School Accountability Report Card Reported for School Year 2008-09
Published During 2009-10

The School Accountability Report Card (SARC), which is required by law to be published annually, contains information about the condition and performance of each California public school. More information about SARC requirements is available on the California Department of Education (CDE) SARC Web page. For additional information about the school, parents and community members should contact the school principal or the district office.

I. Data and Access
DataQuest

DataQuest is an online data tool located on the CDE DataQuest Web page that contains additional information about this school and comparisons of the school to the district, the county, and the state. Specifically, DataQuest is a dynamic system that provides reports for accountability (e.g., Academic Performance Index [API], Adequate Yearly Progress [AYP]), test data, enrollment, graduates, dropouts, course enrollments, staffing, and data regarding English learners).

Internet Access
Internet access is available at public libraries and other locations that are publicly accessible (e.g., the California State Library). Access to the Internet at libraries and public locations is generally provided on a first-come, first-served basis. Other use restrictions include the hours of operation, the length of time that a workstation may be used (depending on availability), the types of software programs available on a workstation, and the ability to print documents.

II. About This School

Contact Information (School Year 2009-10)
This section provides the schools contact information.

School Description and Mission Statement (School Year 2008-09)

The mission of CWCS is to:

Empower a community of parents, students, and teachers to create learning opportunities which will develop accountable, responsible, and contributing members of society who are independent, life-long learners.

Our school operates within Stanislaus, Alameda, Calaveras, Mariposa, Merced, San Joaquin, Santa Clara, and Tuolumne counties. The cornerstone of our school philosophy is parental involvement, providing ample learning programs and opportunities for all learning styles, and supporting an individualized curriculum approach to learning

Opportunities for Parental Involvement (School Year 2008-09)

 Imagine a public school that supports greater parent involvement! Connecting Waters Charter School provides parents, in cooperation with a credentialed teacher, the opportunity to:
• Design and oversee the course of their child’s education
• Teach lessons and subjects directly
• Choose qualified local community instructors for a wide variety of subjects
• Network with other parents and students
Connecting Waters Charter School provides support to parents through our parent support department which gives up to date information in the form of newsletters, list serve communications, letters sent to the home, information given through their Education Specialists, and meetings throughout the year.  Parent Support personnel are available to answer frequently asked questions and give out information on many aspects of the school.  A Parent Monthly Curriculum Training is provided for parents and teachers on a wide range of educational subjects.  Most years we have a curriculum fair to provide exposure to the many vendors and materials that are available to support our educational efforts.

Student Enrollment by Grade Level (School Year 2008-09) 

This table displays the number of students enrolled in each grade level at the school. 

Grade Level 

Number of Students 

Kindergarten 

89 

Grade 1 

109 

Grade 2 

113 

Grade 3 

118 

Grade 4 

124 

Grade 5 

115 

Grade 6 

130 

Grade 7 

140 

Grade 8 

134 

Ungraded Elementary 

0 

Grade 9 

169 

Grade 10 

194 

Grade 11 

191 

Grade 12 

189 

Ungraded Secondary 

0 

Total Enrollment 

1815 

Student Enrollment by Group (School Year 2008-09) 

This table displays the percent of students enrolled at the school who are identified as being in a particular group. 

Group 

Percent of Total Enrollment 

African American 

4.74 % 

American Indian or Alaska Native 

1.49 % 

Asian 

5.90 % 

Filipino 

1.65 % 

Hispanic or Latino 

17.74 % 

Pacific Islander 

0.22 % 

White (not Hispanic) 

60.83 % 

Multiple or No Response 

7.44 % 

Socioeconomically Disadvantaged 

28.00 % 

English Learners 

3.00 % 

Students with Disabilities 

5.00 % 

Average Class Size and Class Size Distribution (Secondary) 

 

This table displays by subject area the average class size and the number of classrooms that fall into each size category (a range of total students per classroom). 

Subject 

2006-07 

2007-08 

2008-09 

Avg. Class Size 

Number of Classrooms 

Avg. Class Size 

Number of Classrooms 

Avg. Class Size 

Number of Classrooms 

1-22 

23-32 

33+ 

1-22 

23-32 

33+ 

1-22 

23-32 

33+ 

English 

 

 

 

 

 

 

0 

 

 

 

0 

 

Mathematics 

 

 

 

 

23.0 

6 

2 

3 

14.3 

12 

2 

1 

Science 

 

 

 

 

 

 

 

 

3.0 

2 

 

 

Social Science 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

III. School Climate

School Safety Plan (School Year 2008-09)

CWCS shall comply with all of the requirements of Education Code section 44237 to ensure the safety of employees and students. CWCS will comply with all applicable laws, including the Family Education Rights and Privacy Act, concerning immunization, health and safety, first aid, child abuse reporting and related issues for both employees and students. All employees of CWCS will furnish criminal record summaries in accordance with Education Code section 44237.

Suspensions and Expulsions

This table displays the rate of suspensions and expulsions (the total number of incidents divided by the total enrollment) at the school and district levels for the most recent three-year period. 

Rate 

School 

District 

2006-07 

2007-08 

2008-09 

2006-07 

2007-08 

2008-09 

Suspensions 

  

  

  

10.9  

9.8  

17.8  

Expulsions 

  

  

  

0.6  

0.6  

0.3  

 


IV. School Facilities
School Facility Good Repair Status (School Year 2009-10)

This table displays the results of the most recently completed school site inspection to determine the school facility’s good repair status.

Item Inspected

Repair Status

Repair Needed and

Action Taken or Planned

Good

Fair

Poor

Gas Leaks

None

 

 

 

Mechanical Systems

X

 

 

 

Windows/Doors/Gates (interior and exterior)

X

 

 

 

Interior Surfaces (walls, floors, and ceilings)

X

 

 

 

Hazardous Materials (interior and exterior)  

None

 

 

 

Structural Damage

None

 

 

 

Fire Safety

X

 

 

 

Electrical (interior and exterior)

X

 

 

 

Pest/Vermin Infestation

X

 

 

 

Drinking Fountains (inside and outside)

None

 

 

 

Restrooms

X

 

 

 

Sewer

X

 

 

 

Playground/School Grounds

None

 

 

 

Roofs

X

 

 

 

Overall Cleanliness

X

 

 

 

 This table displays the overall summary of the results of the most recently completed school site inspection.

Item Inspected

Facility Condition

Exemplary

Good

Fair

Poor

Overall Summary

 

X

 

 


V. Teachers

Teacher Credentials

This table displays the number of teachers assigned to the school with a full credential, without a full credential, and those teaching outside of their subject area of competence. Detailed information about teacher qualifications can be found on the CDE DataQuest Web page. 

Teachers 

School 

District 

2006-07 

2007-08 

2008-09 

2008-09 

With Full Credential 

86 

89 

94 

190 

Without Full Credential 

4 

1 

1 

6 

Teaching Outside Subject Area of Competence 

LEA Provided

LEA Provided

LEA Provided

N/A 

 

Core Academic Classes Taught by No Child Left Behind Compliant Teachers (School Year 2008-09)

This table displays the percent of classes in core academic subjects taught by No Child Left Behind (NCLB) compliant and non-NCLB compliant teachers in the school, in all schools in the district, in high-poverty schools in the district, and in low-poverty schools in the district. High poverty schools are defined as those schools with student participation of approximately 75 percent or more in the free and reduced price meals program. Low poverty schools are those with student participation of ap proximately 25 percent or less in the free and reduced price meals program. More information on teacher qualifications required under NCLB can be found on the CDE Data questWeb page.

Location of Classes

Percent of Classes In Core Academic Subjects

Taught by

NCLB Compliant Teachers

Taught by

Non-NCLB Compliant Teachers

This School 

94.3

5.7

All Schools in District

99.6

0.4

 

VI. Support Staff

Academic Counselors and Other Support Staff (School Year 2008-09)

This table displays, in units of full-time equivalents (FTE), the number of academic counselors and other support staff who are assigned to the school and the average number of students per academic counselor. One FTE equals one staff member working full time; one FTE could also represent two staff members who each work 50 percent of full time

Title

Number of FTE

Assigned to School

Average Number of

Students per

Academic Counselor

Academic Counselor

1.5

1578

Psychologist

0.2

n/a

Speech/Language/Hearing Specialist

0.5

n/a

Resource Specialist (non-teaching)

2.3

n/a

Other

0.6

n/a

 


VII. Curriculum and Instructional Materials

Quality, Currency, Availability of Textbooks and Instructional Materials (School Year 2009-10)

Curriculum is purchased individually for each student enrolled at the time of enrollment, and each year they continue with the school. As stated in our charter, curricula and materials shall adhere to the California State Frameworks and Content Standards in accordance with the California Public Schools Accountability Act. 

VIII. School Finances

Expenditures Per Pupil and School Site Teacher Salaries (Fiscal Year 2007-08)

Detailed information regarding school expenditures can be found on the CDE Current Expense of Education & Per-pupil Spending Web page and teacher salaries can be found on the CDE Certificated Salaries & Benefits Web page. 

 

Average Teacher Salary

School Site: $54,348.75

District: $62,757
State $60,994

  IX. Student Performance

Standardized Testing and Reporting Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Tests (CSTs); the California Modified Assessment (CMA), and the California Alternate Performance Assessment (CAPA). The CSTs show how well students are doing in relation to the state content standards. The CSTs include English-language arts (ELA) and mathematics in grades two through eleven; science in grades five, eight, and nine through eleven; and history-social science in grades eight, and ten through eleven. The CAPA includes ELA, mathematics in grades two through eleven, and science for grades five, eight, and ten. The CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations or modifications or the CMA with accommodations. The CMA includes ELA for grades three through eight and science in grades five and eight and is an alternate assessment that is based on modified achievement standards. The CMA is designed to assess those students whose disabilities preclude them from achieving grade-level proficiency on an assessment of the California content standards with or without accommodations. Student scores are reported as performance levels. Detailed information regarding the STAR Program results for each grade and performance level, including the percent of students not tested, can be found on the CDE Standardized Testing and Reporting (STAR) Results Web site at http://star.cde.ca.gov. Program information regarding the STAR Program can be found in the Explaining 2008 STAR Program Summary Results to the Public guide at http://www.cde.ca.gov/ta/tg/sr/documents/starpkt5intrpts.pdf. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

 

Standardized Testing and Reporting Results for All Students – Three-Year
Comparison

This table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards). 

Subject 

School 

District 

State 

2006-07 

2007-08 

2008-09 

2006-07 

2007-08 

2008-09 

2006-07 

2007-08 

2008-09 

English-Language Arts 

40 

43 

51 

38 

43 

48 

43 

46 

50 

Mathematics 

23 

25 

30 

28 

33 

36 

40 

43 

46 

Science 

21 

33 

36 

29 

42 

46 

38 

46 

50 

History-Social Science 

14 

20 

26 

24 

33 

39 

33 

36 

41 

 

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

 


Standardized Testing and Reporting Results by Student Group (School Year 2008-09) 

This table displays the percent of students, by group, achieving at the Proficient or Advanced level (meeting or exceeding the state standards) for the most recent testing period. 

Group 

Percent of Students Scoring at Proficient or Advanced 

English-Language Arts 

Mathematics 

Science 

History-Social Science 

African American 

42 

24 

10 

29 

American Indian or Alaska Native 

31 

4 

* 

* 

Asian 

59 

48 

49 

19 

Filipino 

69 

48 

* 

* 

Hispanic or Latino 

33 

13 

25 

14 

Pacific Islander 

* 

* 

* 

* 

White (not Hispanic) 

56 

34 

41 

33 

Male 

47 

34 

45 

33 

Female 

53 

26 

29 

21 

Economically Disadvantaged 

35 

21 

22 

11 

English Learners 

8 

5 

21 

0 

Students with Disabilities 

28 

27 

26 

5 

Students Receiving Migrant Education Services 

 

 

 

 

Note: Scores are not shown when the number of students tested is 10 or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California High School Exit Examination Results

The California High School Exit Examination (CAHSEE) is primarily used as a graduation requirement. However, the grade ten results of this exam are also used to establish the percentages of students at three proficiency levels (not proficient, proficient, or advanced) in ELA and mathematics in order to compute Adequate Yearly Progress (AYP) designations as required by the federal NCLB Act of 2001. Detailed information regarding CAHSEE results can be found at the CDE California High School Exit Examination (CAHSEE) Web site. Note: Scores are not shown when the number of students tested is ten or less, either because the number of students in this category is too small for statistical accuracy, or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.


California High School Exit Examination Results for All Students – Three-Year Comparison

This table displays the percent of students achieving at the Proficient or Advanced level in ELA and mathematics.

Subject  

School  

District  

State  

2006-07  

2007-08 

2008-09 

2006-07  

2007-08 

2008-09 

2006-07  

2007-08 

2008-09 

English-Language Arts 

 

50.3 

53.9 

 

63.1 

55.6 

 

52.9 

52.0 

Mathematics  

 

35.9 

45.5 

 

64.0 

62.7 

 

51.3 

53.3 

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

 

California High School Exit Examination Results by Performance Level for Student Groups – Most Recent Year

Group

English-Language Arts

Mathematics

Not

Proficient

Proficient

Advanced

Not

Proficient

Proficient

Advanced

All Students

49.7

35.8

14.6

64.1

24.2

11.8

African American

 

 

 

 

 

 

American Indian or Alaska Native

 

 

 

 

 

 

Asian

 

 

 

 

 

 

Filipino

 

 

 

 

 

 

Hispanic or Latino

61.8

35.3

2.9

83.3

11.1

5.6

Pacific Islander

 

 

 

 

 

 

White (not Hispanic)

44.7

39.4

16.0

55.3

31.9

12.8

Male

57.1

33.9

8.9

71.9

19.3

8.8

Female

45.3

36.8

17.9

59.4

27.1

13.5

Socioeconomically Disadvantaged

71.4

21.4

7.1

78.9

15.8

5.3

English Learners

 

 

 

 

 

 

Students with Disabilities

 

 

 

 

 

 

Students Receiving Migrant Education Services

 

 

 

 

 

 

 

Note: Scores are not shown when the number of students tested is 10 or less, either because the number of students in this category is too small for statistical accuracy or to protect student privacy. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.

California Physical Fitness Test Results (School Year 2008-09)
The California Physical Fitness Test is administered to students in grades five, seven, and nine only. This table displays by grade level the percent of students meeting fitness standards for the most recent testing period. Detailed information regarding this test, and comparisons of a school’s test results to the district and state levels, may be found on the CDE Physical Fitness Testing (PFT) Web page. Note: Scores are not shown when the number of students tested is ten or less because the number of students in this category is too small for statistical accuracy or privacy protection. In no case shall any group score be reported that would deliberately or inadvertently make public the score or performance of any individual student.  

Grade Level 

Percent of Students Meeting Healthy Fitness Zones 

Four of Six Standards 

Five of Six Standards 

Six of Six Standards 

5 

25.7 

40.7 

8.0 

7 

30.7 

32.7 

6.5 

9 

32.2 

28.2 

3.4 

 

X. Accountability

Academic Performance Index

The Academic Performance Index (API) is an annual measure of the academic performance and progress of schools in California. API scores range from 200 to 1,000, with a statewide target of 800. Detailed information about the API can be found on the CDE Academic Performance Index (API) Web page.

Academic Performance Index Ranks – Three-Year Comparison

This table displays the school’s statewide and similar schools API ranks. The statewide API rank ranges from one to ten. A statewide rank of one means that the school has an API score in the lowest ten percent of all schools in the state, while a statewide rank of ten means that the school has an API score in the highest ten percent of all schools in the state. The similar schools API rank reflects how a school compares to 100 statistically matched “similar schools.” A similar schools rank of one means that the school’s academic performance is comparable to the lowest performing ten schools of the 100 similar schools, while a similar schools rank of ten means that the school’s academic performance is better than at least 90 of the 100 similar schools.


Academic Performance Index Growth by Student Group – Three-Year Comparison

This table displays, by student group, the actual API changes in points added or lost for the past three years, and the most recent API score. Note: "N/A" means that the student group is not numerically significant. 

Group 

Actual API Change 

Growth API Score 

2006-07 

2007-08 

2008-09 

2009 

All Students at the School 

45  

18  

35  

720  

African American 

 

 

 

 

American Indian or Alaska Native 

 

 

 

 

Asian 

 

 

 

 

Filipino 

 

 

 

 

Hispanic or Latino 

54  

4  

42  

641  

Pacific Islander 

 

 

 

 

White (not Hispanic) 

43  

16  

28  

742  

Socioeconomically Disadvantaged 

59  

21  

52  

643  

English Learners 

 

 

 

 

Students with Disabilities 

 

 

 

 

 

 

"N/A"

means a number is not applicable or not available due to missing data.

"*"

means this API is calculated for a small school, defined as having between 11 and 99 valid Standardized Testing and Reporting (STAR) Program test scores included in the API. The API is asterisked if the school was small either in 2008 or 2009. APIs based on small numbers of students are less reliable and therefore should be carefully interpreted.

 

Adequate Yearly Progress

The federal NCLB Act requires that all schools and districts meet the following Adequate Yearly Progress (AYP) criteria: 

Participation rate on the state’s standards-based assessments in ELA and mathematics
Percent proficient on the state’s standards-based assessments in ELA and mathematics
API as an additional indicator
Graduation rate (for secondary schools)

Detailed information about AYP, including participation rates and percent proficient results by student group, can be found on the CDE Adequate Yearly Progress (AYP) Web page. 

Adequate Yearly Progress Overall and by Criteria (School Year 2008-09)
This table displays an indication of whether the school and the district made AYP overall and whether the school and the district met each of the AYP criteria.  "Yes" Met 2009 AYP Criteria "No" Did not Meet 2009 AYP Criteria

Federal Intervention Program (School Year 2009-10)

Schools and districts receiving federal Title I funding enter Program Improvement (PI) if they do not make AYP for two consecutive years in the same content area (ELA or mathematics) or on the same indicator (API or graduation rate). After entering PI, schools and districts advance to the next level of intervention with each additional year that they do not make AYP. Detailed information about PI identification can be found on the CDE Adequate Yearly Progress (AYP) Web page.

XI. School Completion and Postsecondary Preparation

Admission Requirements for California Public Universities

University of California

Admission requirements for the University of California (UC) follow guidelines set forth in the Master Plan, which requires that the top one-eighth of the state's high school graduates, as well as those transfer students who have successfully completed specified college work, be eligible for admission to the UC. These requirements are designed to ensure that all eligible students are adequately prepared for University-level work. For general admissions requirements please visit the General Admissions Information Web page (Outside Source).

California State University

Admission requirements for the California State University (CSU) use three factors to determine eligibility. They are specific high school courses; grades in specified courses and test scores; and graduation from high school. Some campuses have higher standards for particular majors or students who live outside the local campus area. Because of the number of students who apply, a few campuses have higher standards (supplementary admission criteria) for all applicants. Most CSU campuses utilize local admission guarantee policies for students who graduate or transfer from high schools and colleges that are historically served by a CSU campus in that region. For general admissions requirements please visit the Undergraduate Admission & Requirements Web page (Outside Source).

Dropout Rate and Graduation Rate

This table displays the school’s one-year dropout and graduation rates for the most recent three-year period for which data are available. For comparison purposes, data are also provided at the district and state levels. Detailed information about dropout rates and graduation rates can be found on the CDE DataQuest Web page. 

Indicator 

School 

District 

State 

2005-06 

2006-07 

2007-08 

2005-06 

2006-07 

2007-08 

2005-06 

2006-07 

2007-08 

Dropout Rate (1-year) 

19.8 

12.6 

6.4 

12.0 

8.2 

5.0 

3.5 

4.4 

3.9 

Graduation Rate 

77.5  

69.1  

72.6  

89.1  

83.0  

90.5  

83.4 

80.6 

80.2 

 

 

Completion of High School Graduation Requirements

Students in California public schools must pass both the ELA and mathematics portions of the CAHSEE to receive a high school diploma. For students who began the 2008-09 school year in grade twelve this table displays by student group the percent who met all state and local graduation requirements for grade twelve completion.

Group 

Graduating Class of 2009

Passed

Total

Percent

All Students 

154

188

82%

African American 

5

5

100%

American Indian or Alaska Native 

1

3

33%

Asian 

5

6

83%

Filipino 

1

1

100%

Hispanic or Latino 

42

51

82%

Pacific Islander 

2

2

100%

White (not Hispanic) 

98

114

86%

Socioeconomically Disadvantaged 

51

67

76%

English Learners 

2

8

25%

Students with Disabilities 

10

14

71%

 

Career Technical Education Programs and Participation (School Year 2008-09)

This section provides information about the degree to which pupils are prepared to enter the workforce, including a list of career technical education (CTE) programs offered at the school.

Beginning with the Class of 2012, all students must take Education and Career Planning 1A as part of their graduation requirement.  Students were also offered Education and Career Planning 1B and Education and Career Planning Intern as options.  267 students took these courses during the 2008-09 school year.  Students are also encouraged to take ROP courses through the local county program.  22 students took ROP  courses during the 2008-09 school year

Courses for University of California and/or California State University Admission (School Year 2007-08)

This table displays, for the most recent year, two measures related to the school’s courses that are required for University of California (UC) and/or California State University (CSU) admission. Detailed information about student enrollment in, and completion, of courses required for UC/CSU admission can be found on the CDE DataQuest Web page.

Graduates Who Completed All Courses Required for UC/CSU Admission

UC/CSU Course Measure                                                        

Percent

Students enrolled in courses required for UC/CSU Admission

17.1%

Graduates who completed all courses required for UC/CSU Admission

  9%

 

 

XII. Instructional Planning and Scheduling 

Professional Development

This section provides information on the annual number of school days dedicated to staff development for the most recent three-year period. 

06/07

07/08

08/09

40 hours

40 hours

40 hours

 

XIII. National Assessment of Educational Progress 

National Assessment of Educational Progress 

The National Assessment of Educational Progress (NAEP) is a nationally representative assessment of what America's students know and can do in various subject areas. Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Student scores for reading and mathematics are reported as performance levels (i.e., basic, proficient, and advanced) and the participation of students with disabilities and English language learners is reported based on three levels (identified, excluded, and assessed). Detailed information regarding the NAEP results for each grade, performance level, and participation rate can be found on the National Assessment of Educational Progress Web page (Outside Source). 

Note: Only a sample group of California's schools and districts participate in the NAEP testing cycle. Therefore, students in any particular school or district may not be included in these results. The NAEP reflects state test results and is not reflective of either the LEA or the individual school. Comparisons of student performance on the NAEP and student performance on the Standardized Testing and Reporting (STAR) Program assessments cannot be made without an understanding of the key differences between the two assessment programs. For example, the NAEP only assesses grades four, eight and twelve and for long-term trends assesses grades nine, thirteen, and seventeen. Additionally, the NAEP only provides state test results for grades four and eight. The California Standards Tests (CSTs) are based on a different set of standards than the NAEP assessments. For example, the NAEP is not aligned with California academic content and achievement standards and, therefore, does not necessarily reflect the curriculum and instruction to which students are exposed in the classroom. The NAEP assesses reading and writing separately, while the CSTs assess English-language arts (ELA), encompassing reading as well as writing conventions, spelling, and grammar. Scores on the CSTs and other assessments are not directly comparable to those on NAEP. The averages and percentages presented are estimates based on samples of students rather than on entire populations. Finally, the questions students respond to are only a sample of the knowledge and skills covered by the NAEP frameworks. Information on the differences between NAEP and CST can be found on the CDE National Assessment of Educational Progress (NAEP) Web page. 

National Assessment of Educational Progress Reading and Mathematics Results by Grade Level – Aggregated 

This table displays the scale scores and achievement levels on the National Assessment of Educational Progress Results for reading (2007) and mathematics (2009) for grades four and eight 

Subject and Grade Level 

Average Scale Score 

State Percent at Achievement Level 

State 

National 

Basic 

Proficient 

Advanced 

Reading 2007, Grade 4 

209 

220 

30 

18 

5 

Reading 2007, Grade 8 

251 

261 

41 

20 

2 

Mathematics 2009, Grade 4 

232 

239 

41 

25 

5 

Mathematics 2009, Grade 8 

270 

282 

36 

18 

5 

National Assessment of Educational Progress Reading and Mathematics Results for Students with Disabilities and/or English Language Learners by Grade Level – Aggregated 

This table displays the state and national participation rates on the National Assessment of Educational Progress for reading (2007) and mathematics (2009) for students with disabilities and/or English language learners for grades four and eight. 

Subject and Grade Level 

State Participation Rate 

National Participation Rate 

Students With Disabilities 

English Language Learners 

Students With Disabilities 

English Language Learners 

Reading 2007, Grade 4 

74 

93 

65 

80 

Reading 2007, Grade 8 

78 

92 

66 

77 

Mathematics 2009, Grade 4 

79 

96 

84 

94 

Mathematics 2009, Grade 8 

85 

96 

78 

92