Annual Education Report (AER) Cover Letter

ANDERSON ELEMENTARY
5290 LEROY STREET
GRAND BLANC, MI 48439
PHONE: (810) 591-5833
Annual Education Report (AER) Cover Letter
August 2014
Dear Parents and Community Members:
We are pleased to present you with the Annual Education Report (AER) which provides
key information on the 2013-2014 educational progress for Anderson Elementary.
The AER addresses the complex reporting information required by federal and state laws.
The school’s report contains information about student assessment, accountability and
teacher quality. If you have any questions about the AER, please contact Barbara
Watkins, Anderson Elementary Principal, for assistance.
Based on an analysis of our programs - Anderson's internal review process for
Professional Learning Community Audit; staff surveyed; student data collected; analysis of
the process to maximize student achievement; staff completion of Anderson's North
Central Accreditation Advanced ED standards self-assessment survey and processes;
Anderson's Pre-Kindergarten screening assessment process; and Anderson's achievement
data, the following areas of challenge were identified: Teaching and Learning: Reaching
our most at risk learners in the areas of math and reading at all levels, instructional
alignment between and among all grade levels in the area of writing, reading
comprehension and fluency, math problem solving and critical thinking cross curricular.
Additional challenges were: transient populations (many children that move in late and
move out) having a large deficit in learning, and a district-wide concern - as well as a
building concern - of closing the achievement gap between the regular education students
and special education students.
We also have the challenge of providing instructional programs that are intensely tiered to
support at-risk learners which finding funding resources for this type of programming can
be also be a challenge.
Anderson Elementary implemented a school wide Positive Behavior Intervention Support
(PBIS) and Conscious Discipline. The School-wide Information System (Swiss) indicates
50% of all major and minor referrals came from the bus. The number of referrals has
decreased from 142 in 2007-08 to 58 for the 2011-2012 school year to 35 to 2012-13 and
22 in 2013-14.
As a result of staff PBS Self-Assessment Survey, 100% of the staff felt that a small
number (3-5) of positively and clearly stated student expectations or rules are defined.
100% of Anderson staff felt training activitiesfor students should be developed and was a
high to medium priority. 78% of Anderson staff believes options exist to allow classroom
instruction to continue when problem behavior occurs was a high to medium priority.
After analyzing the data from the compressive needs assessment, Anderson has
developed curriculum based active goals and one maintenance goal. The active goals are
in the curricular areas of , reading, math,science, social studies and writing, while the
maintenance goal is safe/orderly school climate focusing onPBS (Positive Behavior
Support) and RTI (Response to Intervention for behavior as well). Science and social
studies are incorporated in the math and reading goals, with cross-curricular reading,
math and problem solving throughout the units of study. While these goals meet the
needs of the general populationand the building is above state standard in test scores,
Anderson is monitoring and developing strategies to help meet the needs of all of our at
risk students.
The AER is available for you to review electronically by visiting the following web site:
www.grandblancschools.org, or you may review a copy from Ms. Watkin’s office at
Anderson Elementary.
The state has identified some schools with the status of Reward, Focus or Priority. A
Reward school is one that is outperforming other schools in achievement, growth, or is
performing better than other schools with a similar student population. A Focus school is
one that has a large achievement gap in 30% of its student achievement scores. A Priority
school is one whose achievement and growth is in the lowest 5% of all schools in the
state.
State law requires that we also report additional information.
Anderson Elementary is proud to be designated in 2013 as a school that is continued to
make excellent growth with all of their children by the Michigan Department of Education.
All of the students at Anderson Elementary are achieving and growing. We do not have
gaps therefore we are not reported as a “Focus School” and we are not in the lowest 5%
therefore we are not identified as a Priority School”.
The Anderson Elementary Mission Statement is: “To create a caring, nurturing,
accepting environment centered around young children and their learning.”
Accept each other, Believe in each other, and
Commit to the success of each other.
Sincerely,
Barbara Watkins, Principal
Anderson Elementary
ANNUAL EDUCATION REPORT FOR ANDERSON ELEMENTARY SCHOOL
1. PROCESS FOR ASSIGNING PUPILS TO THE SCHOOL
Resident students attend the school in the attendance area of the Grand Blanc
Community School District in which they reside. The Grand Blanc Community
School District does have a policy and a process for School of Choice requests.
Copies of this policy and procedures are available through the Central
Administration Office.
2. THE STATUS OF THE 3-5 YEAR SCHOOL IMPROVEMENT PLAN
2011-2012 and 2012-2013 School Year
In the past year, Anderson’s School Improvement Plan continued to meet all
requirements for accreditation through the North Central Association, utilizing the
NCA Baldrige Quality Process as a model for overall building improvement. We have
also continued to implement our Professional Learning Communities.
During the 2011-2012 school year, 75% of our students passed the Star Reading
year-end assessment.
During the 2012-2013 school year, over 90% of our students passed the end of
year Math Assessments and over 80% passed the Reading Assessments.
The staff of Anderson Elementary continued to integrate science, social studies and
technology into students’ math and reading goals, and provided extra support for
students who were behind in their grade level in the areas of science and social
studies. Anderson Elementary will also continue its school improvement efforts
focusing on reading comprehension and building strong positive peer relationships
in the building.
Goals continue to be based on the information gathered from the AdvancED report,
school data profile, student assessment data, building self-assessment and the
internal/external audits.
These goals are closely aligned to the district’s Strategic Plan as well as the
district’s School Improvement Plan.
The building goals are included in the grade level Professional Learning
Communities (PLCs), and the Specific, Measurable, Attainable, Relevant, Timely
(SMART) goal action plans for academic areas that are developed by each of the
PLCs. We continue to have successful internal audits with positive feedback for our
PLC teams.
With the continued focus on Professional Learning Communities, which directly
affects student achievement, we continued the content area goals, making
necessary adjustments to each goal.
This process allows us to make the necessary improvements to previous building
goals.
All schools in our district were awarded continued accreditation in 2011 by
AdvancED, the first year of a five year cycle.
During the 2013-2014 over 92% of all Kindergarten – second grade students
passed the EOY district reading assessments and over 85% passed the math EOY
district assessments.
The staff of Anderson Elementary continued their school improvement efforts to
integrate science, social studies and technology into students’ math and reading
goals, and provided extra support for students who were behind in their grade level
in the areas of science and social studies. Anderson Elementary will also continue
its school improvement efforts focusing on reading comprehension and building
strong positive peer relationships in the building. All Professional Learning
Community goals align with the building wide goals and align with the District
School Improvement Plan.
Goals continue to be based on the information gathered from the AdvancED report,
school data profile, student assessment data, building self-assessment and the
internal/external audits.
These goals are closely aligned to the district’s Strategic Plan as well as the
district’s School Improvement Plan.
The building goals are included in the grade level Professional Learning
Communities (PLCs), and the Specific, Measurable, Attainable, Relevant, Timely
(SMART) goal action plans for academic areas that are developed by each of the
PLCs. We continue to have successful internal audits with positive feedback for our
PLC teams.
3. A BRIEF DESCRIPTION OF EACH SPECIALIZED SCHOOL
• Anderson Elementary offers a Multi-Age classroom where students remain with
the same teacher for more than one year, creating a ‘family’ atmosphere. This
concept eliminates transitions and allows children to bond with a significant
adult.
• Grand Blanc Community Schools offers a specialized school for interested
students in grades 1-5. The program affords opportunities in extending the
regular elementary curriculum with additional in-depth educational and
enrichment experiences. Two of the key components of the program include: a
multi-age classroom organizational pattern; and, an extensive family
involvement in the daily education program.
4. IDENTIFY HOW TO ACCESS A COPY OF THE CORE CURRICULUM, A
DESCRIPTION OF ITS IMPLEMENTATION AND AN EXPLANATION OF THE
VARIANCES FROM THE STATE’S MODEL
The district has worked diligently to incorporate the state core curriculum, including
the Common Core Standards for ELA and Math along with the Michigan standards
and benchmarks, in other areas of the district's curriculum offerings. Core
curriculum areas necessitating such attention include: Social Studies, Science,
Health, Physical Education, Foreign Language and Technology.
The district's core curriculum is available for review at the district's administration
building.
5. THE AGGREGATE STUDENT ACHIEVEMENT RESULTS FOR ANY LOCAL
COMPETENCY TESTS OR NATIONALLY NORMED ACHIEVEMENT TESTS
2011-2012 School Year through 2013-2014 School Year
•
End of Year (EOY) Scores in Reading and Math:
KINDERGARTEN EOY SCORES
%
PROFICIENT
DRA
%
PROFICIENT
MATH
%
PROFICIENT
STAR ELA
%
PROFICIENT
STAR MATH
2011/2012
76%
86%
88%
NA
2012/2013
87%
99%
82%
NA
2013/2014
79%
94%
82%
NA
FIRST GRADE SCORES
%
PROFICIENT
DRA
%
PROFICIENT
MATH
%
PROFICIENT
STAR ELA
%
PROFICIENT
STAR MATH
2011/2012
81%
78%
89%
75%
2012/2013
75%
95%
79%
76%
2013/2014
71%
84%
84%
59%
SECOND GRADE SCORES
%
PROFICIENT
DRA
%
PROFICIENT
MATH
%
PROFICIENT
STAR ELA
%
PROFICIENT
STAR MATH
2011/2012
78%
69%
62%
74%
2012/2013
81%
97%
96%
78%
2013/2014
75%
93%
60%
59%
6. IDENTIFY THE NUMBER AND PERCENT OF STUDENTS REPRESENTED BY
PARENTS AT PARENT-TEACHER CONFERENCES
2011-2012 School Year: 98% of students were represented by parents at ParentTeacher Conferences.
2012-2013 School Year: 97% of students were represented by parents at ParentTeacher Conferences
2013-2014 School Year: 99% of students were represented by parents at ParentTeacher Conferences
The federal components of the Annual Education Report (AER) provide detailed
information about the status of education in Michigan’s public schools, public school
academies, districts and Michigan’s statewide performance. This report provides all of the
information on Teacher Quality, Student Assessment and AYP for schools, districts and the
state in one convenient place:
Teacher Quality:
 Professional Qualifications for Anderson Elementary Teachers
1. B.A. 14
2. M.A. 10
3. PhD 0
4. Other 0
 Percentage of Anderson Elementary Teachers with Emergency Certification –
0%
 Percentage of Core Academic Subject Classes NOT taught by Highly
Qualified Teachers at Anderson
Elementary – 0%
The federal components of the Annual Education Report (AER) provide detailed
information about the status of education in Michigan’s public schools, public school
academies, districts and Michigan’s statewide performance. This report provides all of the
information on Teacher Quality, Student Assessment and AYP for schools, districts and the
state in one convenient place:
Teacher Quality:
 Professional Qualifications for Anderson Elementary Teachers
1. B.A. 13
2. M.A. 10
3. PhD 0
4. Other 0
 Percentage of Anderson Elementary Teachers with Emergency Certification –
0%
 Percentage of Core Academic Subject Classes NOT taught by Highly Qualified
Teachers at Anderson Elementary – 0%
Note: Teacher Quality data for this report was provided by Grand Blanc Community
Schools.
Student Assessment: Presents assessment information for English language arts and
mathematics for grades 3 to 8 and 11 compared to targets for all students as well as
subgroups of students. The report helps users understand achievement progress within
grades and schools, and to make comparisons to district, state and national achievement
benchmarks.
Anderson Elementary is a Kindergarten through 2nd grade school; therefore, Student Assessment
information from the Michigan Department of Education is not included in this report.
08/11/2014
Annual Education Report
Anderson Elementary School
Michigan Educational Assessment Program (MEAP)
Subject
Grade
Testing Group School Year
State %
Students
Proficient
District %
Students
Proficient
School %
Students
Proficient
% Advanced
(Level 1)
% Proficient
(Level 2)
% Partially
Proficient
(Level 3)
% Not
Proficient
(Level 4)
No Data to Display
Page 1 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
Michigan Merit Examination (MME)
Subject
Grade
Testing Group School Year
State %
Students
Proficient
District %
Students
Proficient
School %
Students
Proficient
% Advanced
(Level 1)
% Proficient
(Level 2)
% Partially
Proficient
(Level 3)
% Not
Proficient
(Level 4)
No Data to Display
Page 2 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
Michigan Educational Assessment Program Access (MEAP - Access)
Subject
Grade
Testing Group
School Year
State %
Students
Proficient
District %
Students
Proficient
School %
Students
Proficient
% Exceeded
% Met
% Progressing
No Data to Display
Page 3 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
MI-Access Functional Independence
Subject
Grade
Testing Group
School Year
State %
Students
Proficient
District %
Students
Proficient
School %
Students
Proficient
% Surpassed
(Level 1)
% Attained
(Level 2)
% Emerging
(Level 3)
No Data to Display
Page 4 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
MI-Access Supported Independence
Subject
Grade
Testing Group
School Year
State %
Students
Proficient
District %
Students
Proficient
School %
Students
Proficient
% Surpassed
(Level 1)
% Attained
(Level 2)
% Emerging
(Level 3)
No Data to Display
Page 5 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
MI-Access Participation
Subject
Grade
Testing Group
School Year
State %
Students
Proficient
District %
Students
Proficient
School %
Students
Proficient
% Surpassed
(Level 1)
% Attained
(Level 2)
% Emerging
(Level 3)
No Data to Display
Page 6 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
Accountability Details Subject Data
Testing Group
Location
Subject
% Tested Total(Goal
95%)
% Proficient for
Accountability*
All Students
Statewide
Mathematics
99%
62.2%
Bottom 30%
Statewide
Mathematics
0%
18.9%
American Indian
Statewide
Mathematics
98.9%
54.1%
African American
Statewide
Mathematics
97.5%
39.5%
Asian
Statewide
Mathematics
99.6%
82.8%
Hispanic of Any Race
Statewide
Mathematics
99.1%
51.5%
Native Hawaiian or Other
Pacific Islander
Statewide
Mathematics
99%
67.9%
Two or More Races
Statewide
Mathematics
99.3%
60.4%
White
Statewide
Mathematics
99.3%
67.9%
Economically Disadvantaged Statewide
Mathematics
98.6%
49.7%
English Language Learners
Statewide
Mathematics
99.2%
46%
Students With Disabilities
Statewide
Mathematics
98.1%
39.7%
All Students
District
Mathematics
99.7%
76.6%
Bottom 30%
District
Mathematics
0%
29.2%
American Indian
District
Mathematics
<30
<30
African American
District
Mathematics
99.5%
54.7%
Asian
District
Mathematics
100%
90.7%
Hispanic of Any Race
District
Mathematics
100%
66%
Native Hawaiian or Other
Pacific Islander
District
Mathematics
<30
<30
Two or More Races
District
Mathematics
99.2%
73.9%
White
District
Mathematics
99.7%
80%
Economically Disadvantaged District
Mathematics
99.4%
62.7%
English Language Learners
District
Mathematics
99.1%
77.4%
Students With Disabilities
District
Mathematics
99.5%
64.4%
All Students
School
Mathematics
0%
62.6%
Bottom 30%
School
Mathematics
0%
0%
African American
School
Mathematics
<30
<30
Hispanic of Any Race
School
Mathematics
<30
<30
Two or More Races
School
Mathematics
<30
<30
White
School
Mathematics
0%
68%
Page 7 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
Accountability Details Subject Data
Testing Group
Subject
% Tested Total(Goal
95%)
% Proficient for
Accountability*
Economically Disadvantaged School
Mathematics
0%
54.1%
English Language Learners
School
Mathematics
<30
<30
Students With Disabilities
School
Mathematics
<30
<30
All Students
Statewide
Reading
99.1%
85.8%
Bottom 30%
Statewide
Reading
0%
60.1%
American Indian
Statewide
Reading
99%
83.4%
African American
Statewide
Reading
97.9%
72.2%
Asian
Statewide
Reading
99.5%
91.9%
Hispanic of Any Race
Statewide
Reading
99.2%
80.5%
Native Hawaiian or Other
Pacific Islander
Statewide
Reading
98.8%
87.3%
Two or More Races
Statewide
Reading
99.4%
86.3%
White
Statewide
Reading
99.4%
89.3%
Economically Disadvantaged Statewide
Reading
98.8%
78.5%
English Language Learners
Statewide
Reading
99%
69.8%
Students With Disabilities
Statewide
Reading
98.4%
56.2%
All Students
District
Reading
99.5%
93.7%
Bottom 30%
District
Reading
0%
85.3%
American Indian
District
Reading
<30
<30
African American
District
Reading
99.5%
85.8%
Asian
District
Reading
96%
96.4%
Hispanic of Any Race
District
Reading
100%
93.1%
Native Hawaiian or Other
Pacific Islander
District
Reading
<30
<30
Two or More Races
District
Reading
99.6%
91.5%
White
District
Reading
99.7%
95%
Economically Disadvantaged District
Reading
99.2%
87.8%
English Language Learners
District
Reading
92.7%
89.3%
Students With Disabilities
District
Reading
100%
74.8%
All Students
School
Reading
0%
93%
Bottom 30%
School
Reading
0%
77.1%
African American
School
Reading
<30
<30
Page 8 of
23
Location
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
Accountability Details Subject Data
Testing Group
Location
Subject
% Tested Total(Goal
95%)
% Proficient for
Accountability*
Hispanic of Any Race
School
Reading
<30
<30
Two or More Races
School
Reading
<30
<30
White
School
Reading
0%
94.9%
Economically Disadvantaged School
Reading
0%
90.2%
English Language Learners
School
Reading
<30
<30
Students With Disabilities
School
Reading
<30
<30
All Students
Statewide
Science
98.3%
42.9%
Bottom 30%
Statewide
Science
0%
1.5%
American Indian
Statewide
Science
98.4%
35.6%
African American
Statewide
Science
95.8%
14.9%
Asian
Statewide
Science
99.4%
61.1%
Hispanic of Any Race
Statewide
Science
98.5%
26.7%
Native Hawaiian or Other
Pacific Islander
Statewide
Science
99.1%
48.4%
Two or More Races
Statewide
Science
98.9%
40.6%
White
Statewide
Science
98.9%
50.1%
Economically Disadvantaged Statewide
Science
97.4%
26.4%
English Language Learners
Statewide
Science
98.4%
11.2%
Students With Disabilities
Statewide
Science
97.2%
16.1%
All Students
District
Science
99.6%
58.6%
Bottom 30%
District
Science
0%
0.2%
American Indian
District
Science
<30
<30
African American
District
Science
100%
33.2%
Asian
District
Science
100%
76.6%
Hispanic of Any Race
District
Science
100%
45.9%
Native Hawaiian or Other
Pacific Islander
District
Science
<30
<30
Two or More Races
District
Science
100%
53.5%
White
District
Science
99.5%
63.3%
Economically Disadvantaged District
Science
99.3%
42.8%
English Language Learners
District
Science
<30
<30
Students With Disabilities
District
Science
100%
39.5%
Page 9 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
Accountability Details Subject Data
Testing Group
Location
Subject
% Tested Total(Goal
95%)
% Proficient for
Accountability*
All Students
Statewide
Social Studies
97.3%
57.3%
Bottom 30%
Statewide
Social Studies
0%
9.1%
American Indian
Statewide
Social Studies
97.7%
49.7%
African American
Statewide
Social Studies
93.6%
28.4%
Asian
Statewide
Social Studies
99.1%
74.4%
Hispanic of Any Race
Statewide
Social Studies
97.5%
42.7%
Native Hawaiian or Other
Pacific Islander
Statewide
Social Studies
98.9%
65.5%
Two or More Races
Statewide
Social Studies
98.2%
53.8%
White
Statewide
Social Studies
98.2%
64.5%
Economically Disadvantaged Statewide
Social Studies
95.8%
40.4%
English Language Learners
Statewide
Social Studies
97.5%
22.7%
Students With Disabilities
Statewide
Social Studies
92.3%
21.7%
All Students
District
Social Studies
99.1%
74.9%
Bottom 30%
District
Social Studies
0%
17.7%
American Indian
District
Social Studies
<30
<30
African American
District
Social Studies
99.1%
59.9%
Asian
District
Social Studies
100%
88.5%
Hispanic of Any Race
District
Social Studies
98.6%
60.6%
Native Hawaiian or Other
Pacific Islander
District
Social Studies
<30
<30
Two or More Races
District
Social Studies
99%
72.7%
White
District
Social Studies
99.1%
78.1%
Economically Disadvantaged District
Social Studies
98.7%
58.7%
English Language Learners
District
Social Studies
<30
<30
Students With Disabilities
District
Social Studies
94.1%
44%
All Students
Statewide
Writing
98.5%
73.2%
Bottom 30%
Statewide
Writing
0%
26.5%
American Indian
Statewide
Writing
98.5%
63.2%
African American
Statewide
Writing
96.4%
54.4%
Asian
Statewide
Writing
99%
86%
Hispanic of Any Race
Statewide
Writing
98.8%
64.3%
Page 10 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
Accountability Details Subject Data
Testing Group
Location
Subject
% Tested Total(Goal
95%)
% Proficient for
Accountability*
Native Hawaiian or Other
Pacific Islander
Statewide
Writing
99%
76.6%
Two or More Races
Statewide
Writing
99.1%
72.8%
White
Statewide
Writing
99%
77.8%
Economically Disadvantaged Statewide
Writing
97.8%
61.3%
English Language Learners
Statewide
Writing
98%
51.1%
Students With Disabilities
Statewide
Writing
97.7%
35.2%
All Students
District
Writing
99.5%
84.5%
Bottom 30%
District
Writing
0%
49.3%
American Indian
District
Writing
<30
<30
African American
District
Writing
99.6%
79%
Asian
District
Writing
96.9%
95%
Hispanic of Any Race
District
Writing
100%
77.8%
Native Hawaiian or Other
Pacific Islander
District
Writing
<30
<30
Two or More Races
District
Writing
99.1%
84.3%
White
District
Writing
99.6%
85.1%
Economically Disadvantaged District
Writing
98.8%
75.4%
English Language Learners
District
Writing
<30
<30
Students With Disabilities
District
Writing
99.5%
67.1%
Page 11 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
Accountability Details Graduation Data
Testing Group
Location
Accountability Scorecard Completion Rate
(High Schools only)
(Goal 80%)
All Students
Statewide
77%
American Indian
Statewide
64.1%
African American
Statewide
60.5%
Asian
Statewide
87.9%
Hispanic of Any Race
Statewide
67.3%
Migrant
Statewide
70.5%
Native Hawaiian or Other Pacific Islander
Statewide
69.2%
Two or More Races
Statewide
73.9%
White
Statewide
82.1%
Female
Statewide
81.5%
Male
Statewide
72.7%
Economically Disadvantaged
Statewide
63.9%
English Language Learners
Statewide
65.4%
Students With Disabilities
Statewide
53.6%
Homeless
Statewide
54.2%
All Students
District
91.1%
African American
District
87.9%
White
District
91.5%
Economically Disadvantaged
District
79.5%
Students With Disabilities
District
70%
Bottom 30%
District
94.4%
* All data based on students enrolled for a full academic year.
Page 12 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
Accountability Details Attendance Data
Testing Group
Location
Attendance Rate
(Goal 90%)
All Students
Statewide
94.3%
All Students
District
96%
All Students
School
95%
* All data based on students enrolled for a full academic year.
Page 13 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
Accountability Status District Data
District
Name
Reading
Status
Reading
Score
Writing
Status
Writing
Score
Math Status Math Score
Science
Status
Science
Score
Social
Studies
Status
Social
Studies
Score
Overall
Status
Overall
Score
No Data to Display
Page 14 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
Accountability Status School Data
District
Name
School
Name
Title 1
Status
Grand
Anderson
Reward
Blanc
Elementary School
Community School
Schools
Page 15 of
23
Reading
Status
Reading
Score
Green
2
Writing
Status
Writing
Score
Math
Status
Math
Score
Green
2
Science
Status
Science
Score
Social
Studies
Status
Social
Studies
Score
Overall
Status
Overall
Score
Lime
18
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
Teacher Quality - Qualification
Other
Professional Qualifications of 1
All Public Elementary and
Secondary School Teachers
in the School
B.A.
M.A.
P.H.D.
9
16
0
Professional Qualifications are defined by the State and may include information such as the degrees of public school teachers (e.g., percentage of
teachers with Bachelors Degrees or Masters Degrees) or the percentage of fully certified teachers
Teacher Quality - Class
School Aggregate
Percentage of Core Academic
0.0%
Subject Elementary and Secondary
School Classes not Taught by Highly
Qualified Teachers
High-Poverty Schools
Low-Poverty Schools
0.0%
0.0%
Teacher Quality - Provisional
Certification Percent
Percentage of Public Elementary and Secondary School Teachers in the
School with Emergency Certification
Page 16 of
23
0%
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
NAEP Grade 4 Math
Percent of Students
Percent below Basic Percent Basic
Percent Proficient
Percent Advanced
All Students
100
23
40
30
7
Male
Female
52
48
24
23
38
41
31
30
7
6
National Lunch
Program Eligibility
Eligible
Not Eligible
Info not available
54
46
‡
35
9
‡
45
34
‡
18
45
‡
2
12
‡
Race/Ethnicity
White
Black
Hispanic
Asian
American Indian
Native Hawaiian/Pacific
Islander
Two or More Races
66
19
9
11
‡
‡
2
14
53
36
11
‡
‡
16
41
37
42
35
‡
‡
50
38
9
18
24
‡
‡
24
7
1
4
30
‡
‡
10
Student classified as
having a disability
SD
Not SD
12
88
50
20
34
40
15
33
1
7
Student is an English
Language Learner
ELL
Not ELL
8
92
21
21
40
40
32
32
7
7
‡ Reporting Standards not met. Note: Observed differences are not necessarily statistically significant. Detail may not sum to total because of rounding.
SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment Program
(NAEP) 2013 Mathematics Achievement.
Page 17 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
NAEP Grade 8 Math
Percent of Students
Percent below Basic Percent Basic
Percent Proficient
Percent Advanced
All Students
100
30
40
23
7
Male
Female
52
48
31
28
38
42
23
24
8
6
National Lunch
Program Eligibility
Eligible
Not Eligible
Info not available
46
54
0
46
16
0
38
42
0
14
32
0
2
10
0
72
16
6
3
1
2
21
64
51
12
0
0
0
43
29
35
28
0
0
0
29
6
13
30
0
0
0
7
1
1
30
0
0
0
Student classified as
having a disability
SD
Not SD
12
88
50
20
34
40
14
33
2
7
Student is an English
Language Learner
ELL
Not ELL
3
97
74
28
24
41
2
24
0
7
Race/Ethnicity
White
Black
Hispanic
Asian
American Indian
Native Hawaiian/Pacific
Islander
Two or More Races
‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of
rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment
Program (NAEP) 2013 Mathematics Achievement.
Page 18 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
NAEP Grade 12 Math
Percent of Students
Percent below Basic Percent Basic
Percent Proficient
Percent Advanced
All Students
100
34
41
23
2
Male
Female
51
49
32
35
41
42
26
22
1
1
National Lunch
Program Eligibility
Eligible
Not Eligible
Info not available
35
64
0
54
22
0
37
44
0
9
32
0
0
2
0
Race/Ethnicity
White
Black
Hispanic
Asian
American Indian
Native Hawaiian/Pacific
Islander
Two or More Races
76
14
5
3
1
0
1
26
68
58
26
0
0
0
42
27
33
32
0
0
0
30
5
9
35
0
0
0
2
0
0
7
0
0
0
Student classified as
having a disability
SD
Not SD
9
91
78
30
19
43
3
25
0
2
Student is an English
Language Learner
ELL
Not ELL
2
98
0
33
0
41
0
24
0
2
‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of
rounding. SOURCE: U.S. Department of Education. Institute for Education Sciences. National Center for Education Statistics. National Assessment
Program (NAEP) 2013 Mathematics Achievement.
Page 19 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
NAEP Grade 4 Reading
Percent of Students
Percent below Basic Percent Basic
Percent Proficient
Percent Advanced
All Students
100
36
33
25
6
Male
Female
50
50
31
20
37
37
28
37
4
6
National Lunch
Program Eligibility
Eligible
Not Eligible
Info not available
35
64
0
37
19
0
39
36
0
22
38
0
2
7
0
Race/Ethnicity
White
Black
Hispanic
Asian
American Indian
Native Hawaiian/Pacific
Islander
Two or More Races
66
18
9
3
1
0
0
28
61
47
23
0
0
0
35
27
32
32
0
0
0
29
11
18
32
0
0
0
8
1
3
13
0
0
0
Student classified as
having a disability
SD
Not SD
7
93
66
23
25
32
9
34
0
5
Student is an English
Language Learner
ELL
Not ELL
2
98
0
25
0
37
0
33
0
5
# Rounds to zero
‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of
rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), 2013 Reading Assessment.
Page 20 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
NAEP Grade 8 Reading
Percent of Students
Percent below Basic Percent Basic
Percent Proficient
Percent Advanced
All Students
100
23
44
30
3
Male
Female
52
48
26
19
47
42
25
35
2
4
National Lunch
Program Eligibility
Eligible
Not Eligible
Info not available
46
54
0
34
13
0
47
42
0
18
40
0
1
5
0
Race/Ethnicity
White
Black
Hispanic
Asian
American Indian
Native Hawaiian/Pacific
Islander
Two or More Races
72
15
6
3
1
0
2
17
46
31
17
0
0
0
46
42
47
30
0
0
0
34
11
20
39
0
0
0
3
1
2
14
0
0
0
Student classified as
having a disability
SD
Not SD
10
90
59
19
34
45
7
33
0
3
Student is an English
Language Learner
ELL
Not ELL
8
92
61
34
30
34
8
25
1
7
# Rounds to zero
‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of
rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), 2013 Reading Assessment.
Page 21 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
NAEP Grade 12 Reading
Percent of Students
Percent below Basic Percent Basic
Percent Proficient
Percent Advanced
All Students
100
26
5
27
5
Male
Female
50
50
31
20
37
37
28
37
4
6
National Lunch
Program Eligibility
Eligible
Not Eligible
Info not available
35
64
1
37
19
0
39
36
0
22
38
0
2
7
0
Race/Ethnicity
White
Black
Hispanic
Asian
American Indian
Native Hawaiian/Pacific
Islander
Two or More Races
76
14
5
3
1
0
0
20
52
34
21
0
0
0
38
36
44
26
0
0
0
36
12
21
41
0
0
0
6
0
1
12
0
0
0
Student classified as
having a disability
SD
Not SD
7
93
66
23
25
38
8
34
1
5
Student is an English
Language Learner
ELL
Not ELL
2
98
0
25
0
37
0
33
0
5
# Rounds to zero
‡ Reporting Standards not met. NOTE: Observed differences are not necessarily statistically significant. Detail may not sum to total because of
rounding. SOURCE: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National Assessment of
Educational Progress (NAEP), 2013 Reading Assessment.
Page 22 of
23
A service of the Center for Educational Performance and Information
08/11/2014
Annual Education Report
Anderson Elementary School
NAEP Participation Data
Grade
Subject
Participation Rate for Standard Error
Students with
Disabilities
Participation Rate for Standard Error
Limited English
Proficient Students
4
Math
Reading
87
73
1.9
3.7
95
90
2.0
2.5
8
Math
Reading
84
76
3.6
3.3
84
83
5.2
4.0
Page 23 of
23
A service of the Center for Educational Performance and Information