School Accountability Report Card    
School Year 2001-2002

School Information

District Information

School Name

 
Macy Elementary School

District Name

Lowell Joint School District

Principal

Tara K. Ryan
Superintendent

Dr. Randolph

Street

2301 W. Russell St.

Street

11019 Valley Home Ave.

City, State, Zip

La Habra, CA    90631-2473

City, State, Zip

Whittier, CA    90603-3042

Phone Number
(562) 902-4231

Phone Number

(562) 943-0211

FAX Number

(562) 690-8989

FAX Number

(562) 947-3620

Web Site

 
   www.ljsd.k12.ca.us/macy

Web Site

www.ljsd.k12.ca.us

Email Address

 
   Tryan@lws.lacoe.edu

Email Address

Jlaurich@lws.lacoe.edu

CDS Code

19-64766-6020176

SARC Contact

John Laurich, Asst. Supt.


School Description and Mission Statement

Macy School Profile

Macy is located at the base of La Habra Heights and is one mile from the most northern end of Beach Blvd. in the city of La Habra. Macy is one of five elementary schools in Lowell Joint School District. All Lowell Joint schools feed into Rancho-Starbuck Intermediate School.

The student make-up at Macy School shows the following percentages to be represented on our campus: 63% Caucasian, 30% Hispanic, 4% Asian American, and 3% Other. Macy has an average enrollment of 500 students and is currently operating 21 self-contained classrooms that span kindergarten through sixth grade. All classes in first through third grade are 20:1 in student to teacher ratio and both the kindergarten and first grade run split or "staggered" sessions of Early Bird and Late Bird student groups.

The campus has one fourth through sixth grade Special Day Class as well as a Resource Specialist and Speech and Language Specialist who serve all qualifying students. Every student at Macy participates in weekly visits to the library, which boosts a ratio of 20:1 library books per child, and first through sixth graders receive computer lab instruction once a week in a fully equipped lab. Teachers provide weekly music instruction to every class, and once a quarter a trained art specialist gives art instruction to the classes on our campus.

Our campus provides categorical services for qualifying students in the Gifted and Talented Program. Other students who qualify may also receive intervention services through the Reading Assistance Program (funded by categorical school improvement monies). Macy’s population of English Language Learners is ‘small and scattered’. Although Macy does not receive categorical monies for English Language Learner students on campus, the district supports us with a part-time English Language Learner aide who sees qualifying students each week to help them develop their English skills.

Macy is proud to offer a well-established and highly respected Character Education Program that involves both home and school components. Teachers in kindergarten through sixth grade connect monthly themes and parents are encouraged to use the ideas found in their parent handbook on Character Education. At the end of every month, students are recognized at the SOM/VIP awards ceremony for making character count. Student names of Character Education recipients are posted in the monthly PTA newsletter The Eagle Eye and in the school display cases.

Every teacher implements the lessons found in the Patriotic Guide where the values of social responsibility and good citizenship are emphasized daily. While fostering a strong appreciation of the great heritage of America, students also become aware that they are part of a diverse global community, rich with cultural variety. The purpose of the guide is to instill in our children the richness of our American heritage in an ongoing and monthly format. Even the current events of September 11th, 2001 are now addressed with honor and reverence at the beginning of the school year.

The strong and effective staff at Macy School is valued as knowledgeable and energetic individuals who continue to excel in their professional requirements. The teachers work under an umbrella of collaboration and share ideas and strategies with enthusiasm. The teachers are mandated to meet once a week in grade level teams so that the core curriculum is consistent between classrooms. However, on any given day (including weekends), a visitor to Macy will find the teachers meeting and discussing grade level planning. Teachers at Macy are sensitive to the whole child and provide an optimum learning environment that is warm and nurturing, well organized and managed, stimulating and exciting.

Aware that the school is a microcosm of the larger community, the Macy staff and families conscientiously strive toward building lasting school-community relations. Macy has an ongoing an active partnership with: The La Habra Police Department, The Whittier Police Department, The La Habra Fire Department, The La Habra Heights Fire Department, The La Habra Mayor’s Task Force, The Kiwanis Club, The Daughters of the American Revolution, Albertson’s Supermarket, The Whittier Area Credit Union, Mervyns, Burger King, and Islands restaurant. Community members share their expertise, time, and talents as volunteers while students participate in various community-based activities. This interaction emphasizes the public’s responsibility for education, while reinforcing in students their role in American society.

Macy Mission Statement

Macy Elementary School is a Kindergarten through Sixth Grade learning center where the administration, faculty, students, parents, and the surrounding community share in the exciting challenge of preparing our youth for their paths of tomorrow.

Macy is rooted in the stable traditions of American educational philosophies and ideologies. Our Macy family reaches toward the future with a determination to produce capable, confident, and innovative citizens for the new century. We meet this goal by providing every student with the opportunity, resources, and skills they need to be successful. The Macy staff and parent community work together everyday to see that all children are developing to their fullest academic, intellectual, physical, personal, and social-emotional potentials.

At Macy Elementary School We Believe That …

  • Students will be held accountable for their learning; teachers will be held accountable for their instruction; administrators will be held accountable for protecting and safeguarding the students and staff, the core curriculum, and the structural integrity of the campus facilities

  • All students will make positive contributions to the learning process

  • All students are capable of being self-starters and independent learners

  • Upon mastery of the core curriculum, all students shall take risks and meet new challenges head-on by applying what they have learned in their studies

  • 100% of students will demonstrate proficiency on the California standards by the state target date of 2014

  • All students shall be provided a broad range of opportunities to be leaders among their peers

  • Social and moral responsibilities are demonstrated through good citizenship and strong character and students must possess these characteristics everyday

  • All students shall develop an awareness of the diverse global community of which they are a part

  • The Macy faculty works best when they collaborate and share ideas on all instructional, structural, and humanistic components of school programming

  • The Macy faculty shall practice life-long learning and become proficient in all domains of learning and curriculum

  • Teachers must provide a safe and inviting classroom environment that promotes the optimum learning experience

  • Parents and family support systems are critical to our success and the partnership between home and school will only thrive in an ‘open-campus environment’

  • Macy is a microcosm of the larger community and as such, it is our duty to strive for stronger school-community relations

  • Sound management and flexibility are keys to forward progress

  • Education is an on-going process

 

Opportunities for Parental Involvement

Contact Person Name

Tara K. Ryan

Contact Person Phone Number
(562) 902-4231

Macy School relies heavily on the home-school component of our campus life. At Macy, parents and extended relations of our students are actively recruited to help on campus. It is these volunteer hands which help to sustain the programs and activities of our school. Families at Macy School understand that it is the partnership between home and school that creates a strong and positive learning environment. It is the groundwork that begins at home that most capably augments the expertise and caring of the teacher at school.

For this reason, the PTA Executive Board works closely with the principal all year long to set and meet the goals of programming at Macy. Parents participate in any number of committees and/or chair positions. Parents also take positions as active, contributing members of the Macy School Site Council. Parent liaisons accompany the principal to district level informational meetings where their feedback is held in high regard when discussing programming and school activities. On any given day, a visitor to Macy will find numerous volunteers from PTA working in the classroom and on campus to help us accomplish our goals for the week, the month, and the year.

Among other things, the Macy PTA runs the following events and programs during the year: Bike Rodeo, Red Ribbon Week and Monthly ‘Wear Red’ Days, Reflection’s Program, Creative Art, Yearbook, Macy Awesome Readers, Operation Santa (feeding, clothing, and providing toys for local families in need), Angel Night, Monster Truck Rally Night, Kindergarten Picnic, Two Annual Bookfairs, Valentine’s/Christmas/End of the Year Parties, Senior Friend’s Day, Honorary Service Award, Eagle Eye Newsletter, Ongoing Fundraisers, Assemblies, and Field Trips. The PTA Membership Committee also boosts over 100% PTA membership every year. This is accomplished by providing membership to involved individuals who may not have children at Macy.

Parents are also important members of the school PE program, and Noon Duty Aide supervision.

 

I. Demographic Information

Student Enrollment, by Grade Level

Grade Level

Enrollment

Grade Level

Enrollment

Kindergarten

59

Grade 9

 

Grade 1

66

Grade 10

 

Grade 2

59

Grade 11

 

Grade 3

66

Grade 12

 

Grade 4

82

Ungraded Secondary

 

Grade 5

82

 

 

Grade 6

97

Grade 7

 

Grade 8

 

Ungraded Elementary

 

Total

511


Student Enrollment, by Ethnic Group
The percentage of students is the number of students in a racial/ethnic category divided by the school's most recent California Basic Educational Data System (CBEDS) total enrollment.

Racial/Ethnic Category

Number
of
Students

Percentage
of
Students

Racial/Ethnic Category

Number
of
Students

Percentage
of
Students

African-American

2

0.4

Hispanic or Latino

155

30.3

American Indian or Alaska Native

1

0.2

Pacific Islander

3

0.6

Asian-American

21

4.1

White (Not Hispanic)

320

62.6

Filipino-American

1

0.2

Other

8

1.6

 

II. School Safety and Climate for Learning

School Safety Plan

Date of Last Review/Update

 

Date Last Discussed with Staff

 

A school must first and foremost be a safe haven for the children and personnel that enter the halls every year. Macy is a ‘Closed Campus’ for use of facilities and playgrounds. All groups who plan to use our facilities must first gain written permission and show proof of insurance. Although we strongly encourage parental and community involvement in the daily running of the school, we are vigilant to access of the campus to only persons with known business on our campus.

At Macy we take a proactive approach to school safety by strictly monitoring and updating the policies and standards of the schoolwide discipline program as well as the maintenance of our facilities. Every student and teacher is expected to protect welfare of all individuals at school during the week. By taking an active role in supervision and detection of concerns that can be handled before they become a real problem, Macy is able to resolve many potential problems to student and staff safety early on.

Macy School regularly updates its Discipline Plan that is sent home to parents in the First Day Packet materials and reviewed again with the families at Back to School Night two weeks into the school year. Among other aspects of the Discipline Plan, the dress code is strictly enforced so as to promote order and lessen distractions among the student body. Ongoing messages regarding campus rules and policies are set home each month via the The Eagle Eye. Coordinated discipline is found across the board from kindergarten to sixth grade so the students know exactly what is expected of them from year to year. The principal’s discipline process works in conjunction with the plans of the classroom teacher, the noon supervisors, and the office staff. Adults at Macy enforce the same rules for conduct and discipline to all students.

The La Habra Police Department provides a half-year course in DARE training for every fifth grader on campus. This course is taught by a trained police officer and their teachers supervise the children. The course offers awareness and resistance strategies for students as they are exposed to the dangers of tobacco, alcohol, and drugs.

A certificated teacher coordinates, trains, and oversees our school Safety Patrol Team. These students are responsible for directing the flow of traffic, answering questions, and ensuring a smooth arrival and dismissal of the student body before and after school. The Safety Coordinator recognizes these students at the beginning of every year at an installation and pinning ceremony. The Safety Patrol will look for students who are following the safety rules and then rewards them with prizes and certificates.

At Macy we practice emergency drills for fires, earthquakes, and potential lock down scenarios. Primary and secondary crew members from the district maintenance department are assigned to individual schools in the event of an emergency. Certificated and classified personnel make-up a ‘first-response’ team and are prepared to assist in all safety concerns of campus life. Students practice daily entrance and exit procedures to and from class, to and from recess and lunch, and to and from assemblies. The students are expected to be on their best behavior and follow line rules at all times. The entire student body can be dismissed (as an individual class) from an event in less than 3 minutes without any talking or disruptions. The Macy staff and students are very proud of their entrance and exit procedures and the orderly fashion in which lunches are run.

Time out of class is strictly monitored and the time in class is strictly protected. Campus and classroom distractions are kept to a minimum every day, week, and month of the year. Absences are verified on a daily basis. The school follows strict guidelines when submitting the School Crime Assessment Report, the Suspension/Expulsion Report, adhering to the Sexual Harassment Policy, and reporting child abuse.

 

School Programs and Practices that Promote a Positive Learning Environment

The following represents the on-site programs and partnerships that a visitor will find at Macy:

Assistance Room (with ‘Student Choice’ options) ­ Students are able to finish work, study for tests, work on projects, etc. in a classroom which is supervised by a trained Noon Duty Aide at lunch recess.

Rocking Rollin’ Library ­ Students are encouraged to go to the Rocking Rollin’ Library prior to the start of school. This is a supervised mobile library that is run out of a classroom every day for all students. Very popular with the primary students, the children select high interest books for reading to themselves, to a buddy, or to a group. For every book they read or investigate they are given a Dragon Dollar which they love to save and redeem for toys every two months in the Dragon Dollar Store.

Open Computer Lab (at lunch) ­ Like the Assistance Room, under the supervision of the computer lab technician, students are able to go into the computer lab at lunch recess and work on any project, paper, or skill they choose.

Homework Club ­ Students meet with the principal and are given verbal and written reminders for parents to sign and return when homework is not completed on time or at all.

Monthly Awards ­ Connected with the Character Education Program, students are recognized as Student of the Month and Very Important Persons. They receive certificates of achievement, buttons, and coupons for free kid’s items at local restaurants. At the award ceremonies during the year, students are also recognized and/or installed for: perfect attendance, Principal’s Class Award, Reflections Awards, BUG Awards, Presidential Academic Fitness Award, Student Council, and Safety Patrol.

Safety Committee - A certificated teacher coordinates, trains, and oversees our school Safety Patrol Team. These students are responsible for directing the flow of traffic, answering questions, and ensuring a smooth arrival and dismissal of the student body before and after school. The Safety Coordinator recognizes these students at the beginning of every year in and installation and pinning ceremony. The Safety Patrol will look for students who are following the safety rules and then rewards them with prizes and certificates.

Student Council ­ Two certificated upper grade teachers coordinate, train, and oversee the Macy Student Council which consists of an Executive Board and classroom representatives for grades three through six.

School and PTA Core-Related Assemblies and Programs ­ PTA supports Macy students and teachers by providing core-related assemblies and programs all year round.

RAP ­ The Reading Assistance Room provides intense reading instruction year round (by trained instructional aides) to students who qualify for extra reading support.

MARS ­ Macy Awesome Reading Stars is a program that asks students to read for a minimum of 20 minutes a night over a three-month period. If students read all their minutes they are rewarded with individual, classroom, and schoolwide incentives.

Schoolwide and Classroom Recognitions ­ Teachers, Noon Duty Aides, special ed. staff, custodians, support staff, aides, the Safety Patrol, the Student Council, and the principal all take an active role in handing out positive incentives and recognizing students day in and day out for a job well done. Stickers, pencils, ice cream coupons, extra time, notes home, stamps, card punches, etc. are used every day on campus for a variety of positive incentives.


Suspensions and Expulsions
The number of suspensions and expulsions is the total number of incidents that result in a suspension or expulsion. The rate of suspensions and expulsions is the total number of incidents divided by the school's California Basic Educational Data System (CBEDS) total enrollment for the given year. In unified school districts, a comparison between a particular type of school (elementary, middle, high) and the district average may be misleading. Schools have the option of comparing their data with the district-wide average for the same type of school.

 

School

District

2000

2001

2002

2000

2001

2002
Suspensions (number)

16

8

2

175

169

51

Suspensions (rate)

.03

.02

.004

.05

.05

.02

Expulsions (number)

0

0

0

0

0

0

Expulsions (rate)

0

0

0

0

0

0


School Facilities

Built in 1957, Macy Elementary School has five main wings of classrooms first through sixth grade, which also includes the library, the computer lab, the Assistance Room/Rocking Rolling Library, the Resource Specialist classroom, and the RAP/EL classroom. The Macy kindergartens are connected to the main office building and the teachers’ lounge but is designed to have its own privacy and kindergarten play area. Five separate bungalows make-up the remainder of the classes that are not attached to the main wings. A newly built, permanent, three-room bungalow now houses the school psychologist, the speech and language teacher, and the Macy Conference Room. Macy has a full functioning kitchen with an attached multi-purpose room that converts to a meeting hall or cafeteria with little effort.

The office building consists of rooms for: the health office, the office manager, the school nurse, and the principal. Inside this building there is small room for making private phone calls as well as a teacher work area, a teacher supply area, and a teacher lounge.

The fields of Macy are broken into primary and upper grade playground areas. There is concrete and grass available on both playgrounds and this is true of the kindergarten play area as well. Multiple types of play equipment can be found on all three playgrounds, including basketball hoops. All playfields are enclosed and protected by metal wire fencing.

The Lowell Joint School District’s Maintenance Department is stellar and has refined campus improvement to that of maintenance and preemptive action only. All major facility projects have been completed with the exception of painting the inside classrooms, which is scheduled to take place this summer. The outside of the school has recently been completely repainted in a two-tone blue and ivory selection. Work orders given to the maintenance department are handle quickly and effectively, within one to four days.


III. Academic Data

Standardized Testing and Reporting (STAR)
Through the California Standardized Testing and Reporting (STAR) Program, students in grades 2-11 are tested annually in various subject areas. Currently, the STAR program includes California Standards Tests (CST) in English Language Arts and Mathematics in grades 2-11, and Science and History-Social Science in grades 9-11; and the Stanford Achievement Test, Ninth Edition (Stanford 9), which tests Reading, Language, Mathematics (grades 2-11), Spelling (grades 2-8), and Science and History-Social Science (grades 9-11 only). Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

California Standards Tests (CST)
The California Standards Tests show how well students are doing in relation to the state content standards. Student scores are reported as performance levels. The five performance levels are Advanced (exceeds state standards), Proficient (meets standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards). Students scoring at the Proficient or Advanced level have met state standards in that content area. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

CST - English Language Arts
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

 Grade
Level

 School

 District

 State

 2000

 2001

 2002

 2000

 2001

 2002

 2000

 2001

 2002

 2

 --- 

  83

  75

 --- 

  63

  62

 --- 

 32

 32

 3

 --- 

  78

  77

 --- 

  65

  68

 --- 

 30

 34

 4

 --- 

  73

  65

 --- 

  58

  56

 --- 

 33

 36

 5

 --- 

  69

  68

 --- 

  50

  55

 --- 

 28

 31

 6

 --- 

  64

  63

 --- 

  54

  53

 --- 

 31

 30

 7

 --- 

 

 

 --- 

  58

  50

 --- 

 32

 33

 8

 --- 

 

 

 --- 

  48

  59

 --- 

 32

 32

 9

 --- 

 

 

 --- 

 

 

 --- 

 28

 33

 10

 --- 

 

 

 --- 

 

 

 --- 

 31

 33

 11

 --- 

 

 

 --- 

 

 

 --- 

 29

 31


CST - Mathematics
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

 Grade
Level

 School

 District

 State

 2000

 2001

 2002

 2000

 2001

 2002

 2000

 2001

 2002

 2

 --- 

 --- 

 92

 --- 

 --- 

 74

 --- 

 --- 

 43

 3

 --- 

 --- 

 85

 --- 

 --- 

 70

 --- 

 --- 

 38

 4

 --- 

 --- 

 59

 --- 

 --- 

 47

 --- 

 --- 

 37

 5

 --- 

 --- 

 47

 --- 

 --- 

 50

 --- 

 --- 

 29

 6

 --- 

 --- 

 61

 --- 

 --- 

 56

 --- 

 --- 

 32

 7

 --- 

 --- 

 

 --- 

 --- 

 42

 --- 

 --- 

 29

 8

 --- 

 --- 

 

 --- 

 --- 

 40

 --- 

 --- 

 26

 9

 --- 

 --- 

 

 --- 

 --- 

 

 --- 

 --- 

 22

 10

 --- 

 --- 

 

 --- 

 --- 

 

 --- 

 --- 

 21

 11

 --- 

 --- 

 

 --- 

 --- 

 

 --- 

 --- 

 18


CST - Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

 Grade
Level

 School

 District

 State

 2000

 2001

 2002

 2000

 2001

 2002

 2000

 2001

 2002

 9

 --- 

 --- 

 

 --- 

 --- 

 

 --- 

 --- 

 33

 10

 --- 

 --- 

 

 --- 

 --- 

 

 --- 

 --- 

 31

 11

 --- 

 --- 

 

 --- 

 --- 

 

 --- 

 --- 

 28


CST - History/Social Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

 Grade
Level

 School

 District

 State

 2000

 2001

 2002

 2000

 2001

 2002

 2000

 2001

 2002

 9

 --- 

 --- 

 

 --- 

 --- 

 

 --- 

 --- 

 24

 10

 --- 

 --- 

 

 --- 

 --- 

 

 --- 

 --- 

 24

 11

 --- 

 --- 

 

 --- 

 --- 

 

 --- 

 --- 

 32


CST - Subgroups - English Language Arts
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade
Level

 Male 

Female

English
Learners

Not-English
Learners

Socioeconomically
Disadvantaged

Not
Socioeconomically
Disadvantaged

Migrant
Education
Services

 2

 59

 93

 20

 80

 40

  78

 

 3

 78

 76

 75

 77

 60

  79

 

 4

 64

 65

 33

 66

 14

  69

 

 5

 66

 70

 0

 70

 43

  70

 

 6

 56

 70

 0

 65

 50

  64

 

 7

 

 

 

 

 

 

 

 8

 

 

 

 

 

 

 

 9

 

 

 

 

 

 

 

 10

 

 

 

 

 

 

 

 11

 

 

 

 

 

 

 


CST - Subgroups - Mathematics
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade
Level

 Male 

Female

English
Learners

Not-English
Learners

Socioeconomically
Disadvantaged

Not
Socioeconomically
Disadvantaged

Migrant
Education
Services

 2

 88

 96

 60

  94

  80

  93

 

 3

 95

 72

 75

  85

  60

  87

 

 4

 58

 61

 67

  59

  0

  66

 

 5

 48

 46

 0

  48

  29

  49

 

 6

 65

 57

 0

  63

  25

  62

 

 7

 

 

 

 

 

 

 

 8

 

 

 

 

 

 

 

 9

 

 

 

 

 

 

 

 10

 

 

 

 

 

 

 

 11

 

 

 

 

 

 

 


CST - Subgroups - Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade
Level

 Male 

Female

English
Learners

Not-English
Learners

Socioeconomically
Disadvantaged

Not
Socioeconomically
Disadvantaged

Migrant
Education
Services

 9

 

 

 

 

 

 

 

 10

 

 

 

 

 

 

 

 11

 

 

 

 

 

 

 


CST - Subgroups - History/Social Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

Grade
Level

 Male 

Female

English
Learners

Not-English
Learners

Socioeconomically
Disadvantaged

Not
Socioeconomically
Disadvantaged

Migrant
Education
Services

 9

 

 

 

 

 

 

 

 10

 

 

 

 

 

 

 

 11

 

 

 

 

 

 

 


CST - Racial/Ethnic Groups - English Language Arts
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

 Grade
Level

 African-
American

 American
Indian or
Alaska
Native

 Asian-
American

 Filipino-
American

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

 Other

 2

 

 

 100

 

  47

 

  86

 

 3

 

 

 100

 

  73

 

  82

 

 4

 

 

  60

 

  59

 

  69

 

 5

 

 

  67

 

  62

 

  73

 

 6

 

 

  0

 

  61

 

  64

 

 7

 

 

 

 

 

 

 

 

 8

 

 

 

 

 

 

 

 

 9

 

 

 

 

 

 

 

 

 10

 

 

 

 

 

 

 

 

 11

 

 

 

 

 

 

 

 


CST - Racial/Ethnic Groups - Mathematics
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

 Grade
Level

 African-
American

 American
Indian or
Alaska
Native

 Asian-
American

 Filipino-
American

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

 Other

 2

 

 

 100

 

  84

 

  94

 

 3

 

 

 100

 

  82

 

  92

 

 4

 

 

  60

 

  55

 

  62

 

 5

 

 

  33

 

  48

 

  49

 

 6

 

 

  0

 

  39

 

  67

 

 7

 

 

 

 

 

 

 

 

 8

 

 

 

 

 

 

 

 

 9

 

 

 

 

 

 

 

 

 10

 

 

 

 

 

 

 

 

 11

 

 

 

 

 

 

 

 


CST - Racial/Ethnic Groups - Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

 Grade
Level

 African-
American

 American
Indian or
Alaska
Native

 Asian-
American

 Filipino-
American

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

 Other

 9

 

 

 

 

 

 

 

 

 10

 

 

 

 

 

 

 

 

 11

 

 

 

 

 

 

 

 


CST - Racial/Ethnic Groups - History/Social Science
Percentage of students achieving at the Proficient or Advanced level (meeting or exceeding the state standard)

 Grade
Level

 African-
American

 American
Indian or
Alaska
Native

 Asian-
American

 Filipino-
American

 Hispanic
or Latino

 Pacific
Islander

 White
(not
Hispanic)

 Other

 9

 

 

 

 

 

 

 

 

 10

 

 

 

 

 

 

 

 

 11

 

 

 

 

 

 

 

 


Stanford 9 (SAT 9)
Reading and mathematics results from the Stanford 9 test are reported for each grade level as the percentage of tested students scoring at or above the 50th percentile (the national average). School results are compared to results at the district and state levels. Note: To protect student privacy, scores are not shown when the number of students tested is 10 or less.

SAT 9 - Reading
Percentage of students scoring at or above the 50th percentile

 Grade
Level

 School

 District

 State

 2000

 2001

 2002

 2000

 2001

 2002

 2000

 2001

 2002

 2

 88

 98

 93

 80

 80

 83

&nbs