District Comparison of Benchmark Status Math-ethnicity
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District Comparison of Benchmark Status Math-ethnicity

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DISTRICT REPORTComparison of Benchmark/CIM Status by Ethnic Group - Whole GroupMATHEMATICS 2005-06, 2006-07, and 2007-082005-06 Benchmark Status 2006-07 Benchmark Status 2007-08 Benchmark StatusGrade and Ethnic Group Exceeds Meets Near Low Very Low Total Exceeds Meets Near Low Very Low Total Exceeds Meets Near Low Very Low TotalGrade 3 N 20 38 4 7 0 69 10 30 7 12 2 61 14 22 6 9 0 51 American Indian/Alaskan Native % 16% 49% 11% 20% 3% 27% 43% 12% 18% 0%29% 55% 6% 10% 0%N 158 189 19 18 0 384 122 156 16 45 9 348 143 143 20 35 6 347 Asian / Pacific Islander % 41% 49% 5% 5% 0% 35% 45% 5% 13% 3% 41% 41% 6% 10% 2%N 130 311 53 27 7 528 52 238 64 151 27 532 78 258 43 111 38 528 Black (Not of Hispanic Origin) % 25% 59% 10% 5% 1% 10% 45% 12% 28% 5% 15% 49% 8% 21% 7%N 105 272 43 40 8 468 46 243 34 136 28 487 92 249 46 105 24 516 Hispanic % 22% 58% 9% 9% 2% 9% 50% 7% 28% 6% 18% 48% 9% 20% 5%N 981 753 77 34 4 1849 699 861 94 192 19 1865 814 818 73 88 11 1804 White (Not of Hispanic Origin) % 53% 41% 4% 2% 0% 37% 46% 5% 10% 1% 45% 45% 4% 5% 1%N 22 47 6 13 1 89Multi-Ethnic % 25% 53% 7% 15% 1%N9480021 14 25 4 7 1 51 18 25 3 5 0 51Unknown / Unspecified % 43% 38% 19% 0%% 27% 49% 8% 14% 2% 35% 49% 6% 10% 0%Grade 4 N 15 39 8 4 66 12 27 8 14 3 64 13 28 3 7 0 51 American Indian/Alaskan Native % 23% 59% 12% 6% 0% 19% 42% 13% 22% 5% 25% 55% 6% 14% 0%N 159 179 21 10 2 371 126 180 38 40 6 390 131 163 20 31 3 348 Asian / Pacific Islander % 43% 48% 6% 3% 1% 32% 46% 10% 10% 2% ...

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Language English
Total Exceeds
Comparison of Benchmark/CIM Status by Ethnic Group - Whole Group
MATHEMATICS
2005-06, 2006-07, and 2007-08
Total
Exceeds Meets
Near
2005-06 Benchmark Status
2006-07 Benchmark Status
2007-08 Benchmark Status
Low Very Low
Meets
Near
Low Very Low
Exceeds Meets
Near
Low Very Low Total
DISTRICT REPORT
Grade and Ethnic Group
N
%
20
4
0
Grade 3
38
7
29%
6%
0%
55%
10%
10
7
2
30
12
16%
11%
3%
49%
20%
14
6
0
22
9
27%
12%
0%
43%
18%
69
61
51
American Indian/Alaskan Native
N
%
158
19
0
189
18
41%
5%
0%
49%
5%
122
16
9
156
45
35%
5%
3%
45%
13%
143
20
6
143
35
41%
6%
2%
41%
10%
384
348
347
Asian / Pacific Islander
N
%
130
53
7
311
27
25%
10%
1%
59%
5%
52
64
27
238
151
10%
12%
5%
45%
28%
78
43
38
258
111
15%
8%
7%
49%
21%
528
532
528
Black (Not of Hispanic Origin)
N
%
105
43
8
272
40
22%
9%
2%
58%
9%
46
34
28
243
136
9%
7%
6%
50%
28%
92
46
24
249
105
18%
9%
5%
48%
20%
468
487
516
Hispanic
N
%
981
77
4
753
34
53%
4%
0%
41%
2%
699
94
19
861
192
37%
5%
1%
46%
10%
814
73
11
818
88
45%
4%
1%
45%
5%
1849
1865
1804
White (Not of Hispanic Origin)
N
%
22
6
1
47
13
25%
7%
1%
53%
15%
89
Multi-Ethnic
N
%
9
4
0
8
0
43%
19%
0%
38%
0%
14
4
1
25
7
27%
8%
2%
49%
14%
18
3
0
25
5
35%
6%
0%
49%
10%
21
51
51
Unknown / Unspecified
N
%
15
8
0
Grade 4
39
4
23%
12%
0%
59%
6%
12
8
3
27
14
19%
13%
5%
42%
22%
13
3
0
28
7
25%
6%
0%
55%
14%
66
64
51
American Indian/Alaskan Native
N
%
159
21
2
179
10
43%
6%
1%
48%
3%
126
38
6
180
40
32%
10%
2%
46%
10%
131
20
3
163
31
38%
6%
1%
47%
9%
371
390
348
Asian / Pacific Islander
N
%
113
39
10
357
33
20%
7%
2%
65%
6%
71
69
31
256
101
13%
13%
6%
48%
19%
67
67
30
250
89
13%
13%
6%
50%
18%
552
528
503
Black (Not of Hispanic Origin)
N
%
110
30
4
241
39
26%
7%
1%
57%
9%
59
74
29
216
103
12%
15%
6%
45%
21%
53
59
16
249
73
12%
13%
4%
55%
16%
424
481
450
Hispanic
N
%
994
62
5
852
31
51%
3%
0%
44%
2%
598
103
19
953
132
33%
6%
1%
53%
7%
714
114
8
901
91
39%
6%
0%
49%
5%
1944
1805
1828
White (Not of Hispanic Origin)
N
%
16
11
1
59
8
17%
12%
1%
62%
8%
95
Multi-Ethnic
N
%
7
0
0
11
0
39%
0%
0%
61%
0%
12
0
0
9
5
46%
0%
0%
35%
19%
9
3
2
24
2
23%
8%
5%
60%
5%
18
26
40
Unknown / Unspecified
Note:
Because of problems with the state's computer-based assessment system (TESA) in early 2007, testing on it was discontinued and most students took paper-pencil tests in May.
Students who met state standards on
TESA between January and March were not retested in May.
Many of those students might have exceeded state standards and had higher test scores had they been retested.
Readers should keep this situation in mind
when reviewing reports showing percent Exceeding in 2006-07 or test score gains from 2005-06.
Achievement standards (cut scores) changed in the 2006-07 school year.
It became harder for students to meet Reading and Math standards at grades 3, 4, 5, 6 and, in Reading only, grade 7.
It became easier to meet
Reading and Math standards at grades 10 and, in Math only, grade 8.
The grade 7 Math and grade 8 Reading standard did not change.
Research, Evaluation & Assessment—08/08/08gw(2008-0115)
Page 1 of 4
Total Exceeds
Comparison of Benchmark/CIM Status by Ethnic Group - Whole Group
MATHEMATICS
2005-06, 2006-07, and 2007-08
Total
Exceeds Meets
Near
2005-06 Benchmark Status
2006-07 Benchmark Status
2007-08 Benchmark Status
Low Very Low
Meets
Near
Low Very Low
Exceeds Meets
Near
Low Very Low Total
DISTRICT REPORT
Grade and Ethnic Group
N
%
21
10
1
Grade 5
48
4
25%
12%
1%
57%
5%
13
13
0
33
10
19%
19%
0%
48%
14%
16
9
2
23
9
27%
15%
3%
39%
15%
84
69
59
American Indian/Alaskan Native
N
%
141
17
4
178
6
41%
5%
1%
51%
2%
154
26
3
130
45
43%
7%
1%
36%
13%
143
24
3
166
24
40%
7%
1%
46%
7%
346
358
360
Asian / Pacific Islander
N
%
59
77
21
362
49
10%
14%
4%
64%
9%
71
71
29
206
162
13%
13%
5%
38%
30%
64
63
16
251
97
13%
13%
3%
51%
20%
568
539
491
Black (Not of Hispanic Origin)
N
%
54
63
15
291
21
12%
14%
3%
66%
5%
69
63
16
175
101
16%
15%
4%
41%
24%
88
55
13
232
73
19%
12%
3%
50%
16%
444
424
461
Hispanic
N
%
723
92
16
1042
31
38%
5%
1%
55%
2%
801
141
27
753
167
42%
7%
1%
40%
9%
800
76
10
743
122
46%
4%
1%
42%
7%
1904
1889
1751
White (Not of Hispanic Origin)
N
%
24
5
1
55
8
26%
5%
1%
59%
9%
93
Multi-Ethnic
N
%
4
2
0
7
1
29%
14%
0%
50%
7%
9
4
0
7
3
39%
17%
0%
30%
13%
9
0
0
13
4
35%
0%
0%
50%
15%
14
23
26
Unknown / Unspecified
N
%
16
8
0
Grade 6
37
10
23%
11%
0%
52%
14%
16
13
1
42
15
18%
15%
1%
48%
17%
17
10
1
25
6
29%
17%
2%
42%
10%
71
87
59
American Indian/Alaskan Native
N
%
140
23
8
127
20
44%
7%
3%
40%
6%
149
22
4
124
30
45%
7%
1%
38%
9%
162
19
1
140
19
48%
6%
0%
41%
6%
318
329
341
Asian / Pacific Islander
N
%
66
68
22
266
76
13%
14%
4%
53%
15%
59
86
29
228
132
11%
16%
5%
43%
25%
74
84
28
225
113
14%
16%
5%
43%
22%
498
534
524
Black (Not of Hispanic Origin)
N
%
63
52
15
189
67
16%
13%
4%
49%
17%
77
62
14
190
98
17%
14%
3%
43%
22%
77
56
13
197
54
19%
14%
3%
50%
14%
386
441
397
Hispanic
N
%
781
95
24
774
89
44%
5%
1%
44%
5%
828
124
19
742
122
45%
7%
1%
40%
7%
930
133
16
626
103
51%
7%
1%
35%
6%
1763
1835
1808
White (Not of Hispanic Origin)
N
%
26
12
0
29
8
35%
16%
0%
39%
11%
75
Multi-Ethnic
N
%
4
2
0
8
2
25%
13%
0%
50%
13%
8
4
0
7
1
40%
20%
0%
35%
5%
11
2
0
7
3
48%
9%
0%
30%
13%
16
20
23
Unknown / Unspecified
Note:
Because of problems with the state's computer-based assessment system (TESA) in early 2007, testing on it was discontinued and most students took paper-pencil tests in May.
Students who met state standards on
TESA between January and March were not retested in May.
Many of those students might have exceeded state standards and had higher test scores had they been retested.
Readers should keep this situation in mind
when reviewing reports showing percent Exceeding in 2006-07 or test score gains from 2005-06.
Achievement standards (cut scores) changed in the 2006-07 school year.
It became harder for students to meet Reading and Math standards at grades 3, 4, 5, 6 and, in Reading only, grade 7.
It became easier to meet
Reading and Math standards at grades 10 and, in Math only, grade 8.
The grade 7 Math and grade 8 Reading standard did not change.
Research, Evaluation & Assessment—08/08/08gw(2008-0115)
Page 2 of 4
Total Exceeds
Comparison of Benchmark/CIM Status by Ethnic Group - Whole Group
MATHEMATICS
2005-06, 2006-07, and 2007-08
Total
Exceeds Meets
Near
2005-06 Benchmark Status
2006-07 Benchmark Status
2007-08 Benchmark Status
Low Very Low
Meets
Near
Low Very Low
Exceeds Meets
Near
Low Very Low Total
DISTRICT REPORT
Grade and Ethnic Group
N
%
18
14
0
Grade 7
23
9
28%
22%
0%
36%
14%
14
9
0
26
16
22%
14%
0%
40%
25%
15
8
0
37
8
22%
12%
0%
54%
12%
64
65
68
American Indian/Alaskan Native
N
%
181
36
0
113
15
52%
10%
0%
33%
4%
143
20
3
116
35
45%
6%
1%
37%
11%
162
15
1
143
9
49%
5%
0%
43%
3%
345
317
330
Asian / Pacific Islander
N
%
94
101
30
210
90
18%
19%
6%
40%
17%
60
88
24
224
107
12%
17%
5%
45%
21%
67
103
9
261
70
13%
20%
2%
51%
14%
525
503
510
Black (Not of Hispanic Origin)
N
%
91
68
12
149
82
23%
17%
3%
37%
20%
79
61
6
175
69
20%
16%
2%
45%
18%
71
47
3
233
50
18%
12%
1%
58%
12%
402
390
404
Hispanic
N
%
1101
154
25
548
102
57%
8%
1%
28%
5%
830
114
10
646
127
48%
7%
1%
37%
7%
873
113
13
745
62
48%
6%
1%
41%
3%
1930
1727
1806
White (Not of Hispanic Origin)
N
%
34
7
0
33
12
40%
8%
0%
38%
14%
86
Multi-Ethnic
N
%
6
1
2
4
2
40%
7%
13%
27%
13%
6
1
0
8
4
32%
5%
0%
42%
21%
14
3
0
9
1
52%
11%
0%
33%
4%
15
19
27
Unknown / Unspecified
N
%
21
11
3
Grade 8
23
7
32%
17%
5%
35%
11%
10
11
1
35
15
14%
15%
1%
49%
21%
10
3
0
21
11
22%
7%
0%
47%
24%
65
72
45
American Indian/Alaskan Native
N
%
186
38
3
84
20
56%
11%
1%
25%
6%
157
20
0
136
28
46%
6%
0%
40%
8%
154
23
0
109
30
49%
7%
0%
34%
9%
331
341
316
Asian / Pacific Islander
N
%
72
125
63
171
95
14%
24%
12%
33%
18%
62
95
15
216
135
12%
18%
3%
41%
26%
51
104
6
181
135
11%
22%
1%
38%
28%
526
523
477
Black (Not of Hispanic Origin)
N
%
87
65
29
103
89
23%
17%
8%
28%
24%
60
56
14
167
110
15%
14%
3%
41%
27%
78
69
4
160
74
20%
18%
1%
42%
19%
373
407
385
Hispanic
N
%
1036
226
45
523
111
53%
12%
2%
27%
6%
859
138
13
724
154
45%
7%
1%
38%
8%
814
138
8
575
136
49%
8%
0%
34%
8%
1941
1888
1671
White (Not of Hispanic Origin)
N
%
22
10
2
23
10
33%
15%
3%
34%
15%
67
Multi-Ethnic
N
%
4
2
0
2
1
44%
22%
0%
22%
11%
6
1
0
4
6
35%
6%
0%
24%
35%
8
2
0
7
7
33%
8%
0%
29%
29%
9
1
7
2
4
Unknown / Unspecified
Note:
Because of problems with the state's computer-based assessment system (TESA) in early 2007, testing on it was discontinued and most students took paper-pencil tests in May.
Students who met state standards on
TESA between January and March were not retested in May.
Many of those students might have exceeded state standards and had higher test scores had they been retested.
Readers should keep this situation in mind
when reviewing reports showing percent Exceeding in 2006-07 or test score gains from 2005-06.
Achievement standards (cut scores) changed in the 2006-07 school year.
It became harder for students to meet Reading and Math standards at grades 3, 4, 5, 6 and, in Reading only, grade 7.
It became easier to meet
Reading and Math standards at grades 10 and, in Math only, grade 8.
The grade 7 Math and grade 8 Reading standard did not change.
Research, Evaluation & Assessment—08/08/08gw(2008-0115)
Page 3 of 4
Total Exceeds
Comparison of Benchmark/CIM Status by Ethnic Group - Whole Group
MATHEMATICS
2005-06, 2006-07, and 2007-08
Total
Exceeds Meets
Near
2005-06 Benchmark Status
2006-07 Benchmark Status
2007-08 Benchmark Status
Low Very Low
Meets
Near
Low Very Low
Exceeds Meets
Near
Low Very Low Total
DISTRICT REPORT
Grade and Ethnic Group
N
%
4
2
9
7
Grade 10
13
22
5%
39%
9%
17%
29%
8
7
3
19
27
13%
11%
5%
30%
42%
4
4
1
19
26
7%
7%
2%
35%
48%
75
64
54
American Indian/Alaskan Native
N
%
71
78
11
126
40
22%
24%
3%
39%
12%
61
26
5
132
69
21%
9%
2%
45%
24%
71
35
1
139
55
24%
12%
0%
46%
18%
326
293
301
Asian / Pacific Islander
N
%
9
1
7
0
6
9
77
123
2%
38%
15%
17%
27%
19
76
25
100
259
4%
16%
5%
21%
54%
7
8
8
2
3
102
253
1%
19%
5%
22%
53%
448
479
473
Black (Not of Hispanic Origin)
N
%
12
89
27
68
106
4%
29%
9%
23%
35%
20
53
9
105
139
6%
16%
3%
32%
43%
15
63
8
90
126
5%
21%
3%
30%
42%
302
326
302
Hispanic
N
%
403
510
84
722
240
21%
26%
4%
37%
12%
425
187
19
753
386
24%
11%
1%
43%
22%
349
248
10
766
315
21%
15%
1%
45%
19%
1959
1770
1688
White (Not of Hispanic Origin)
N
%
7
1
0
3
25
15
12%
17%
5%
42%
25%
60
Multi-Ethnic
N
%
3
3
1
3
2
25%
25%
8%
25%
17%
5
3
0
10
10
18%
11%
0%
36%
36%
0
0
0
12
7
0%
0%
0%
63%
37%
12
28
19
Unknown / Unspecified
Note:
Because of problems with the state's computer-based assessment system (TESA) in early 2007, testing on it was discontinued and most students took paper-pencil tests in May.
Students who met state standards on
TESA between January and March were not retested in May.
Many of those students might have exceeded state standards and had higher test scores had they been retested.
Readers should keep this situation in mind
when reviewing reports showing percent Exceeding in 2006-07 or test score gains from 2005-06.
Achievement standards (cut scores) changed in the 2006-07 school year.
It became harder for students to meet Reading and Math standards at grades 3, 4, 5, 6 and, in Reading only, grade 7.
It became easier to meet
Reading and Math standards at grades 10 and, in Math only, grade 8.
The grade 7 Math and grade 8 Reading standard did not change.
Research, Evaluation & Assessment—08/08/08gw(2008-0115)
Page 4 of 4