Not Served by Title I 3,341 59.2 44.5 29.0 12.8 13.1 25.9 88.2 10.9

Schoolwide Title I Program 2,171 38.5 44.7 31.5 15.6 7.7 23.2 84.8 14.8

Targeted Assistance 57 1.0 59.6 40.4 ≤ 5.0 ≤ 5.0 ≤ 5.0 89.5 10.5

Migrant 194 3.4 47.9 32.0 14.9 ≤ 5.0 17.0 88.7 11.3

Assigned Grade

4 2,637 46.7 46.3 31.1 14.0 8.0 22.0 86.7 13.0

7 2,230 39.5 45.7 30.2 13.5 9.8 23.3 87.1 12.4

10 774 13.7 36.4 26.7 13.4 22.6 36.0 87.7 9.8

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.

Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program.

Table 4. 2003- 04 North Carolina Alternate Assessment Totals - NCAAP and NCAAAI Combined1

Statewide Performance in Writing

21

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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 13,054 100.0 29.0 39.3 23.4 ≤ 5.0 27.8 91.3 5.1

Gender

Female 4,684 35.9 30.7 39.8 20.7 ≤ 5.0 24.6 90.4 ≤ 5.0

Male 8,369 64.1 28.1 39.0 24.9 ≤ 5.0 29.6 91.8 5.2

Not Coded 1 0.0 * * * * * * *

Ethnicity

American Indian 316 2.4 10.1 31.0 51.3 7.6 58.9 ≥ 95.0 ≤ 5.0

Asian 396 3.0 40.2 37.4 11.6 ≤ 5.0 13.4 83.3 8.1

Black 4,597 35.2 23.8 41.3 27.5 6.1 33.7 ≥ 95.0 ≤ 5.0

Hispanic 3,629 27.8 43.0 33.2 12.7 ≤ 5.0 14.2 81.5 9.2

Multi- Racial 163 1.2 20.9 42.9 25.2 8.0 33.1 ≥ 95.0 ≤ 5.0

White 3,953 30.3 23.1 43.2 27.2 ≤ 5.0 32.3 ≥ 95.0 ≤ 5.0

Not Exceptional4 3,540 27.1 46.2 31.9 9.8 ≤ 5.0 10.5 78.5 10.3

All Students with Disabilities 9,512 72.9 22.7 42.0 28.4 5.8 34.3 ≥ 95.0 ≤ 5.0

Behaviorally- Emotionally Disabled 381 2.9 23.6 42.5 26.8 6.0 32.8 94.2 ≤ 5.0

Hearing Impaired 155 1.2 31.0 43.2 19.4 5.8 25.2 ≥ 95.0 ≤ 5.0

Educable Mentally Disabled 5,034 38.6 22.3 42.4 29.0 5.3 34.4 ≥ 95.0 ≤ 5.0

Specific Learning Disabled4 1,809 13.9 21.1 40.4 29.7 7.6 37.3 ≥ 95.0 ≤ 5.0

Learning Disabled- Reading 1,979 15.2 22.4 40.0 29.7 7.0 36.7 ≥ 95.0 ≤ 5.0

Learning Disabled- Mathematics 1,233 9.4 23.7 41.0 29.0 5.1 34.1 ≥ 95.0 ≤ 5.0

Learning Disabled- Written Expression 1,421 10.9 22.9 40.8 29.3 6.1 35.4 ≥ 95.0 ≤ 5.0

Learning Disabled- Other 101 0.8 25.7 44.6 20.8 7.9 28.7 ≥ 95.0 ≤ 5.0

Speech- Language Impaired 49 0.4 28.6 46.9 22.4 ≤ 5.0 24.5 ≥ 95.0 ≤ 5.0

Visually Impaired 24 0.2 25.0 33.3 33.3 8.3 41.7 ≥ 95.0 ≤ 5.0

Other Health Impaired 757 5.8 22.3 41.5 28.9 6.3 35.3 ≥ 95.0 ≤ 5.0

Orthopedically Impaired 80 0.6 23.8 53.8 18.8 ≤ 5.0 21.3 ≥ 95.0 ≤ 5.0

Traumatic Brain Injury 56 0.4 17.9 50.0 23.2 7.1 30.4 ≥ 95.0 ≤ 5.0

Autistic 537 4.1 27.7 39.1 26.1 ≤ 5.0 31.1 ≥ 95.0 ≤ 5.0

Severely/ Profoundly Mentally Disabled 7 0.1 14.3 71.4 14.3 ≤ 5.0 14.3 ≥ 95.0 ≤ 5.0

Multihandicapped 164 1.3 18.9 41.5 32.3 ≤ 5.0 36.6 ≥ 95.0 ≤ 5.0

Deaf- Blind 3 0.0 * * * * * * *

Trainable Mentally Disabled 433 3.3 25.2 44.6 24.9 5.1 30.0 ≥ 95.0 ≤ 5.0

Section 504 23 0.2 39.1 26.1 30.4 ≤ 5.0 30.4 ≥ 95.0 ≤ 5.0

Limited English Proficient ( LEP) 3,772 28.9 44.2 33.3 11.0 ≤ 5.0 12.2 80.2 9.9

Not Served by Title I 7,058 54.1 28.6 41.4 21.5 ≤ 5.0 25.9 91.3 ≤ 5.0

Schoolwide Title I Program 5,644 43.2 28.6 36.9 26.4 ≤ 5.0 30.9 91.7 ≤ 5.0

Targeted Assistance 201 1.5 39.8 39.3 16.9 ≤ 5.0 18.9 89.1 9.5

Migrant 486 3.7 43.6 29.8 20.2 ≤ 5.0 21.8 86.2 9.7

Assigned Grade

3 2,082 15.9 38.9 39.5 16.0 ≤ 5.0 17.3 89.9 6.0

4 2,407 18.4 30.0 40.2 22.6 ≤ 5.0 26.3 92.1 ≤ 5.0

5 2,253 17.3 24.5 37.3 28.5 6.2 34.7 92.7 ≤ 5.0

6 2,000 15.3 29.5 39.5 23.9 ≤ 5.0 27.5 91.7 ≤ 5.0

7 1,818 13.9 28.4 38.9 23.8 ≤ 5.0 28.6 90.9 5.4

8 1,647 12.6 23.5 38.9 26.6 6.7 33.3 91.1 ≤ 5.0

9 1 0.0 * * * * * * *

10 846 6.5 25.4 42.0 22.2 6.0 28.3 89.0 7.7

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.

Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program.

Table 5. 2003- 04 NCAAAI1 Statewide Student Performance in On- Level and Off- Level Reading Combined

22

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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 12,181 100.0 31.7 39.5 23.3 ≤ 5.0 27.3 93.2 5.6

Gender

Female 4,666 38.3 32.7 40.5 22.0 ≤ 5.0 25.2 93.1 5.6

Male 7,514 61.7 31.1 38.8 24.1 ≤ 5.0 28.5 93.3 5.6

Not Coded 1 0.0 * * * * * * *

Ethnicity

American Indian 257 2.1 14.0 28.4 47.1 9.7 56.8 ≥ 95.0 ≤ 5.0

Asian 376 3.1 33.2 38.8 22.6 ≤ 5.0 25.8 89.9 8.0

Black 4,154 34.1 26.6 40.4 26.3 5.3 31.6 94.8 ≤ 5.0

Hispanic 3,747 30.8 43.7 34.9 17.4 ≤ 5.0 19.4 88.7 9.9

Multi- Racial 151 1.2 25.2 43.7 20.5 8.6 29.1 ≥ 95.0 ≤ 5.0

White 3,496 28.7 26.3 43.9 24.4 ≤ 5.0 28.5 ≥ 95.0 ≤ 5.0

Not Exceptional4 3,831 31.5 44.9 34.3 16.9 ≤ 5.0 18.8 87.8 10.8

All Students with Disabilities 8,349 68.5 25.6 41.8 26.2 ≤ 5.0 31.2 ≥ 95.0 ≤ 5.0

Behaviorally- Emotionally Disabled 323 2.7 29.1 40.9 22.9 6.2 29.1 93.8 5.6

Hearing Impaired 124 1.0 27.4 46.0 21.0 ≤ 5.0 25.8 ≥ 95.0 ≤ 5.0

Educable Mentally Disabled 4,813 39.5 25.3 41.5 27.2 ≤ 5.0 32.1 ≥ 95.0 ≤ 5.0

Specific Learning Disabled4 1,030 8.5 22.8 42.5 26.2 5.5 31.7 94.5 ≤ 5.0

Learning Disabled- Reading 1,183 9.7 23.1 41.8 27.6 5.3 32.9 ≥ 95.0 ≤ 5.0

Learning Disabled- Mathematics 1,048 8.6 23.1 42.8 27.6 ≤ 5.0 32.1 ≥ 95.0 ≤ 5.0

Learning Disabled- Written Expression 913 7.5 24.2 42.4 26.8 ≤ 5.0 31.4 ≥ 95.0 ≤ 5.0

Learning Disabled- Other 85 0.7 35.3 47.1 16.5 ≤ 5.0 17.6 90.6 9.4

Speech- Language Impaired 43 0.4 27.9 51.2 11.6 7.0 18.6 ≥ 95.0 ≤ 5.0

Visually Impaired 21 0.2 19.0 52.4 23.8 ≤ 5.0 28.6 ≥ 95.0 ≤ 5.0

Other Health Impaired 684 5.6 27.8 39.8 25.3 6.3 31.6 ≥ 95.0 ≤ 5.0

Orthopedically Impaired 85 0.7 28.2 43.5 21.2 ≤ 5.0 25.9 ≥ 95.0 ≤ 5.0

Traumatic Brain Injury 55 0.5 23.6 50.9 18.2 7.3 25.5 ≥ 95.0 ≤ 5.0

Autistic 541 4.4 29.9 40.3 24.0 ≤ 5.0 27.4 ≥ 95.0 ≤ 5.0

Severely/ Profoundly Mentally Disabled 7 0.1 14.3 57.1 28.6 ≤ 5.0 28.6 85.7 14.3

Multihandicapped 162 1.3 19.1 45.7 26.5 ≤ 5.0 31.5 ≥ 95.0 ≤ 5.0

Deaf- Blind 3 0.0 * * * * * * *

Trainable Mentally Disabled 437 3.6 26.3 44.2 26.1 ≤ 5.0 28.8 ≥ 95.0 ≤ 5.0

Section 504 21 0.2 23.8 38.1 28.6 ≤ 5.0 33.3 ≥ 95.0 ≤ 5.0

Limited English Proficient ( LEP) 3,839 31.5 43.9 34.9 17.2 ≤ 5.0 19.1 88.1 10.3

Not Served by Title I 6,731 55.3 31.8 40.7 22.0 ≤ 5.0 25.7 93.3 5.4

Schoolwide Title I Program 5,110 42.0 31.2 37.9 25.2 ≤ 5.0 29.6 93.5 5.5

Targeted Assistance 182 1.5 37.4 40.7 14.8 ≤ 5.0 18.7 85.7 13.7

Migrant 523 4.3 33.1 39.6 25.2 ≤ 5.0 26.6 91.0 8.8

Assigned Grade

3 1,880 15.4 40.2 40.5 16.2 ≤ 5.0 18.2 93.5 5.7

4 2,175 17.9 35.8 39.4 21.0 ≤ 5.0 23.8 94.8 ≤ 5.0

5 2,030 16.7 30.3 37.4 26.7 ≤ 5.0 30.9 94.2 ≤ 5.0

6 1,898 15.6 32.3 39.3 22.7 ≤ 5.0 26.8 91.7 7.2

7 1,754 14.4 28.1 40.9 24.3 ≤ 5.0 29.2 93.8 ≤ 5.0

8 1,637 13.4 25.5 39.3 27.0 6.5 33.5 92.9 5.6

9 2 0.0 * * * * * * *

10 805 6.6 23.2 40.1 28.7 ≤ 5.0 32.7 88.7 8.8

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.

Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program.

Table 6. 2003- 04 NCAAAI1 Statewide Student Performance in On- Level and Off- Level Mathematics Combined

23

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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 4,224 100.0 52.7 34.6 10.7 ≤ 5.0 11.7 83.5 16.5

Gender

Female 1,615 38.2 53.1 33.9 11.0 ≤ 5.0 12.2 85.0 15.0

Male 2,609 61.8 52.5 35.1 10.5 ≤ 5.0 11.5 82.6 17.3

Ethnicity

American Indian 132 3.1 40.2 31.8 28.0 ≤ 5.0 28.0 76.5 23.5

Asian 186 4.4 50.0 37.6 9.1 ≤ 5.0 10.8 90.9 9.1

Black 1,300 30.8 48.3 35.8 13.2 ≤ 5.0 15.2 84.5 15.5

Hispanic 1,506 35.7 57.7 33.1 7.8 ≤ 5.0 8.4 84.4 15.6

Multi- Racial 38 0.9 50.0 31.6 15.8 ≤ 5.0 18.4 92.1 7.9

White 1,062 25.1 53.3 35.3 9.5 ≤ 5.0 10.3 80.3 19.6

Not Exceptional4 1,574 37.3 56.2 33.4 8.7 ≤ 5.0 9.5 85.4 14.6

All Students with Disabilities 2,650 62.7 50.7 35.4 11.8 ≤ 5.0 13.1 82.4 17.5

Behaviorally- Emotionally Disabled 107 2.5 37.4 37.4 23.4 ≤ 5.0 25.2 86.9 13.1

Hearing Impaired 56 1.3 50.0 42.9 5.4 ≤ 5.0 5.4 83.9 16.1

Educable Mentally Disabled 1,447 34.3 51.4 36.0 10.7 ≤ 5.0 11.5 83.8 16.1

Specific Learning Disabled4 444 10.5 34.9 44.6 17.8 ≤ 5.0 20.5 87.6 12.2

Learning Disabled- Reading 485 11.5 38.4 43.5 16.3 ≤ 5.0 17.9 86.0 13.8

Learning Disabled- Mathematics 311 7.4 37.9 45.3 14.8 ≤ 5.0 16.1 88.7 10.9

Learning Disabled- Written Expression 450 10.7 36.0 44.0 17.8 ≤ 5.0 19.6 86.9 12.9

Learning Disabled- Other 27 0.6 40.7 48.1 11.1 ≤ 5.0 11.1 85.2 14.8

Speech- Language Impaired 24 0.6 58.3 33.3 8.3 ≤ 5.0 8.3 83.3 16.7

Visually Impaired 3 0.1 * * * * * * *

Other Health Impaired 185 4.4 55.7 29.2 13.0 ≤ 5.0 14.1 84.3 15.7

Orthopedically Impaired 25 0.6 60.0 28.0 12.0 ≤ 5.0 12.0 84.0 16.0

Traumatic Brain Injury 11 0.3 45.5 9.1 27.3 9.1 36.4 81.8 18.2

Autistic 151 3.6 55.0 35.1 8.6 ≤ 5.0 9.3 76.8 23.2

Severely/ Profoundly Mentally Disabled 2 0.0 * * * * * * *

Multihandicapped 45 1.1 71.1 22.2 ≤ 5.0 ≤ 5.0 ≤ 5.0 73.3 26.7

Deaf- Blind 2 0.0 * * * * * * *

Trainable Mentally Disabled 136 3.2 83.8 13.2 ≤ 5.0 ≤ 5.0 2.9 50.7 49.3

Section 504 12 0.3 50.0 8.3 33.3 8.3 41.7 * *

Limited English Proficient ( LEP) 1,563 37.0 56.9 33.1 8.3 ≤ 5.0 9.0 84.9 15.1

Not Served by Title I 2,269 53.7 55.7 34.5 8.1 ≤ 5.0 8.9 83.9 16.1

Schoolwide Title I Program 1,833 43.4 49.0 34.6 14.1 ≤ 5.0 15.7 82.4 17.5

Targeted Assistance 57 1.3 59.6 40.4 ≤ 5.0 ≤ 5.0 ≤ 5.0 89.5 10.5

Migrant 188 4.5 49.5 32.4 14.4 ≤ 5.0 14.9 88.3 11.7

Assigned Grade

4 2,164 51.2 52.5 34.8 11.2 ≤ 5.0 12.0 84.1 15.9

7 1,703 40.3 53.4 34.1 10.3 ≤ 5.0 11.6 83.7 16.2

10 357 8.5 51.3 35.9 9.2 ≤ 5.0 10.9 78.7 21.3

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.

Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program.

Table 7. 2003- 04 NCAAAI1 Statewide Student Performance in Writing

24

Statewide Performance

NCAAP and NCAAAI

2003- 04

25

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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 3,417 100.0 10.9 18.1 36.5 33.8 70.3 13.5 11.5 44.2 30.1 74.3 ≥ 95.0 ≤ 5.0

Gender

Females 1,234 36.1 11.6 19.4 34.2 34.3 68.5 14.8 11.6 42.3 30.7 73.0 ≥ 95.0 ≤ 5.0

Males 2,178 63.7 10.5 17.4 37.9 33.4 71.3 12.9 11.4 45.3 29.7 75.0 ≥ 95.0 ≤ 5.0

Not Coded 5 0.1 20.0 * * 80.0 80.0 * 20.0 20.0 60.0 80.0 ≥ 95.0 ≤ 5.0

Ethnicity

American Indian 46 1.3 10.9 4.3 23.9 60.9 84.8 8.7 8.7 26.1 56.5 82.6 ≥ 95.0 ≤ 5.0

Asian 51 1.5 15.7 25.5 35.3 21.6 56.9 23.5 9.8 45.1 19.6 64.7 ≥ 95.0 ≤ 5.0

Black 1,415 41.4 11.4 18.4 35.6 33.9 69.5 12.8 11.6 44.6 30.4 75.0 ≥ 95.0 ≤ 5.0

Hispanic 130 3.8 8.5 20.0 44.6 26.9 71.5 16.9 15.4 48.5 19.2 67.7 ≥ 95.0 ≤ 5.0

Multi- Racial 62 1.8 8.1 22.6 33.9 33.9 67.7 14.5 6.5 45.2 32.3 77.4 ≥ 95.0 ≤ 5.0

White 1,674 49.0 10.6 18.0 37.3 33.4 70.7 13.9 11.5 44.0 29.9 73.9 ≥ 95.0 ≤ 5.0

Not Coded 39 1.1 12.8 5.1 28.2 53.8 82.1 7.7 7.7 41.0 43.6 84.6 ≥ 95.0 ≤ 5.0

27

All Students with Disabilities 3,414 99.9 10.9 18.1 36.5 33.8 70.3 13.5 11.5 44.2 30.1 74.3 ≥ 95.0 ≤ 5.0

Behaviorally- Emotionally Disabled 5 0.1 20.0 * 80.0 * 80.0 20.0 * 40.0 40.0 80.0 80.0 20.0

Hearing Impaired 8 0.2 ≤ 5.0 62.5 25.0 12.5 37.5 ≤ 5.0 25.0 62.5 12.5 75.0 ≥ 95.0 ≤ 5.0

Educable Mentally Disabled 264 7.7 10.2 14.0 38.6 34.8 73.5 12.1 9.8 41.3 34.5 75.8 ≥ 95.0 ≤ 5.0

Specific Learning Disabled 5 0.1 * * * 20.0 20.0 * * * 20.0 20.0 20.0 ≤ 5.0

Speech- Language Impaired 6 0.2 16.7 16.7 16.7 50.0 66.7 16.7 16.7 50.0 16.7 66.7 ≥ 95.0 ≤ 5.0

Visually Impaired 5 0.1 * 40.0 20.0 40.0 60.0 * * 60.0 40.0 ≥ 95.0 ≥ 95.0 ≤ 5.0

Other Health Impaired 96 2.8 12.5 15.6 37.5 33.3 70.8 15.6 13.5 39.6 30.2 69.8 ≥ 95.0 ≤ 5.0

Orthopedically Impaired 27 0.8 7.4 29.6 48.1 14.8 63.0 11.1 18.5 59.3 11.1 70.4 ≥ 95.0 ≤ 5.0

Traumatic Brain Injury 22 0.6 9.1 9.1 50.0 31.8 81.8 9.1 18.2 50.0 22.7 72.7 ≥ 95.0 ≤ 5.0

Autistic 813 23.8 8.9 18.0 38.9 33.3 72.2 10.0 11.7 49.7 27.7 77.4 ≥ 95.0 ≤ 5.0

Severely/ Profoundly Mentally Disabled 398 11.6 17.6 18.1 32.9 31.4 64.3 23.9 13.6 37.4 25.1 62.6 ≥ 95.0 ≤ 5.0

Multihandicapped 588 17.2 16.3 19.0 30.3 34.0 64.3 20.6 13.1 40.1 25.9 66.0 ≥ 95.0 ≤ 5.0

Deaf- Blind 4 0.1 * * * * * * * * * * * *

Trainable Mentally Disabled 1,173 34.3 7.6 18.6 38.2 35.5 73.7 9.4 9.8 45.2 35.5 80.6 ≥ 95.0 ≤ 5.0

Not Coded 3 0.1 * * * * * * * * * * * *

Limited English Proficient ( LEP) 62 1.8 11.3 21.0 46.8 21.0 67.7 12.9 19.4 51.6 16.1 67.7 ≥ 95.0 ≤ 5.0

Not Served by Title I 2,437 71.3 10.8 18.3 37.1 33.0 70.1 13.3 11.7 44.1 30.3 74.4 ≥ 95.0 ≤ 5.0

Schoolwide Title I Program 965 28.2 11.1 17.4 35.1 36.1 71.2 14.4 10.9 44.5 29.9 74.4 ≥ 95.0 ≤ 5.0

Targeted Assistance 2 0.1 * * * * * * * * * * * *

Migrant 11 0.3 ≤ 5.0 9.1 27.3 63.6 90.9 ≤ 5.0 ≤ 5.0 45.5 54.5 ≥ 95.0 ≥ 95.0 ≤ 5.0

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.

Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program.

Table 8. 2003- 04 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, 2003- 04

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 1,422 100.0 20.1 16.2 22.5 39.2 61.7 ≥ 95.0 ≤ 5.0

Gender

Females 538 37.8 22.1 17.7 19.9 38.3 58.2 ≥ 95.0 ≤ 5.0

Males 882 62.0 18.9 15.3 24.1 39.8 63.9 ≥ 95.0 ≤ 5.0

Not Coded 2 0.1 * * * * * * *

Ethnicity

American Indian 16 1.1 18.8 12.5 ≤ 5.0 68.8 68.8 ≥ 95.0 ≤ 5.0

Asian 19 1.3 15.8 21.1 21.1 36.8 57.9 89.5 5.3

Black 614 43.2 21.5 16.0 22.0 37.9 59.9 ≥ 95.0 ≤ 5.0

Hispanic 51 3.6 19.6 13.7 31.4 35.3 66.7 ≥ 95.0 ≤ 5.0

Multi- Racial 31 2.2 6.5 22.6 22.6 48.4 71.0 ≥ 95.0 ≤ 5.0

White 678 47.7 19.9 16.2 23.0 39.5 62.5 ≥ 95.0 ≤ 5.0

Not Coded 13 0.9 ≤ 5.0 23.1 15.4 23.1 38.5 ≥ 95.0 ≤ 5.0

All Students with Disabilities 1,421 99.9 20.1 16.2 22.5 39.3 61.8 ≥ 95.0 ≤ 5.0

Behaviorally- Emotionally Disabled 2 0.1 * * * * * * *

Hearing Impaired 6 0.4 33.3 50.0 ≤ 5.0 16.7 16.7 ≥ 95.0 ≤ 5.0

Educable Mentally Disabled 127 8.9 16.5 14.2 23.6 44.1 67.7 ≥ 95.0 ≤ 5.0

Specific Learning Disabled 4 0.3 * * * * * * *

Speech- Language Impaired 2 0.1 * * * * * * *

Visually Impaired 1 0.1 * * * * * * *

Other Health Impaired 39 2.7 20.5 23.1 17.9 38.5 56.4 ≥ 95.0 ≤ 5.0

Orthopedically Impaired 8 0.6 12.5 37.5 37.5 12.5 50.0 ≥ 95.0 ≤ 5.0

Traumatic Brain Injury 10 0.7 30.0 ≤ 5.0 30.0 40.0 70.0 90.0 10.0

Autistic 292 20.5 19.2 13.7 26.0 39.0 65.1 ≥ 95.0 ≤ 5.0

Severely/ Profoundly Mentally Disabled 175 12.3 27.4 14.3 20.6 34.9 55.4 ≥ 95.0 ≤ 5.0

Multihandicapped 238 16.7 22.3 16.8 22.3 37.0 59.2 ≥ 95.0 ≤ 5.0

Deaf- Blind 3 0.2 * * * * * * *

Trainable Mentally Disabled 514 36.1 17.9 17.7 21.2 42.0 63.2 ≥ 95.0 ≤ 5.0

Not Coded 1 0.1 * * * * * * *

Limited English Proficient ( LEP) 29 2.0 17.2 17.2 37.9 27.6 65.5 ≥ 95.0 ≤ 5.0

Not Served by Title I 1,077 75.7 20.1 16.7 22.3 38.9 61.2 ≥ 95.0 ≤ 5.0

Schoolwide Title I Program 338 23.8 20.7 14.2 23.4 40.8 64.2 ≥ 95.0 ≤ 5.0

Targeted Assistance 0 0.0 * * * * * * *

Migrant 6 0.4 ≤ 5.0 16.7 33.3 50.0 83.3 ≥ 95.0 ≤ 5.0

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.

Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program.

Table 9. 2003- 04 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, 2003- 04 29

Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program.

Figure 7. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Reading,

Percent at Each Achievement Level,

2002- 03 ( N= 3,146) and 2003- 04 ( N= 3,417)

15.9

31.9 29.8

17.9

10.9

18.1

36.5 33.8

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

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 30

Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program.

Figure 8. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Mathematics,

Percent at Each Achievement Level,

2002- 03 ( N= 3,146) and 2003- 04 ( N= 3,417)

20.4 22.9

37.0

13.5 11.5 15.2

44.2

30.1

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

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 31

Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program.

Figure 9. 2002- 03 to 2003- 04 NCAAP Statewide Student Performance in Writing,

Percent at Each Achievement Level,

2002- 03 ( N= 1,213) and 2003- 04 ( N= 1,422)

19.5

27.9

21.8

25.8

20.1

16.2

22.5

39.2

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

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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 4,086 100.0 42.3 33.2 21.4 ≤ 5.0 24.1 90.1 9.9

Gender

Female 1,739 42.6 43.6 35.1 18.8 ≤ 5.0 21.0 90.9 9.1

Male 2,347 57.4 41.4 31.8 23.3 ≤ 5.0 26.4 89.6 10.4

Ethnicity

American Indian 186 4.6 5.4 26.3 61.3 7.0 68.3 ≥ 95.0 ≤ 5.0

Asian 291 7.1 49.5 39.2 10.0 ≤ 5.0 10.7 90.4 9.6

Black 540 13.2 19.6 22.2 48.9 9.3 58.1 93.1 6.9

Hispanic 2,699 66.1 52.2 34.8 11.8 ≤ 5.0 12.6 88.3 11.7

Multi- Racial 22 0.5 13.6 45.5 31.8 9.1 40.9 ≥ 95.0 ≤ 5.0

White 348 8.5 17.0 35.9 41.1 5.5 46.6 ≥ 95.0 ≤ 5.0

Not Exceptional4 3,088 75.6 51.8 35.9 11.0 ≤ 5.0 11.9 88.3 11.7

All Students with Disabilities 997 24.4 12.9 24.8 53.6 8.3 61.9 ≥ 95.0 ≤ 5.0

Behaviorally- Emotionally Disabled 41 1.0 17.1 22.0 53.7 7.3 61.0 90.2 9.8

Hearing Impaired 14 0.3 57.1 7.1 35.7 ≤ 5.0 35.7 85.7 14.3

Educable Mentally Disabled 465 11.4 12.7 25.4 54.4 7.5 61.9 94.8 5.2

Specific Learning Disabled4 305 7.5 8.5 23.3 55.4 12.1 67.5 ≥ 95.0 ≤ 5.0

Learning Disabled- Reading 354 8.7 9.9 24.0 55.9 9.6 65.5 ≥ 95.0 ≤ 5.0

Learning Disabled- Mathematics 186 4.6 11.3 27.4 55.4 5.4 60.8 94.6 5.4

Learning Disabled- Written Expression 210 5.1 10.5 23.3 55.7 10.0 65.7 94.8 5.2

Learning Disabled- Other 8 0.2 12.5 62.5 25.0 ≤ 5.0 25.0 ≥ 95.0 ≤ 5.0

Speech- Language Impaired 12 0.3 25.0 50.0 25.0 ≤ 5.0 25.0 ≥ 95.0 ≤ 5.0

Visually Impaired 8 0.2 0.0 25.0 62.5 12.5 75.0 ≥ 95.0 ≤ 5.0

Other Health Impaired 80 2.0 10.0 21.3 63.8 ≤ 5.0 67.5 ≥ 95.0 ≤ 5.0

Orthopedically Impaired 3 0.1 * * * * * * *

Traumatic Brain Injury 5 0.1 0.0 60.0 20.0 20.0 40.0 ≥ 95.0 ≤ 5.0

Autistic 34 0.8 20.6 29.4 44.1 5.9 50.0 94.1 5.9

Multihandicapped 5 0.1 0.0 60.0 40.0 ≤ 5.0 40.0 ≥ 95.0 ≤ 5.0

Deaf- Blind 1 0.0 * * * * * * *

Trainable Mentally Disabled 7 0.2 42.9 28.6 14.3 14.3 28.6 71.4 28.6

Not Coded 1 0.0 * * * * * * *

Section 504 17 0.4 47.1 11.8 35.3 ≤ 5.0 35.3 ≥ 95.0 ≤ 5.0

Limited English Proficient ( LEP) 2,966 72.6 52.7 35.4 10.7 ≤ 5.0 11.5 88.0 12.0

Not Served by Title I 1,794 43.9 47.6 37.5 13.2 ≤ 5.0 14.5 89.7 10.3

Schoolwide Title I Program 2,089 51.1 36.2 30.1 29.4 ≤ 5.0 33.3 91.0 9.0

Targeted Assistance 88 2.2 51.1 28.4 17.0 ≤ 5.0 19.3 81.8 18.2

Migrant 399 9.8 51.1 28.3 19.5 ≤ 5.0 20.3 88.7 11.3

Assigned Grade

3 702 17.2 40.3 29.3 28.8 ≤ 5.0 30.1 88.0 12.0

4 762 18.6 37.7 33.6 26.2 ≤ 5.0 28.5 91.1 8.9

5 684 16.7 38.2 32.6 25.6 ≤ 5.0 28.8 91.2 8.8

6 594 14.5 49.2 32.3 16.3 ≤ 5.0 18.4 90.6 9.4

7 628 15.4 46.7 35.7 15.1 ≤ 5.0 17.0 89.8 10.2

8 541 13.2 42.5 36.4 16.5 ≤ 5.0 20.5 92.2 7.8

10 175 4.3 48.0 33.7 9.7 8.6 18.3 82.9 17.1

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/ North Carolina Testing Program

Table 10. 2003- 04 NCAAAI1 Statewide Performance of On- Level Students1 in Reading

32

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 33

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.

Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program.

Figure 10. 2002- 03 to 2003- 04 NCAAAI Statewide Performance1 of On- Level Students in Reading,

at Each Achievement Level,

2002- 03 ( N= 5,857) and 2003- 04 ( N= 4,086)

58.2

27.9

12.3

42.3

33.2

21.4

≤ 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

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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 8,497 100.0 24.2 44.2 25.6 5.5 31.1 ≥ 95.0 ≤ 5.0

Gender

Female 2,726 32.1 24.9 45.8 23.6 5.3 28.8 ≥ 95.0 ≤ 5.0

Male 5,770 67.9 23.9 43.5 26.6 5.6 32.2 ≥ 95.0 ≤ 5.0

Ethnicity

American Indian 130 1.5 16.9 37.7 36.9 8.5 45.4 ≥ 95.0 ≤ 5.0

Asian 72 0.8 20.8 47.2 23.6 6.9 30.6 93.1 5.6

Black 4,015 47.3 24.6 44.3 25.0 5.8 30.7 ≥ 95.0 ≤ 5.0

Hispanic 591 7.0 25.5 44.5 24.2 5.2 29.4 ≥ 95.0 ≤ 5.0

Multi- Racial 137 1.6 22.6 43.8 24.8 8.0 32.8 ≥ 95.0 ≤ 5.0

White 3,552 41.8 24.0 44.4 26.2 ≤ 5.0 31.3 ≥ 95.0 ≤ 5.0

Not Exceptional4 57 0.7 57.9 29.8 8.8 ≤ 5.0 8.8 89.5 10.5

All Students with Disabilities 8,439 99.3 24.0 44.3 25.7 5.6 31.3 ≥ 95.0 ≤ 5.0

Behaviorally- Emotionally Disabled 336 4.0 24.7 45.5 23.8 6.0 29.8 ≥ 95.0 ≤ 5.0

Hearing Impaired 141 1.7 28.4 46.8 17.7 6.4 24.1 ≥ 95.0 ≤ 5.0

Educable Mentally Disabled 4,534 53.4 23.4 44.4 26.6 5.2 31.8 ≥ 95.0 ≤ 5.0

Specific Learning Disabled4 1,488 17.5 23.8 44.4 24.7 6.8 31.5 ≥ 95.0 ≤ 5.0

Learning Disabled- Reading 1,612 19.0 25.2 43.8 24.1 6.5 30.6 ≥ 95.0 ≤ 5.0

Learning Disabled- Mathematics 1,033 12.2 26.1 43.9 24.5 5.1 29.6 ≥ 95.0 ≤ 5.0

Learning Disabled- Written Expression 1,200 14.1 25.2 44.3 24.9 5.4 30.3 ≥ 95.0 ≤ 5.0

Learning Disabled- Other 92 1.1 27.2 43.5 20.7 8.7 29.3 ≥ 95.0 ≤ 5.0

Speech- Language Impaired 37 0.4 29.7 45.9 21.6 ≤ 5.0 24.3 ≥ 95.0 ≤ 5.0

Visually Impaired 16 0.2 37.5 37.5 18.8 6.3 25.0 ≥ 95.0 ≤ 5.0

Other Health Impaired 672 7.9 24.0 44.2 25.0 6.7 31.7 ≥ 95.0 ≤ 5.0

Orthopedically Impaired 75 0.9 25.3 53.3 18.7 ≤ 5.0 21.3 ≥ 95.0 ≤ 5.0

Traumatic Brain Injury 51 0.6 19.6 49.0 23.5 5.9 29.4 ≥ 95.0 ≤ 5.0

Autistic 494 5.8 28.7 40.5 25.3 5.1 30.4 ≥ 95.0 ≤ 5.0

Severely/ Profoundly Mentally Disabled 7 0.1 14.3 71.4 14.3 ≤ 5.0 14.3 ≥ 95.0 ≤ 5.0

Multihandicapped 155 1.8 20.0 41.9 32.9 ≤ 5.0 37.4 ≥ 95.0 ≤ 5.0

Deaf- Blind 2 0.0 * * * * * * *

Trainable Mentally Disabled 425 5.0 24.9 44.9 25.2 ≤ 5.0 30.1 ≥ 95.0 ≤ 5.0

Section 504 6 0.1 16.7 66.7 16.7 ≤ 5.0 16.7 ≥ 95.0 ≤ 5.0

Limited English Proficient ( LEP) 434 5.1 23.7 47.7 23.0 ≤ 5.0 27.6 ≥ 95.0 ≤ 5.0

Not Served by Title I 4,992 58.8 23.2 44.9 25.6 5.7 31.3 ≥ 95.0 ≤ 5.0

Schoolwide Title I Program 3,370 39.7 25.5 43.1 25.9 5.3 31.2 ≥ 95.0 ≤ 5.0

Targeted Assistance 110 1.3 31.8 49.1 17.3 ≤ 5.0 19.1 ≥ 95.0 ≤ 5.0

Migrant 67 0.8 11.9 47.8 29.9 7.5 37.3 ≥ 95.0 ≤ 5.0

Assigned Grade

3 1,294 15.2 40.7 47.4 10.2 ≤ 5.0 11.6 ≥ 95.0 ≤ 5.0

4 1,567 18.4 27.8 45.4 21.9 ≤ 5.0 26.5 ≥ 95.0 ≤ 5.0

5 1,496 17.6 19.4 41.2 31.1 7.9 39.0 ≥ 95.0 ≤ 5.0

6 1,338 15.7 22.1 44.5 28.4 ≤ 5.0 32.9 ≥ 95.0 ≤ 5.0

7 1,125 13.2 19.9 42.8 30.0 6.8 36.7 ≥ 95.0 ≤ 5.0

8 1,032 12.1 15.0 42.8 33.5 8.5 42.1 ≥ 95.0 ≤ 5.0

10 644 7.6 20.3 46.0 26.6 5.6 32.1 94.4 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/ North Carolina Testing Program.

Table 11. 2003- 04 NCAAAI Statewide Performance of Off- Level1 Students in Reading

34

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04 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.

Prepared by the NCDPI Division of Accountability Services/ North Carolina Testing Program.

Figure 11. 2002- 03 to 2003- 04 NCAAAI Statewide Performance of Off- Level Students in Reading

at Each Achievement Level,

2002- 03 ( N= 12,184) and 2003- 04 ( N= 8,497)

54.0

45.1

24.2

44.2

25.6

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

Report of Student Performance on the North Carolina Alternate Assessments, 2003- 04

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 4,518 100.0 40.1 33.2 23.2 ≤ 5.0 26.2 90.1 9.9

Gender

Female 2,043 45.2 40.4 35.0 21.8 ≤ 5.0 24.0 90.6 9.3

Male 2,475 54.8 39.8 31.7 24.3 ≤ 5.0 28.0 89.6 10.4

Ethnicity

American Indian 136 3.0 6.6 25.7 60.3 7.4 67.6 ≥ 95.0 ≤ 5.0

Asian 306 6.8 34.0 39.2 23.5 ≤ 5.0 26.8 91.5 8.5

Black 486 10.8 24.5 21.8 44.9 8.8 53.7 92.0 8.0

Hispanic 3,267 72.3 45.7 34.7 17.2 ≤ 5.0 18.9 89.0 11.0

Multi- Racial 26 0.6 26.9 46.2 19.2 7.7 26.9 100.0 ≤ 5.0

White 297 6.6 26.6 31.3 36.4 ≤ 5.0 41.1 93.6 6.1

Not Exceptional4 3,725 82.4 45.4 34.8 17.3 ≤ 5.0 19.2 89.0 11.0

All Students with Disabilities 792 17.5 15.2 25.5 51.1 7.8 59.0 94.8 5.1

Behaviorally- Emotionally Disabled 38 0.8 18.4 28.9 39.5 10.5 50.0 92.1 7.9

Hearing Impaired 10 0.2 70.0 20.0 10.0 ≤ 5.0 10.0 90.0 10.0

Educable Mentally Disabled 433 9.6 14.1 23.8 54.5 7.6 62.1 94.5 5.5

Specific Learning Disabled4 151 3.3 9.9 25.2 53.6 9.9 63.6 ≥ 95.0 ≤ 5.0

Learning Disabled- Reading 197 4.4 8.6 27.4 53.8 8.6 62.4 ≥ 95.0 ≤ 5.0

Learning Disabled- Mathematics 167 3.7 7.8 28.7 54.5 7.2 61.7 ≥ 95.0 ≤ 5.0

Learning Disabled- Written Expression 125 2.8 11.2 26.4 52.0 8.0 60.0 93.6 6.4

Learning Disabled- Other 5 0.1 40.0 40.0 20.0 ≤ 5.0 20.0 ≥ 95.0 ≤ 5.0

Speech- Language Impaired 9 0.2 11.1 55.6 33.3 ≤ 5.0 33.3 ≥ 95.0 ≤ 5.0

Visually Impaired 7 0.2 14.3 57.1 28.6 ≤ 5.0 28.6 ≥ 95.0 ≤ 5.0

Other Health Impaired 71 1.6 14.1 21.1 59.2 5.6 64.8 ≥ 95.0 ≤ 5.0

Orthopedically Impaired 4 0.1 * * * * * * *

Traumatic Brain Injury 3 0.1 * * * * * * *

Autistic 35 0.8 22.9 34.3 31.4 11.4 42.9 91.4 8.6

Severely/ Profoundly Mentally Disabled 1 0.0 * * * * * * *

Multihandicapped 4 0.1 * * * * * * *

Deaf- Blind 1 0.0 * * * * * * *

Trainable Mentally Disabled 10 0.2 40.0 30.0 30.0 ≤ 5.0 30.0 80.0 20.0

Not Coded 1 0.0 * * * * * * *

Section 504 16 0.4 25.0 31.3 37.5 6.3 43.8 ≥ 95.0 ≤ 5.0

Limited English Proficient ( LEP) 3,466 76.7 45.7 34.5 17.4 ≤ 5.0 19.2 88.7 11.3

Not Served by Title I 2,117 46.9 45.4 34.0 17.6 ≤ 5.0 19.9 89.8 10.2

Schoolwide Title I Program 2,165 47.9 35.1 32.1 29.0 ≤ 5.0 32.6 90.7 9.2

Targeted Assistance 101 2.2 35.6 36.6 18.8 ≤ 5.0 23.8 84.2 15.8

Migrant 465 10.3 35.3 38.5 24.7 ≤ 5.0 25.8 90.3 9.7

Assigned Grade

3 781 17.3 35.2 35.0 26.6 ≤ 5.0 29.4 89.8 10.2

4 848 18.8 39.0 32.1 25.9 ≤ 5.0 28.1 92.3 7.7

5 744 16.5 41.9 29.7 25.5 ≤ 5.0 27.8 89.2 10.8

6 688 15.2 44.0 32.7 19.5 ≤ 5.0 22.4 87.6 12.4

7 689 15.3 41.9 35.7 19.6 ≤ 5.0 22.2 91.7 8.1

8 618 13.7 40.0 35.3 18.8 5.3 24.1 90.8 9.2

10 150 3.3 36.0 30.0 30.0 ≤ 5.0 34.0 83.3 16.7