Pojoaque Valley
School District Portfolio
School Year 2015-2016
A comprehensive view of demographics and
student performance based on longitudinal data.
Produced by:
Pojoaque Valley School District
Office of the Superintendent of Schools
Updated November 2015
1
BOARD OF EDUCATION
Mr. Jon Paul Romero
President
Mr. Fernando Quintana
Vice-President
Mr. Toby Velasquez
Secretary
Ms. Sharon Dogruel
Member
Mr. Jeff Atencio
Member
Dr. Melville (Mel) L. Morgan
Superintendent of Schools
perintendent – Operations
Pojoaque Valley Schools
Office of the Superintendent of Schools
1574 State Road 502 West
Santa Fe, NM 87506
Telephone: 505-455-2282
For more information, visit the school district’s
website at www.pvs.k12.nm.us
Updated November 2015
2
Pojoaque Valley School District Demographic Data
Total District Student Enrollment on 40-Day Count
Total student
African American
Caucasian
Hispanic
Asian
Native American
ELL Student
Economically Disadvantaged
(All)
Spec. Ed. (excluding gifted)
Attendance Rate
Mobility Index
20112012
2000
12
242
1401
1
341
576
1064
20122013
1927
12
101
1491
1
320
386
1152
20132014
1936
15
86
1556
1
278
404
1360
20142015
1977
15
85
1587
0
290
387
1280
20152016
1885
13
74
1526
0
272
359
1268
231
234
180
193
169
20112012
95.3%
11.8%
20122013
94.3%
11.3%
20132014
95.71%
6.0%
20142015
94.76%
11.0%
20152016
Elementary School Students K through 3:
Total student
African American
Anglo
Hispanic
Asian
Native American
ELL Student
Economically Disadvantaged
Spec. Ed. (excluding gifted)
20112012
565
3
28
432
0
101
194
323
76
20122013
552
5
25
425
0
97
154
352
78
20132014
587
6
23
468
0
90
211
417
65
20142015
602
6
28
475
0
93
221
423
69
20152016
507
5
19
406
0
77
202
358
47
Student attendance rate
Attendance Rate
Updated November 2015
20112012
94.5%
20122013
91.2%
20132014
94.6%
20142015
93.04%
20152016
3
Intermediate School Students grades 4 and 5:
Total student
African American
Caucasian
Hispanic
Asian
Native American
ELL Student
Economically Disadvantaged
Spec. Ed. (excluding gifted)
20112012
290
0
20
223
0
47
112
181
26
20122013
272
1
11
216
1
43
50
193
22
20132014
275
1
14
214
1
45
27
194
15
20142015
283
1
11
230
0
41
27
175
20
20152016
297
1
6
252
0
38
43
194
26
Student attendance rate:
Attendance Rate
20112012
94.2%
20122013
94.2%
20132014
95.7%
20142015
91.45%
20152016
6th Grade Academy:
Total student
African American
Caucasian
Hispanic
Asian
Native American
ELL Student
Economically Disadvantaged
Spec. Ed. (excluding gifted)
20112012
146
3
5
116
0
22
51
88
20
20122013
144
1
7
115
0
21
32
95
15
20132014
137
0
7
111
0
19
10
107
11
20142015
153
1
8
120
0
24
11
102
13
20152016
138
0
8
108
0
22
7
90
9
Student attendance rate:
Attendance Rate
Updated November 2015
20112012
97.5%
20122013
98.5%
20132014
96.2%
20142015
97.06%
20152016
4
Middle School Students grades 7 and 8:
Total student
African American
Caucasian
Hispanic
Asian
Native American
ELL Student
Economically Disadvantaged
Spec. Ed. (excluding gifted)
20112012
319
2
12
251
0
54
108
194
33
Student attendance and dropout rates:
20112012
95.5%
Attendance Rate
20122013
333
3
12
263
0
55
62
203
35
20122013
95.3%
20132014
334
4
14
267
0
49
71
273
32
20132014
96.4%
20142015
325
3
16
265
0
41
55
207
24
20152016
317
1
14
259
0
43
38
211
23
20142015
97.16%
20152016
20142015
614
4
22
497
0
91
73
373
20152016
626
6
27
501
0
92
69
415
67
73
High School Students grades 9 through 12:
Total student
African American
Caucasian
Hispanic
Asian
Native American
ELL Student
Economically
Disadvantaged
Spec. Ed. (excluding gifted)
20112012-2013 2013-2014
2012
680
626
603
4
2
4
177
46
28
379
472
496
1
0
0
117
104
75
111
88
85
278
309
369
76
Student attendance and dropout rates:
20112012
95.0%
Attendance Rate
5.2%
Dropout Rate
77.6
4 Year Graduation Rate
Updated November 2015
57
20122013
93.2%
2.9%
78.1
50
20132014
95.7%
2.4%
78.0
20142015
95.08%
2.0%
74.0%
20152016
5
Special Education Students by IEP Level
Total
A Level Students (Minimal: < 10% of day)
B Level Students (Moderate: 11-49% of day)
C Level Students (Extensive: 50-74% of day)
D Level Students (Maximum: 75-100% of day)
Gifted Students
Updated November 2015
20112012
285
99
118
20
21
27
20122013
261
75
126
8
25
27
20132014
205
71
108
7
19
25
20142015
220
92
86
6
36
27
20152016
220
107
53
4
34
22
6
ACT Data
Each year ACT creates and publishes a College Readiness Letter for each school district in the
United States that has students participating in the ACT test administration. The following is
based on information from that letter.
The data below reflects the achievement levels of students who took the ACT over time. These
data also provide an indication of the extent to which students are prepared for college level
work. The ACT consists of curriculum based tests of educational development in English,
mathematics, reading and science designed to measure the skills needed for success in first year
college coursework. The table below shoed five-year trends of ACT tested students.
ACT Average Scores for Pojoaque Valley Schools
Year
2008 -- 09
2009 – 10
2010 – 11
2011 – 12
2012 -- 13
2013 -- 14
2014 -- 15
Number
tested
90
98
104
128
98
112
98
English
Mathematics
Reading
Science
Composite
16.8
17.4
17.3
16.8
16.6
17.7
17.4
17.2
17.6
18.2
18.7
18.7
18.6
17.9
18.6
18.3
18.4
18.4
18.3
19.2
19.3
18.0
19.0
18.9
18.7
18.6
19.0
19.2
17.8
18.2
18.3
18.3
18.1
18.7
18.6
While students will pursue a variety of paths after high school, all students should be prepared
for college and work. Through collaborative research with postsecondary institutions
nationwide, ACT created the information below that reflects college readiness benchmark scores
for designated college courses. A benchmark score is the minimum score needed on an ACT
subject area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of
obtaining a C or higher in the corresponding credit bearing college courses.
College Course
English Composition
Algebra
Social Science
Biology
ACT Test and score needed indicating readiness
English 18
Mathematics 22
Reading 22
Science 23
Percent and number of students, based on ACT scores, that are prepared to succeed in
college
Year
Number
tested
2012 -- 13
98
2013 -- 14
112
2014 -- 15
98
Updated November 2015
College
English
Composition
% and #
41%
41#
45%
51#
44%
43#
College
Algebra
% and #
24%
24#
23%
26#
14%
14#
College
Social
Studies
% and #
22%
22#
23%
26#
32%
31#
College
Biology
Meeting all
four
% and #
13%
13#
20%
23#
20%
20#
% and #
9%
9#
9%
10#
6%
6#
7
Survey Information
By statute, all New Mexico schools are required to administer the Quality of Education Survey to
parents on an annual basis. The results of the survey are reflected below.
Quality of Education Survey Results
Percent Responding Agree and Strongly Agree
School District Results All Schools Combined
20112012
20122013
20132014
20142015
Number
735
83
1019
1048
1. My child is safe at school.
88%
84%
89%
92%
2. My child’s school building is in good repair and has sufficient space to support
quality education.
86%
73%
83%
88%
3. My child’s school holds high expectations for academic achievement.
88%
84%
87%
87%
4. School personnel encourage me to participate in my child’s education.
86%
74%
81%
85%
5. The school offers adequate access to up-to-date computers and technology.
79%
62%
74%
75%
6. School staff maintains consistent discipline which is conducive to learning.
81%
67%
80%
80%
7. My child has an adequate choice of school-sponsored extracurricular activities.
65%
79%
74%
77%
8. My child’s teacher provides sufficient and appropriate information regarding my
child’s academic progress.
89%
84%
86%
89%
9. The school staff employs various instructional methods and strategies to meet
my child’s needs.
81%
80%
80%
78%
10. My child takes responsibility for his or her learning.
89%
81%
90%
91%
11. School transportation is safe and adequate for my child’s wellbeing.
64%
55%
76%
76%
12. I have opportunities to participate in helping the school and district make
decisions that affect overall instructions program and effective operation of our
schools.
74%
76%
73%
73%
13. School staff is addressing bullying and cyber bullying at school, on the
playground and on the bus appropriately.
69%
64%
70%
69%
14. School personnel utilize data from assessments to drive and adjust classroom
instruction to meet the needs of my child.
76%
71%
73%
74%
15. My child has access to sufficient resources to facilitate learning within their
school and/or classroom.
85%
59%
80%
81%
Updated November 2015
8
Quality of Education Survey Results
Percent Responding Agree and Strongly Agree
Pablo Roybal Elementary School
20112012
20122013
20132014
20142015
Number
429
16
315
273
1. My child is safe at school.
91%
74%
90%
94%
2. My child’s school building is in good repair and has sufficient space to support
quality education.
92%
74%
86%
92%
3. My child’s school holds high expectations for academic achievement.
92%
93%
95%
95%
4. School personnel encourage me to participate in my child’s education.
95%
93%
91%
94%
5. The school offers adequate access to up-to-date computers and technology.
84%
94%
81%
84%
6. School staff maintains consistent discipline which is conducive to learning.
88%
86%
89%
89%
7. My child has an adequate choice of school-sponsored extracurricular activities.
66%
68%
72%
79%
8. My child’s teacher provides sufficient and appropriate information regarding my
child’s academic progress.
97%
99%
95%
96%
9. The school staff employs various instructional methods and strategies to meet
my child’s needs.
88%
99%
90%
89%
10. My child takes responsibility for his or her learning.
91%
93%
90%
92%
11. School transportation is safe and adequate for my child’s wellbeing.
65%
68%
77%
77%
12. I have opportunities to participate in helping the school and district make
decisions that affect overall instructions program and effective operation of our
schools.
79%
86%
82%
82%
13. School staff is addressing bullying and cyber bullying at school, on the
playground and on the bus appropriately.
70%
68%
75%
75%
14. School personnel utilize data from assessments to drive and adjust classroom
instruction to meet the needs of my child.
84%
99%
82%
82%
15. My child has access to sufficient resources to facilitate learning within their
school and/or classroom.
89%
87%
88%
89%
91%
99%
93%
93%
17. My child is receiving adequate daily homework sufficient to reinforce
instruction.
86%
87%
93%
92%
18. I am aware that in addition to the core curriculum, students who are not testing
proficient in reading and math may be receiving additional educational support.
92%
99%
94%
93%
19. I am able to access information regarding my child’s academic progress,
attendance, curriculum resources and other information on a regular basis online
and by using htt://pvs.k12.nm.us or classroom website.
80%
74%
79%
78%
20. I am able to access information regarding my child’s academic progress,
attendance, curriculum resources and other information on a regular basis online
and by using http://pvs.k12.nm.us/ or classroom website.
83%
93%
81%
78%
16. My child is receiving sufficient instructional time.
Updated November 2015
9
Quality of Education Survey Results
Percent Responding Agree and Strongly Agree
Pojoaque Intermediate School
20112012
20122013
20132014
20142015
Number
113
24
235
197
1. My child is safe at school.
90%
99%
93%
92%
2. My child’s school building is in good repair and has sufficient space to support
quality education.
92%
87%
91%
93%
3. My child’s school holds high expectations for academic achievement.
83%
99%
87%
90%
4. School personnel encourage me to participate in my child’s education.
91%
91%
90%
87%
5. The school offers adequate access to up-to-date computers and technology.
78%
62%
76%
74%
6. School staff maintains consistent discipline which is conducive to learning.
83%
95%
84%
84%
7. My child has an adequate choice of school-sponsored extracurricular activities.
66%
78%
73%
75%
8. My child’s teacher provides sufficient and appropriate information regarding my
child’s academic progress.
92%
95%
93%
93%
9. The school staff employs various instructional methods and strategies to meet
my child’s needs.
76%
99%
84%
83%
10. My child takes responsibility for his or her learning.
91%
74%
91%
92%
11. School transportation is safe and adequate for my child’s wellbeing.
66%
70%
79%
77%
12. I have opportunities to participate in helping the school and district make
decisions that affect overall instructions program and effective operation of our
schools.
70%
82%
81%
70%
13. School staff is addressing bullying and cyber bullying at school, on the
playground and on the bus appropriately.
73%
91%
75%
75%
14. School personnel utilize data from assessments to drive and adjust classroom
instruction to meet the needs of my child.
72%
87%
76%
82%
15. My child has access to sufficient resources to facilitate learning within their
school and/or classroom.
84%
87%
84%
86%
91%
91%
89%
93%
17. My child is receiving adequate daily homework sufficient to reinforce
instruction.
82%
86%
94%
87%
18. I am aware that in addition to the core curriculum, students who are not testing
proficient in reading and math may be receiving additional educational support.
86%
91%
91%
91%
19. I am able to access information regarding my child’s academic progress,
attendance, curriculum resources and other information on a regular basis online
and by using htt://pvs.k12.nm.us or classroom website.
86%
91%
78%
78%
20. I am able to access information regarding my child’s academic progress,
attendance, curriculum resources and other information on a regular basis online
and by using http://pvs.k12.nm.us/ or classroom website.
85%
99%
81%
80%
16. My child is receiving sufficient instructional time.
Updated November 2015
10
Quality of Education Survey Results
Percent Responding Agree and Strongly Agree
6th Grade Academy
20112012
20122013
20132014
20142015
60
4
73
142
1. My child is safe at school.
73%
75%
65%
88%
2. My child’s school building is in good repair and has sufficient space to support
quality education.
61%
75%
77%
85%
3. My child’s school holds high expectations for academic achievement.
81%
100%
86%
82%
4. School personnel encourage me to participate in my child’s education.
76%
75%
80%
84%
5. The school offers adequate access to up-to-date computers and technology.
62%
75%
79%
67%
6. School staff maintains consistent discipline which is conducive to learning.
66%
50%
83%
84%
7. My child has an adequate choice of school-sponsored extracurricular activities.
57%
75%
70%
81%
8. My child’s teacher provides sufficient and appropriate information regarding my
child’s academic progress.
85%
100%
89%
89%
9. The school staff employs various instructional methods and strategies to meet
my child’s needs.
79%
75%
86%
74%
10. My child takes responsibility for his or her learning.
81%
75%
85%
91%
11. School transportation is safe and adequate for my child’s wellbeing.
58%
75%
82%
82%
12. I have opportunities to participate in helping the school and district make
decisions that affect overall instructions program and effective operation of our
schools.
71%
100%
73%
75%
13. School staff is addressing bullying and cyber bullying at school, on the
playground and on the bus appropriately.
62%
75%
49%
66%
14. School personnel utilize data from assessments to drive and adjust classroom
instruction to meet the needs of my child.
74%
75%
70%
72%
15. My child has access to sufficient resources to facilitate learning within their
school and/or classroom.
74%
75%
82%
80%
74%
100%
83%
83%
17. My child is receiving adequate daily homework sufficient to reinforce
instruction.
74%
100%
86%
79%
18. I am aware that in addition to the core curriculum, students who are not testing
proficient in reading and math may be receiving additional educational support.
74%
100%
90%
81%
19. I am able to access information regarding my child’s academic progress,
attendance, curriculum resources and other information on a regular basis online
and by using htt://pvs.k12.nm.us or classroom website.
83%
75%
82%
79%
20. I am able to access information regarding my child’s academic progress,
attendance, curriculum resources and other information on a regular basis online
and by using http://pvs.k12.nm.us/ or classroom website.
86%
100%
85%
82%
Number
16. My child is receiving sufficient instructional time.
Updated November 2015
11
Quality of Education Survey Results
Percent Responding Agree and Strongly Agree
Pojoaque Middle School
20112012
20122013
20132014
20142015
Number
125
13
211
237
1. My child is safe at school.
82%
69%
89%
91%
2. My child’s school building is in good repair and has sufficient space to support
quality education.
74%
38%
73%
78%
3. My child’s school holds high expectations for academic achievement.
84%
60%
81%
83%
4. School personnel encourage me to participate in my child’s education.
61%
38%
75%
79%
5. The school offers adequate access to up-to-date computers and technology.
71%
38%
70%
76%
6. School staff maintains consistent discipline which is conducive to learning.
64%
22%
76%
77%
7. My child has an adequate choice of school-sponsored extracurricular activities.
65%
74%
76%
75%
8. My child’s teacher provides sufficient and appropriate information regarding my
child’s academic progress.
70%
45%
77%
82%
9. The school staff employs various instructional methods and strategies to meet
my child’s needs.
67%
37%
71%
76%
10. My child takes responsibility for his or her learning.
88%
69%
90%
90%
11. School transportation is safe and adequate for my child’s wellbeing.
63%
30%
74%
79%
12. I have opportunities to participate in helping the school and district make
decisions that affect overall instructions program and effective operation of our
schools.
53%
46%
67%
71%
13. School staff is addressing bullying and cyber bullying at school, on the
playground and on the bus appropriately.
72%
22%
72%
70%
14. School personnel utilize data from assessments to drive and adjust classroom
instruction to meet the needs of my child.
59%
38%
66%
72%
15. My child has access to sufficient resources to facilitate learning within their
school and/or classroom.
73%
37%
70%
78%
59%
61%
74%
80%
17. My child is receiving adequate daily homework sufficient to reinforce
instruction.
67%
45%
73%
82%
18. I am aware that in addition to the core curriculum, students who are not testing
proficient in reading and math may be receiving additional educational support
through intervention (RtI) classes or groups.
76%
30%
77%
78%
19. I am able to access information regarding my child’s academic progress,
attendance, curriculum resources and other information on a regular basis online
and by using htt://pvs.k12.nm.us or classroom website.
72%
76%
81%
80%
20. I am able to access information regarding my child’s academic progress,
attendance, curriculum resources and other information on a regular basis online
and by using http://pvs.k12.nm.us/ or classroom website.
77%
68%
79%
80%
16. My child is receiving sufficient instructional time.
Updated November 2015
12
Quality of Education Survey Results
Percent Responding Agree and Strongly Agree
Pojoaque High School
20112012
20122013
20132014
20142015
8
26
185
199
1. My child is safe at school.
50%
88%
82%
82%
2. My child’s school building is in good repair and has sufficient space to support
quality education.
87%
79%
80%
89%
3. My child’s school holds high expectations for academic achievement.
37%
72%
78%
76%
4. School personnel encourage me to participate in my child’s education.
49%
65%
63%
75%
5. The school offers adequate access to up-to-date computers and technology.
49%
64%
67%
68%
6. School staff maintains consistent discipline which is conducive to learning.
0%
53%
64%
69%
7. My child has an adequate choice of school-sponsored extracurricular activities.
62%
84%
77%
78%
8. My child’s teacher provides sufficient and appropriate information regarding my
child’s academic progress.
37%
80%
68%
79%
9. The school staff employs various instructional methods and strategies to meet
my child’s needs.
37%
73%
65%
65%
10. My child takes responsibility for his or her learning.
74%
87%
90%
91%
11. School transportation is safe and adequate for my child’s wellbeing.
49%
45%
65%
68%
12. I have opportunities to participate in helping the school and district make
decisions that affect overall instructions program and effective operation of our
schools.
37%
76%
56%
65%
13. School staff is addressing bullying and cyber bullying at school, on the
playground and on the bus appropriately.
12%
57%
54%
58%
14. School personnel utilize data from assessments to drive and adjust classroom
instruction to meet the needs of my child.
25%
57%
59%
60%
15. My child has access to sufficient resources to facilitate learning within their
school and/or classroom.
37%
61%
80%
70%
16. There are opportunities for two-way daily communication with my child’s
teacher(s).
50%
80%
68%
75%
37%
57%
74%
77%
18. My child is receiving adequate daily homework sufficient to reinforce
instruction.
24%
72%
74%
75%
19. I am aware that in addition to the core curriculum, students who are not testing
proficient in reading and math may be receiving additional educational support
through intervention (RtI) classes or groups.
37%
61%
78%
71%
20. I am aware that in addition to the core curriculum, students who do not test
proficient in math and/or reading may be enrolled in an intervention elective class in
the area of deficiency as per the high school EPSS.
37%
76%
74%
70%
Number
17. My child is receiving sufficient instructional time.
Updated November 2015
13
Standards-Based
Criterion Referenced
Student Performance
Data
Updated November 2015
14
Standards-Based, Criterion-Referenced Student Performance Data
and PARCC
Please note that several caveats are placed on the following reports so that the reader receives a
picture of student-based teaching and learning.
1. Only totally completed assessments, those that were deemed useable and valid, were used
in calculating the percentage proficient.
2. The reports that follow provide a deeper look at the percent of students mastering
standards.
3. The data in all of the reports that follow are calculated for all groups and subgroups.
Some groups are too small to give a statistically accurate picture of student success. Those
cells are left blank.
During the 2014-2015 school year, New Mexico changed
assessments so that all students in grades 3 through high school take
the PARCC. According to the information provided, there can be no
comparison between the SBA and PARCC, but the data are presented
together. Furthermore, NMPED is in the process of data analysis,
and the data provided are what was available at the time of
publication. NMPED has stressed that while the PARCC is divided
into five levels, for graduation purposes only levels 3, 4, and 5 are
used, and for determining the percent of students who were proficient
for accountability purposes, only levels 4 and 5 are used.
Updated November 2015
15
Standards-Based Criterion-Referenced Assessment 2010 through 2014
and
PARCC 2014-2015
Student Performance Data
Percent Proficient by Grade by Subject, by Group
(Must have 10 or more in a group for data to be reported)
Grade: 3
Reading/Language Arts
2010- 2011- 2012- 2013- PARCC
11
12
13
14
2014-15
N/%
N/%
N/%
N/%
N/%
132/59 146/63 133/69 140/60 143/14.7
Mathematics
2010- 2011- 2012- 201311
12
13
14
N/%
N/%
N/%
N/%
132/61 146/66 133/69 140/62
PARCC
2014-15
N/%
144/15.3
All
Native
21/57 22/55 19/68 21/57
21/4.76
21/57 22/55 19/84 21/31
21/9.52
American
Asian
African
American
105/59 113/66 105/70 117/61 116/16.38 105/60 113/67 105/66 117/64 117/17.09
Hispanic
Caucasian
Special
15/13 17/29 10/50
15/0
22/4.55
15/53 17/23 10/60 15/14
21/4.76
Education
Economically
89/56 91/59 84/62 95/51 107/14.95 89/53 91/60 84/63 95/51 108/12.04
Disadvantaged
English
42/50 45/38 48/60 139/60
25/0
42/41 45/38 48/58 139/62 26/3.85
Language
Learner
Updated November 2015
16
Grade: 4
Reading/Language Arts
Mathematics
Science
2010- 2011- 2012- 2013- PARCC 2010- 2011- 2012- 2013- PARCC 2010- 2011- 2012- 201311
12
13
14
2014-15
11
12
13
14
2014-15
11
12
13
14
N/% N/% N/% N/%
N/% N/% N/% N/%
N/% N/% N/% N/%
N/%
N/%
147/56 133/57 142/45 128/56 146/24.7 147/45 133/50 142/41 128/54 145/18.6 147/54
All
Native
23/39
15/40
22/32
21/67
26/15.38
23/22
15/33
22/32
21/57
26/7.69
23/26
American
Asian
African
American
115/59 111/60 113/47 101/54 117/27.35 115/49 111/52 113/43 101/54 116/21.55 115/59
Hispanic
Caucasian
Special
20/10
12/16
5/20
25/0
20/5
12/16
5/0
22/0
20/20
Education
Economically
85/49
91/51
99/37
85/52
92/15.22
85/39
91/39
99/31
85/46
92/8.7
85/46
Disadvantaged
English
50/32
25/36
19/21 128/56
15/0
50/26
25/32
19/16 128/54
15/0
50/32
Language
Learner
Updated November 2015
142/59
128/57
22/46
21/48
113/60
101/58
12/16
5/20
99/46
85/50
19/32
128/57
17
Grade: 5
Reading/Language Arts
Mathematics
2010- 2011- 2012- 2013- PARCC 2010- 2011- 2012- 2013- PARCC
11
12
13
14
2014-15
11
12
13
14
2014-15
N/%
N/%
N/%
N/%
N/%
N/%
N/%
N/%
N/%
N/%
144/47 147/65 131/46 145/59 132/22.0 144/31 147/49 131/31 145/56 133/16.5
All
Native
15/27 19/47 20/15 22/55 27/29.63 15/20 19/32 20/20 22/60 27/22.22
American
Asian
African
American
120/48 120/68 105/52 115/58 98/20.41 120/32 120/51 105/33 115/54 99/16.16
Hispanic
Caucasian
Special
20/10 18/22
12/8
11/18
14/0
20/5
18/11
12/8
11/9
13/7.69
Education
Economically
72/43 94/60 95/37 105/53 89/17.98 72/25 94/43 95/23 105/51 89/14.61
Disadvantaged
English
62/31 25/20
12/8 145/59
62/15
25/8
12/8 145/56
Language
Learner
Updated November 2015
18
Grade: 6
Reading/Language Arts
2010- 2011- 2012- 2013- PARCC
11
12
13
14
2014-15
N/%
N/%
N/%
N/%
N/%
152/50 145/48 141/55 130/44 150/16.0
Mathematics
2010- 2011- 2012- 201311
12
13
14
N/%
N/%
N/%
N/%
152/43 145/32 141/46 130/27
PARCC
2014-15
N/%
149/14.8
All
Native
28/36 18/33 18/39 20/35 27/11.11 28/36 18/22 18/44 20/10 27/11.11
American
Asian
African
American
118/53 121/49 115/57 104/45 116/17.24 118/44 121/32 115/46 104/31 115/14.78
Hispanic
Caucasian
Special
16/12
20/0
15/13
11/0
13/0
16/0
20/5
15/13
11/9
13/0
Education
Economically
73/51 88/42 95/46 103/38 108/8.33 73/38 88/24 95/42 103/20 108/9.26
Disadvantaged
English
51/28 32/16
25/8 129/44
12/0
51/24
32/9
25/8 129/27
11/0
Language
Learner
Updated November 2015
19
Grade: 7
Reading/Language Arts
All
Native
American
Asian
African
American
Hispanic
Caucasian
Special
Education
Economically
Disadvantaged
English
Language
Learner
Updated November 2015
Mathematics
Science
201011
N/%
176/43
201112
N/%
168/46
201213
N/%
163/42
201314
N/%
163/57
PARCC
2014-15
N/%
148/21.7
201011
N/%
176/26
201112
N/%
168/35
201213
N/%
163/25
201314
N/%
163/33
PARCC
2014-15
N/%
146/9.6
201011
N/%
176/29
27/30
27/30
25/36
20/40
27/11.11
27/4
27/33
25/16
20/20
27/0
144/44
129/50
10/40
132/42
131/60
9/63
111/25.23
10/10.0
144/30
129/36
10/30
132/26
131/36
9/38
20/0
15/7
21/0
12/8
13/0
20/0
15/7
21/5
114/34
103/42
103/36
111/52
100/14
114/18
103/27
65/20
39/13
40/8
32/31
19/10.53
65/14
39/13
201112
N/%
201213
N/%
163/30
201314
N/%
163/40
27/15
25/16
20/20
109/11.93
10/10
144/31
132/31
131/43
9/51
12/8
13/0
20/5
20/5
12/8
103/27
111/28
98/7.14
114/19
103/21
111/31
40/3
32/9
19/0
65/14
40/3
32/16
20
Grade: 8
Reading/Language Arts
2010- 2011- 2012- 2013- PARCC
11
12
13
14
2014-15
N/%
N/%
N/%
N/%
N/%
169/45 167/50 159/53 172/52 159/34.6
Mathematics
2010- 2011- 2012- 2013- PARCC
11
12
13
14
2014-15
N/%
N/%
N/%
N/%
N/%
169/39 167/35 159/34 172/25
131/0
All
Native
28/32 24/50 26/54 29/48
25/28
28/32
24/8
26/36 29/14
American
Asian
African
American
132/46 139/49 121/51 135/50 125/34.40 132/39 139/38 121/32 135/26
Hispanic
Caucasian
Special
13/0
16/19 11/27
20/5
14/7.14
13/0
16/6
12/15
20/5
Education
Economically
84/36 92/44 100/47 111/45 104/31.73 84/25 92/28 100/27 111/20
Disadvantaged
English
43/16 44/23 35/17 170/51
25/12
43/14 44/11
35/8 170/26
Language
Learner
Updated November 2015
26/0
100/0
20/0
100/0
30/0
21
Grade 8
Algebra 1
PARCC
2014-15
N/%
62/25.81
All
Native
American
Asian
African
American
52/25
Hispanic
Caucasian
Special
Education
Economically
32/31.25
Disadvantaged
English
Language
Learner
Updated November 2015
22
Total of scores levels 3, 4, and 5 for graduation purposes
Grade: 9
Reading/Language Arts
PARCC
2014-15
N/%
185/43.8
94/56.3
91/30.8
All
Female
Male
Native
29/37.9
American
Asian
African
American
149/43.6
Hispanic
Caucasian
Special
22/13.6
Education
Economically
127/38.6
Disadvantaged
English
37/5.4
Language
Learner
Updated November 2015
Algebra 1
PARCC
2014-15
N/%
222/39.2
109/41.3
113/42.0
29/24.1
178/44.6
12/50.0
28/21.5
144/36.8
32/12.5
23
Total scores levels 4 and 5 for accountability purposes
Grade: 9
Reading/Language Arts
PARCC
2014-15
N/%
186/16.13
All
Female
Male
Native
34/14.71
American
Asian
African
American
145/15.86
Hispanic
Caucasian
Special
23/0
Education
Economically
129/10.85
Disadvantaged
English
19/0
Language
Learner
Updated November 2015
Algebra 1
PARCC
2014-15
N/%
160/1.88
32/0
120/2.5
26/0
113/0
22/0
24
Total of scores levels 3, 4, and 5 for graduation purposes
Grade: 10
Reading/Language Arts
PARCC
2014-15
N/%
129/48.1
58/67.3
71/43.6
All
Female
Male
Native
19/52.8
American
Asian
African
American
101/54.4
Hispanic
Caucasian
Special
15/13.3
Education
Economically
85/48.2
Disadvantaged
English
10/0
Language
Learner
Updated November 2015
Geometry
PARCC
2014-15
N/%
141/34.8
67/26.9
74/41.9
20/40
118/33.9
16/12.5
91/31.9
12/16.7
25
Total scores levels 4 and 5 for accountability purposes
Grade: 10
All
Female
Male
Native
American
Asian
African
American
Hispanic
Caucasian
Special
Education
Economically
Disadvantaged
English
Language
Learner
Updated November 2015
Reading/Language Arts
PARCC
2014-15
N/%
129/28.68
Geometry
PARCC
2014-15
N/%
141/7.8
22/22.73
24/8.33
99/29.29
113/7.96
15/0
16/0
86/25.58
91/8.79
11/0
9/0
26
Total of scores levels 3, 4, and 5 for graduation purposes
Grade: 11
All
Female
Male
Native
American
Asian
African
American
Hispanic
Caucasian
Special
Education
Economically
Disadvantaged
English
Language
Learner
Updated November 2015
Reading/Language Arts
PARCC
2014-15
N/%
135/62.2
70/76.1
65/47.7
Algebra 2
PARCC
2014-15
N/%
88/37.5
49/32.7
39/43.6
29/47.4
14/28.6
111/63
68/39.7
15/6.7
82/57.3
49/36.7
12/33.3
27
Total scores levels 4 and 5 for accountability purposes
Grade: 11
Reading/Language Arts
PARCC
2014-15
N/%
135/36.30
All
Female
Male
Native
24/16.67
American
Asian
African
American
105/38.10
Hispanic
Caucasian
Special
15/0
Education
Economically
86/33.73
Disadvantaged
English
Language
Learner
Updated November 2015
Algebra 2
PARCC
2014-15
N/%
88/10.23
16/0
65/13.85
51/11.76
28