This summary provides an overview of Ocean City Intermediate School's performance based on a state report:
- The school performs very high academically compared to other schools statewide and similar peer schools. However, its career and college readiness lags compared to other schools, though student growth is very high.
- Academically, the school outperforms 64% of schools statewide and 96% of peer schools. It meets 90% of achievement targets.
- For career and college readiness, the school outperforms 27% of schools statewide and 36% of peer schools, meeting only 50% of targets.
- The school exceeds in student growth, outperforming 90% of schools statewide and 96
Ocean City Intermediate School report card 2013-14OceanCityGazette
This document provides performance data for Ocean City Intermediate School for the 2013-14 school year. It finds that the school's academic achievement is very high compared to other schools in the state and its peers. However, its college and career readiness lags in comparison to other schools in the state, though it is about average compared to its peers. The school's student growth performance is very high compared to other schools in the state and its peers. The document also provides demographic information about the school's students and more detailed data on academic achievement by subject and grade level.
This school's academic performance is average compared to other schools in the state. It outperforms 59% of schools statewide in academic achievement and 41% of peer schools. The school's college and career readiness is high, outperforming 61% of schools statewide and 62% of peer schools. Graduation and post-secondary performance is also high, outperforming 63% of schools statewide and 67% of peer schools.
This school performs very high academically compared to other schools in the state and among its peers. While it exceeds expectations in academic achievement, its performance in college and career readiness significantly lags behind the state average and its peers. Specifically, the school's proficiency rates on standardized tests place it in the 96th percentile among peer schools and 66th percentile statewide for academic achievement, but only the 3rd and 4th percentiles respectively for college and career readiness.
This summary provides an overview of Ocean City High School based in Ocean City, New Jersey:
- The school's academic achievement is average compared to other schools in the state and its peers. Its college and career readiness is also average. However, its graduation and post-secondary performance is high compared to other schools.
- Enrollment has declined slightly in recent years to 1,227 students. The student body is predominantly white and English-speaking.
- Test proficiency in language arts and math is average compared to peers and the state. Proficiency has remained steady or increased slightly over time. Biology proficiency is also average.
- College readiness indicators like SAT participation are average or below average compared to peers and state
This document provides information about Ocean City Primary School's academic performance in the 2013-2014 school year. It summarizes that the school's academic achievement is high compared to other schools in the state and very high compared to peer schools. However, its college and career readiness lags behind other schools in the state and significantly lags behind peer schools. The document includes detailed data on student enrollment, demographics, performance on standardized tests, and progress toward targets.
The document provides information on state indicators and test performance for a school. To meet state indicators for grades 3-8 and 10, at least 75% of students must score proficient or higher on state tests. For 11th grade tests, 85% must pass. Attendance must be at least 93% and graduation rate at least 90%. The school met 12 out of 26 indicators and earned a Performance Index of 101.8. It did not meet Adequate Yearly Progress in reading for students with disabilities. Teacher qualifications and other data are also included.
The document discusses Pennsylvania's requirements and plans around ensuring all teachers meet the federal No Child Left Behind (NCLB) designation of being "highly qualified." It outlines Pennsylvania's goals and steps taken, including teacher certification requirements, induction programs, professional development for current teachers, and analyzing the distribution of highly qualified teachers across the state. It also addresses specific federal requirements for revising Pennsylvania's plan around supporting teachers in meeting highly qualified status and ensuring equitable access to experienced, qualified teachers for all students.
CCCS is requesting renewal of its charter, which expires in June 2010. Over its 14 years of operation, CCCS has provided an excellent academic program with high standards and hands-on, experiential learning opportunities. CCCS students have shown strong academic performance, with state test scores increasing 25 points since the last renewal and exceeding expectations in both English and math. CCCS believes it has created a positive learning environment through the partnership of teachers, parents, and students.
Ocean City Intermediate School report card 2013-14OceanCityGazette
This document provides performance data for Ocean City Intermediate School for the 2013-14 school year. It finds that the school's academic achievement is very high compared to other schools in the state and its peers. However, its college and career readiness lags in comparison to other schools in the state, though it is about average compared to its peers. The school's student growth performance is very high compared to other schools in the state and its peers. The document also provides demographic information about the school's students and more detailed data on academic achievement by subject and grade level.
This school's academic performance is average compared to other schools in the state. It outperforms 59% of schools statewide in academic achievement and 41% of peer schools. The school's college and career readiness is high, outperforming 61% of schools statewide and 62% of peer schools. Graduation and post-secondary performance is also high, outperforming 63% of schools statewide and 67% of peer schools.
This school performs very high academically compared to other schools in the state and among its peers. While it exceeds expectations in academic achievement, its performance in college and career readiness significantly lags behind the state average and its peers. Specifically, the school's proficiency rates on standardized tests place it in the 96th percentile among peer schools and 66th percentile statewide for academic achievement, but only the 3rd and 4th percentiles respectively for college and career readiness.
This summary provides an overview of Ocean City High School based in Ocean City, New Jersey:
- The school's academic achievement is average compared to other schools in the state and its peers. Its college and career readiness is also average. However, its graduation and post-secondary performance is high compared to other schools.
- Enrollment has declined slightly in recent years to 1,227 students. The student body is predominantly white and English-speaking.
- Test proficiency in language arts and math is average compared to peers and the state. Proficiency has remained steady or increased slightly over time. Biology proficiency is also average.
- College readiness indicators like SAT participation are average or below average compared to peers and state
This document provides information about Ocean City Primary School's academic performance in the 2013-2014 school year. It summarizes that the school's academic achievement is high compared to other schools in the state and very high compared to peer schools. However, its college and career readiness lags behind other schools in the state and significantly lags behind peer schools. The document includes detailed data on student enrollment, demographics, performance on standardized tests, and progress toward targets.
The document provides information on state indicators and test performance for a school. To meet state indicators for grades 3-8 and 10, at least 75% of students must score proficient or higher on state tests. For 11th grade tests, 85% must pass. Attendance must be at least 93% and graduation rate at least 90%. The school met 12 out of 26 indicators and earned a Performance Index of 101.8. It did not meet Adequate Yearly Progress in reading for students with disabilities. Teacher qualifications and other data are also included.
The document discusses Pennsylvania's requirements and plans around ensuring all teachers meet the federal No Child Left Behind (NCLB) designation of being "highly qualified." It outlines Pennsylvania's goals and steps taken, including teacher certification requirements, induction programs, professional development for current teachers, and analyzing the distribution of highly qualified teachers across the state. It also addresses specific federal requirements for revising Pennsylvania's plan around supporting teachers in meeting highly qualified status and ensuring equitable access to experienced, qualified teachers for all students.
CCCS is requesting renewal of its charter, which expires in June 2010. Over its 14 years of operation, CCCS has provided an excellent academic program with high standards and hands-on, experiential learning opportunities. CCCS students have shown strong academic performance, with state test scores increasing 25 points since the last renewal and exceeding expectations in both English and math. CCCS believes it has created a positive learning environment through the partnership of teachers, parents, and students.
The document proposes a solution called "My Shiksha" to measure learning outcomes in primary education in India, which would use tablets to administer standardized tests measuring mathematics, language, writing and speaking skills to students annually and provide individualized student and teacher performance assessments to improve curriculum, training, and education quality. A pilot of the program is planned for 50 schools across 5 zones in Madhya Pradesh from April to November 2015 to test the tool before broader implementation.
The document discusses the importance of offering more Advanced Placement (AP) courses to 21st century students. It argues that students need to be challenged and prepared to compete globally for jobs and careers. While the Verona school district is meeting standards, it could enhance AP course offerings compared to other similar districts. The document examines whether Verona is offering the most popular AP courses and maximizing student enrollment and achievement in AP. It suggests the district could improve by offering additional in-demand AP courses to better prepare diverse students for their futures.
The document summarizes student achievement and academic progress in the Avon Grove School District. It discusses how the district and its schools met performance targets and standardized test scores are increasing. It highlights how increased enrollment in advanced courses and alignment of curriculum has contributed to improved SAT scores and more students completing higher-level math courses. The district is on track to meet strategic plan goals in math and writing.
Lakeside Middle School ESSA Presentation February 2018Spike Cook
Preview the information prior to the meeting on February 26, 2016. With the new ESSA under the New Jersey Department of Education, Lakeside Middle School will host a night to review the progress made over the past few years, and plan for next year.
Achieve Closing the Expectations Gap 2014Achieve, Inc.
Achieve's ninth annual "Closing the Expectations Gap" report details states’ progress in adopting and implementing a coherent set of reinforcing policies that will prepare all students for college and careers. Visit http://www.achieve.org
This document outlines the schoolwide reform strategies and goals for Roscommon Middle School's Title I program for the 2008-2009 school year. It identifies three key goal areas: improving math skills, oral reading fluency, and reading comprehension. For each goal, the document discusses the rationale and supporting data, instructional strategies and activities, assessments, resources, and interventions for students experiencing difficulty. The strategies are research-based and include modeling, repeated readings, small group instruction, and extended time to practice skills. Progress will be measured through standardized, local, and formative assessments.
The TPS 2015 Charter represents the school's strategic plan over the next year. It aims to [1] enable each learner to achieve success and potential, [2] provide a positive and inclusive learning environment, and [3] maintain a culturally responsive school that respects diversity. The charter outlines strategic goals in national standards achievement, teaching practices, vision and values, and meeting learner needs. It establishes annual targets and improvement plans focused on literacy, numeracy, learning support, and innovative pedagogy.
This document provides an overview of how five Southern Regional Education Board (SREB) states - Alabama, Oklahoma, South Carolina, Tennessee, and Texas - prioritize college and career readiness in their state accountability plans under the Every Student Succeeds Act (ESSA). It discusses how these states went beyond ESSA's basic requirements by setting goals focused on readiness, including readiness measures in their school performance indicators, assigning weights to readiness indicators to highlight their importance, incorporating data on student subgroups, and establishing support systems for struggling schools centered on readiness.
This document outlines a performance framework for evaluating a school across four core questions: 1) Is the educational program successful? 2) Is the organization effective and well-run? 3) Is the school meeting its operations and access obligations? 4) Is the school providing appropriate conditions for success? Each core question contains multiple findings that are rated on a scale from "does not meet standard" to "exceeds standard" based on evidence and performance targets. The framework provides a comprehensive means for assessing a school's academic outcomes, organizational management, legal compliance, and support for student success.
School surveys were introduced into the Young Lives research study in 2010 in order to capture detailed information about children’s experiences of schooling, and to improve our understanding of:
- the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups.
- school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems.
- equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education
This presentation gives details of the 2016 Survey.
Standards and Assessments: Benchmarking State Implementation of College- and ...SREB
States have taken various actions to implement new college and career readiness standards and aligned assessments:
- States adopted the standards between 2010-2014, with most beginning implementation in 2013-2014. Some phased implementation over multiple years.
- States are ensuring assessments are aligned through consortium tests like PARCC or Smarter Balanced, or developing their own state-specific tests.
- States are supporting students with disabilities and English learners through aligned alternate standards and assessments. Leading states provide extensive professional learning and resources to support local implementation of the new standards and assessments.
The document summarizes the district's work over the past year to improve teaching, learning, and student achievement. Key points include developing curriculum and intervention systems, implementing new programs like ADSIS, analyzing assessment data showing progress in reading and math, and recommending the board approve the annual report.
Presentation given to the Mendon-Upton Regional School Committee on October 15, 2012 regarding district results on Spring 2012 state assessment testing
Highlights from findings of the SREB reportsBenchmarking State Implementation of College- and Career-Readiness Standards, Aligned Assessments and Related Reforms
A Leak in the Teacher Pipeline? Employment Rates for Initially-Prepared Teach...Analisa Sorrells
A Leak in the Teacher Pipeline? Employment Rates for
Initially-Prepared Teachers from UNC System Institutions from the Education Policy Institute at Carolina.
Accountability: Benchmarking Implementation of College- and Career-Readiness ...SREB
Three states - Georgia, Kentucky, and North Carolina - are highlighted as leading states in developing comprehensive accountability systems aligned to their college- and career-readiness standards. These states include additional measures beyond annual ELA and math assessments, such as Lexile reading targets in Georgia and program reviews examining instruction and curriculum in Kentucky. North Carolina includes a Graduation Project requiring student portfolios and presentations. All 14 states studied have made progress reforming accountability, but these three states provide the most well-rounded information on teaching and learning through their broader sets of measures.
This a brief portfolio of my work. If you have any questions or would like to see work in another area, please contact me. Thank you for your consideration.
- The document discusses various studies on the effects of different English education policies on student achievement, including increasing school spending, literacy programs, school choice/competition, and different school types (e.g. academies).
- One study found that an additional £1000 per student in school spending raised achievement by 0.25 standard deviations. Literacy programs were found to have modest positive effects on performance at a low cost.
- Evidence on effects of school choice/competition is mixed, but there may be impacts on inequality. Studies on different school types like academies found improved student intakes and modest achievement gains compared to traditional schools.
Developing quality growth goals step 2 creating goals using the smart processAnil Kumar Yadav
This document provides guidance on developing quality student growth goals for Kentucky's Teacher Professional Growth and Effectiveness System. It outlines the student growth goal process and criteria for goals to be SMART (Specific, Measurable, Appropriate, Realistic and Time-bound). Examples of effective and ineffective goals are provided for various content areas. The document emphasizes aligning goals to essential skills in state standards and using multiple sources of evidence to measure growth.
AN INVESTIGATION INTO THE EFFECTIVENESS OF THE CURRICULUM AND ASSESSMENT POLI...IJITE
The paper presents the findings from current research on the impact that the Curriculum and Assessment
Policy Statement (CAPS) curriculum subjects have on two South African Schools in Gauteng province in
South Africa. The aim is to present the impact of the CAPs subjects in the school. The study did a critical
evaluation of each subject to elaborate on the importance and challenges in implementing the subjects and
using a qualitative research method to collect data on a group of teachers and students on their opinion on
the impact of CAPs subjects. The findings suggest that even though the curriculum is effective, it needs to
be improved to close the gap between public and private schools. Private schools are currently benefiting
the most from the subjects and how the curriculum is structured.
This document provides information about Ocean City Primary School's academic performance in the 2013-2014 school year. It summarizes that the school's academic achievement is high compared to other schools in the state and very high compared to peer schools. However, its college and career readiness lags behind other schools in the state and significantly lags behind peer schools. The document includes detailed data on student enrollment, demographics, performance on standardized tests, and progress toward targets.
This document provides an overview of J.H.S. 125 Henry Hudson for the 2013-2014 school year. It includes information on enrollment, student demographics, principal leadership, a Quality Review assessment, student progress and achievement metrics, and targets for the following school year. The Quality Review found the school's curricula and assessment practices to be developing, while its culture of high expectations and support for students was also developing. Student progress and achievement metrics showed the school meeting targets in English and math median growth percentiles overall, and for its lowest-performing students in English.
The document proposes a solution called "My Shiksha" to measure learning outcomes in primary education in India, which would use tablets to administer standardized tests measuring mathematics, language, writing and speaking skills to students annually and provide individualized student and teacher performance assessments to improve curriculum, training, and education quality. A pilot of the program is planned for 50 schools across 5 zones in Madhya Pradesh from April to November 2015 to test the tool before broader implementation.
The document discusses the importance of offering more Advanced Placement (AP) courses to 21st century students. It argues that students need to be challenged and prepared to compete globally for jobs and careers. While the Verona school district is meeting standards, it could enhance AP course offerings compared to other similar districts. The document examines whether Verona is offering the most popular AP courses and maximizing student enrollment and achievement in AP. It suggests the district could improve by offering additional in-demand AP courses to better prepare diverse students for their futures.
The document summarizes student achievement and academic progress in the Avon Grove School District. It discusses how the district and its schools met performance targets and standardized test scores are increasing. It highlights how increased enrollment in advanced courses and alignment of curriculum has contributed to improved SAT scores and more students completing higher-level math courses. The district is on track to meet strategic plan goals in math and writing.
Lakeside Middle School ESSA Presentation February 2018Spike Cook
Preview the information prior to the meeting on February 26, 2016. With the new ESSA under the New Jersey Department of Education, Lakeside Middle School will host a night to review the progress made over the past few years, and plan for next year.
Achieve Closing the Expectations Gap 2014Achieve, Inc.
Achieve's ninth annual "Closing the Expectations Gap" report details states’ progress in adopting and implementing a coherent set of reinforcing policies that will prepare all students for college and careers. Visit http://www.achieve.org
This document outlines the schoolwide reform strategies and goals for Roscommon Middle School's Title I program for the 2008-2009 school year. It identifies three key goal areas: improving math skills, oral reading fluency, and reading comprehension. For each goal, the document discusses the rationale and supporting data, instructional strategies and activities, assessments, resources, and interventions for students experiencing difficulty. The strategies are research-based and include modeling, repeated readings, small group instruction, and extended time to practice skills. Progress will be measured through standardized, local, and formative assessments.
The TPS 2015 Charter represents the school's strategic plan over the next year. It aims to [1] enable each learner to achieve success and potential, [2] provide a positive and inclusive learning environment, and [3] maintain a culturally responsive school that respects diversity. The charter outlines strategic goals in national standards achievement, teaching practices, vision and values, and meeting learner needs. It establishes annual targets and improvement plans focused on literacy, numeracy, learning support, and innovative pedagogy.
This document provides an overview of how five Southern Regional Education Board (SREB) states - Alabama, Oklahoma, South Carolina, Tennessee, and Texas - prioritize college and career readiness in their state accountability plans under the Every Student Succeeds Act (ESSA). It discusses how these states went beyond ESSA's basic requirements by setting goals focused on readiness, including readiness measures in their school performance indicators, assigning weights to readiness indicators to highlight their importance, incorporating data on student subgroups, and establishing support systems for struggling schools centered on readiness.
This document outlines a performance framework for evaluating a school across four core questions: 1) Is the educational program successful? 2) Is the organization effective and well-run? 3) Is the school meeting its operations and access obligations? 4) Is the school providing appropriate conditions for success? Each core question contains multiple findings that are rated on a scale from "does not meet standard" to "exceeds standard" based on evidence and performance targets. The framework provides a comprehensive means for assessing a school's academic outcomes, organizational management, legal compliance, and support for student success.
School surveys were introduced into the Young Lives research study in 2010 in order to capture detailed information about children’s experiences of schooling, and to improve our understanding of:
- the relationships between learning outcomes, and children's home backgrounds, gender, work, schools, teachers and class and school peer-groups.
- school effectiveness, by analysing factors explaining the development of cognitive and non-cognitive skills in school, including value-added analysis of schooling and comparative analysis of school-systems.
- equity issues (including gender) in relation to learning outcomes and the evolution of inequalities within education
This presentation gives details of the 2016 Survey.
Standards and Assessments: Benchmarking State Implementation of College- and ...SREB
States have taken various actions to implement new college and career readiness standards and aligned assessments:
- States adopted the standards between 2010-2014, with most beginning implementation in 2013-2014. Some phased implementation over multiple years.
- States are ensuring assessments are aligned through consortium tests like PARCC or Smarter Balanced, or developing their own state-specific tests.
- States are supporting students with disabilities and English learners through aligned alternate standards and assessments. Leading states provide extensive professional learning and resources to support local implementation of the new standards and assessments.
The document summarizes the district's work over the past year to improve teaching, learning, and student achievement. Key points include developing curriculum and intervention systems, implementing new programs like ADSIS, analyzing assessment data showing progress in reading and math, and recommending the board approve the annual report.
Presentation given to the Mendon-Upton Regional School Committee on October 15, 2012 regarding district results on Spring 2012 state assessment testing
Highlights from findings of the SREB reportsBenchmarking State Implementation of College- and Career-Readiness Standards, Aligned Assessments and Related Reforms
A Leak in the Teacher Pipeline? Employment Rates for Initially-Prepared Teach...Analisa Sorrells
A Leak in the Teacher Pipeline? Employment Rates for
Initially-Prepared Teachers from UNC System Institutions from the Education Policy Institute at Carolina.
Accountability: Benchmarking Implementation of College- and Career-Readiness ...SREB
Three states - Georgia, Kentucky, and North Carolina - are highlighted as leading states in developing comprehensive accountability systems aligned to their college- and career-readiness standards. These states include additional measures beyond annual ELA and math assessments, such as Lexile reading targets in Georgia and program reviews examining instruction and curriculum in Kentucky. North Carolina includes a Graduation Project requiring student portfolios and presentations. All 14 states studied have made progress reforming accountability, but these three states provide the most well-rounded information on teaching and learning through their broader sets of measures.
This a brief portfolio of my work. If you have any questions or would like to see work in another area, please contact me. Thank you for your consideration.
- The document discusses various studies on the effects of different English education policies on student achievement, including increasing school spending, literacy programs, school choice/competition, and different school types (e.g. academies).
- One study found that an additional £1000 per student in school spending raised achievement by 0.25 standard deviations. Literacy programs were found to have modest positive effects on performance at a low cost.
- Evidence on effects of school choice/competition is mixed, but there may be impacts on inequality. Studies on different school types like academies found improved student intakes and modest achievement gains compared to traditional schools.
Developing quality growth goals step 2 creating goals using the smart processAnil Kumar Yadav
This document provides guidance on developing quality student growth goals for Kentucky's Teacher Professional Growth and Effectiveness System. It outlines the student growth goal process and criteria for goals to be SMART (Specific, Measurable, Appropriate, Realistic and Time-bound). Examples of effective and ineffective goals are provided for various content areas. The document emphasizes aligning goals to essential skills in state standards and using multiple sources of evidence to measure growth.
AN INVESTIGATION INTO THE EFFECTIVENESS OF THE CURRICULUM AND ASSESSMENT POLI...IJITE
The paper presents the findings from current research on the impact that the Curriculum and Assessment
Policy Statement (CAPS) curriculum subjects have on two South African Schools in Gauteng province in
South Africa. The aim is to present the impact of the CAPs subjects in the school. The study did a critical
evaluation of each subject to elaborate on the importance and challenges in implementing the subjects and
using a qualitative research method to collect data on a group of teachers and students on their opinion on
the impact of CAPs subjects. The findings suggest that even though the curriculum is effective, it needs to
be improved to close the gap between public and private schools. Private schools are currently benefiting
the most from the subjects and how the curriculum is structured.
This document provides information about Ocean City Primary School's academic performance in the 2013-2014 school year. It summarizes that the school's academic achievement is high compared to other schools in the state and very high compared to peer schools. However, its college and career readiness lags behind other schools in the state and significantly lags behind peer schools. The document includes detailed data on student enrollment, demographics, performance on standardized tests, and progress toward targets.
This document provides an overview of J.H.S. 125 Henry Hudson for the 2013-2014 school year. It includes information on enrollment, student demographics, principal leadership, a Quality Review assessment, student progress and achievement metrics, and targets for the following school year. The Quality Review found the school's curricula and assessment practices to be developing, while its culture of high expectations and support for students was also developing. Student progress and achievement metrics showed the school meeting targets in English and math median growth percentiles overall, and for its lowest-performing students in English.
Ocean city intermediate school report card 2011 2012OceanCityGazette
This school's academic achievement is average compared to other schools in the state and its peers. Specifically, its language arts proficiency is at the 52nd percentile statewide and 29th percentile among peers, while math proficiency is at the 66th percentile statewide and 71st percentile among peers. The school is meeting 100% of its achievement targets. Student growth is high, with the school in the 77th percentile statewide and 78th percentile among peers for growth. College and career readiness lags, at the 33rd percentile statewide and 34th percentile among peers, though 50% of targets are met.
This document provides information about Ocean City High School in Ocean City, New Jersey. It summarizes that the school's academic performance is average compared to other schools statewide but lags behind its peer schools. Its college and career readiness is average statewide but significantly lags peer schools. Graduation and post-secondary performance is very high statewide and high compared to peers. The school meets most academic achievement targets but fewer career readiness targets.
This document summarizes key data on K-12 academic achievement in North Carolina. It finds that:
1) 8th grade test scores are highly predictive of college enrollment, similar to ACT scores;
2) While early grade test scores have improved across cohorts, gains have slowed in middle school;
3) NAEP scores show North Carolina students performing at the national average, but with little improvement since 2000 except in 4th grade reading;
4) Achievement gaps between white and minority students exist and in some cases grew with introduction of more difficult standards.
The document discusses a school's Academic Performance Index (API) score, which ranges from 200 to 1000. It provides details on how the API is calculated based on student test scores in different subject areas and performance bands. It then summarizes the school's specific API data over time, noting it decreased by 16 points from the previous year and fell short of its target goal. Areas of focus for improvement are identified.
Approximately half (51%) of the students scored a Satisfactory Level of Performance or
better (grade C or better). This is up from the 47% in 2013 who scored a Satisfactory Level
of Performance or better. As in 2013, the mean score is in the adequate range at 58.4
which is slightly higher than 2013 when it was 57.8. The Mode Grade of C indicates that
most students (27%) scored between 60-69, a Satisfactory Level of Performance, and this
is one grade higher than last year when the Mode Grade was D. The median score is 60;
therefore, half the number of scores were below and half above 60. This is slightly higher
than last year when it was 58.
This document provides a framework for identifying barriers that schools face in advancing students through the AP pipeline from preparation to success. It analyzes data on AP participation and performance in Tennessee, finding that while most AP-ready students have access to AP courses, not all enroll or take the exams. As a result, only about half of AP-ready students and less than a third of economically disadvantaged AP-ready students earn college credits through AP exams. The framework is intended to help schools and districts design targeted solutions to the challenges they face at different points along the AP pipeline.
1. The document discusses the impact of college readiness on student persistence and degree completion. It finds that academic achievement and rigorous high school coursework are the strongest predictors of college success.
2. Students who meet more of the ACT College Readiness Benchmarks have higher college enrollment rates, persistence to the second year, and overall success rates.
3. Prior academic achievement and cognitive ability have more influence on student performance than non-academic factors, though these can also impact outcomes. Being better prepared academically improves the likelihood of completing a college degree.
The Literacy First Framework -- Success Storiescatapultlearn
Literacy First is not a program; it is a research-based framework of best practices and strategies designed to create a literacy rich environment that motivates and ENGAGES students in their own learning.
The document outlines the indicators used in Georgia's 2013 College and Career Ready Performance Index (CCRPI) for elementary schools, middle schools, and high schools. It provides details on the content mastery, post-education readiness, and other indicators measured for each level. It also lists supplemental "Exceeding the Bar" indicators that schools can earn additional points for achieving.
J.H.S. 125 Henry Hudson received an overall score of 37.8 out of 60 on its 2012-13 progress report, earning it a grade of B. The school scored a D in student performance, D in school environment, and D in closing the achievement gap. The progress report measures student year-to-year progress, compares the school to peer schools, and rewards progress in high-needs students.
Grade 12 students' average reading score declined by 2 points since 2015 according to the 2019 National Assessment of Educational Progress, while their average mathematics score did not change. Scores also declined for lower-performing students in both subjects at grades 4, 8, and 12. The percentage of students performing at or above the proficient level held steady at 37% for reading and 24% for mathematics. The results indicate that gaps are widening between lower- and higher-performing students.
- The document summarizes a study evaluating the effects of basic skills math placement policies on student outcomes at the Los Angeles Community College District (LACCD).
- Over 50% of community college students in California are placed into basic skills math courses, higher than the national average of 25-40%. The study aims to evaluate how different basic skills math paths impact student course-taking and success.
- Researchers will use a regression discontinuity design to analyze how assignment to different basic skills math levels affects later outcomes, leveraging a continuous placement score to assign students to treatment and control groups.
- The document summarizes a study evaluating the effects of basic skills math placement policies on student outcomes at the Los Angeles Community College District (LACCD).
- Over 50% of community college students in California are placed into basic skills math courses, higher than the national average of 25-40%. The study aims to evaluate how different basic skills math paths impact student course-taking and success.
- Researchers will use a regression discontinuity design to analyze how assignment to different basic skills math levels affects later outcomes, leveraging a continuous placement score to assign students to treatment and control groups.
Measuring student academic growth through Value Added methodology: An introd...F Jenkins
This document introduces value added assessment as a method for measuring student academic growth and progress over time rather than just achievement at a single point. It discusses two 11th grade students, Anne who scores high on standardized tests but shows less growth, while David scores low but demonstrates significant academic growth each year. Value added assessment compares individual student performance over time to determine how much progress each student makes regardless of achievement level. The document outlines benefits of value added data for educators to evaluate their impact on student learning and better support all students.
Leveraging MAP Data to Improve InstructionAmanda DeCardy
This document discusses how MAP (Measures of Academic Progress) data can be used to improve instruction. MAP is an adaptive test administered twice a year to measure student growth in reading, language usage, mathematics, and science. The results are available immediately and place students on a scale to help target instruction. The presenter discusses analyzing data at both the macro and micro levels. At the micro level, teachers can access each student's learning continuum, write action plans with students, and plan differentiated instruction based on standard deviations. The presenter also reviews using MAP data in parent progress reports and setting growth goals.
The document provides information on state indicator requirements for schools' 2011-2012 report cards. At least 75% of students must score proficient or higher on state tests for grades 3-8 and 10 for schools to meet indicators. For 11th grade tests, 85% must pass, and attendance and graduation rates must be at least 93% and 90%, respectively. The school met 12 out of 12 state indicators and earned a Performance Index of 109.0, designating it as Excellent. Student performance data is also presented by subject, grade, and student group.
MAP Parent Presentation - Universal American Schooluasdubai
This document provides information about MAP (Measures of Academic Progress) testing that is administered three times a year at Universal American School in Dubai to measure student growth in reading, math, language usage, and science. MAP is an adaptive test that places students on a equal interval scale to help teachers target student learning. Results are available immediately to teachers and are provided to parents in a MAP Student Progress Report. The report includes a student's RIT score which relates to their grade level curriculum, average scores for their class and national norms, growth over time, and performance descriptors.
The document discusses the results of a study on the effects of a new drug on memory and cognitive function in older adults. The double-blind study involved 100 participants aged 65-80 who were given either the drug or a placebo daily for 6 months. Researchers found that those who received the drug performed significantly better on memory and problem-solving tests at the end of the study compared to those who received the placebo.
2015 Ocean City municipal budget presentation Feb. 19, 2015OceanCityGazette
This document summarizes the 2015 budget for a local municipality. Revenues are budgeted to increase by 2.67% to $72,017,647, due primarily to higher anticipated property taxes and fund balance. Appropriations are also budgeted to rise by 2.67% to the same amount. Within appropriations, salaries are budgeted to increase 3.19% while debt service rises 6.7%. The fund balance carried over from 2014 is $5,811,666, a portion of which is budgeted to be used to help balance the budget. A history of the fund balance shows balances remaining between 32-56% of annual budgets in recent years.
The document outlines capital planning projects for the City of Ocean City from 2015-2019. It details various infrastructure projects including road improvements, drainage projects, beach and bay dredging, boardwalk reconstruction, improvements to public buildings and facilities, recreational areas, and vehicle and equipment purchases. The total capital budget has increased from $51.6 million for 2014-2018 to $79.4 million for 2015-2019.
The document contains a map that rates different roads on a scale from below 60 to 85-100. The legend shows the rating scales and identifies county roads and private roads. Various street names such as 24th St., 18th St., and 52nd St. are listed without any additional details about the road ratings.
Ocean City capital plan presentation summary 2015OceanCityGazette
This document outlines capital improvement projects and equipment purchases for the city across various categories from 2015-2019. The largest categories of spending are Paving and Drainage, Boardwalk, and Public Safety Building projects. Total planned spending is $79 million over the 5 year period, with the highest spending in 2015-2016 and lower amounts budgeted for the later years. Specific projects mentioned include dredging, beach and boardwalk reconstruction, building improvements, vehicle and equipment replacements, and communications and technology upgrades.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. It states that regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering blood pressure, reducing muscle tension, and decreasing levels of stress hormones. Making meditation a part of a daily routine, even if just 10-15 minutes per day, can significantly improve mood, focus, and overall feelings of well-being over time.
Council will consider introducing a $750,000 bond ordinance to build a permanent skatepark at Fifth Street and Asbury Avenue when it meets 7 p.m. Thursday, Nov. 13 at City Hall, Ninth Street and Asbury Avenue.
This executive order creates a "Facing Addiction Task Force" to address New Jersey's substance abuse and addiction epidemic. The task force will be comprised of state department commissioners and public members appointed by the governor. It will work to reduce stigma around addiction, enhance prevention efforts, and strengthen treatment services by reviewing current programs and developing recommendations to the governor. The New Jersey Department of Human Services will provide staff support to the task force as it works to combat substance abuse across the state through a comprehensive, multi-faceted approach.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. It states that regular exercise can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help prevent mental illness and improve symptoms.
Here is Gabe Whitley's response to my defamation lawsuit for him calling me a rapist and perjurer in court documents.
You have to read it to believe it, but after you read it, you won't believe it. And I included eight examples of defamatory statements/
Essential Tools for Modern PR Business .pptxPragencyuk
Discover the essential tools and strategies for modern PR business success. Learn how to craft compelling news releases, leverage press release sites and news wires, stay updated with PR news, and integrate effective PR practices to enhance your brand's visibility and credibility. Elevate your PR efforts with our comprehensive guide.
13062024_First India Newspaper Jaipur.pdfFIRST INDIA
Find Latest India News and Breaking News these days from India on Politics, Business, Entertainment, Technology, Sports, Lifestyle and Coronavirus News in India and the world over that you can't miss. For real time update Visit our social media handle. Read First India NewsPaper in your morning replace. Visit First India.
CLICK:- https://firstindia.co.in/
#First_India_NewsPaper
Youngest c m in India- Pema Khandu BiographyVoterMood
Pema Khandu, born on August 21, 1979, is an Indian politician and the Chief Minister of Arunachal Pradesh. He is the son of former Chief Minister of Arunachal Pradesh, Dorjee Khandu. Pema Khandu assumed office as the Chief Minister in July 2016, making him one of the youngest Chief Ministers in India at that time.
Howard Fineman, Veteran Political Journalist and TV Pundit, Dies at 75
Ocean City Intermediate School report card 2013
1. State of New Jersey
2012-13
OVERVIEW
CAPE MAY
OCEAN CITY
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
1
GRADE SPAN 04-08
This school's academic performance is high when compared to schools across the state. Additionally, its academic
performance is very high when compared to its peers. This school's college and career readiness lags in comparison to schools
across the state. Additionally, its college and career readiness lags in comparison to its peers. This school's student growth
performance is very high when compared to schools across the state. Additionally, its student growth performance is very high
when compared to its peers.
Performance Areas
Peer Percentile
Improvement Status
Statewide Percentile Percent of
Targets Met
N/A
96
64
90%
Academic Achievement
Rationale
College and Career Readiness
36
27
50%
N/A
96
90
100%
Student Growth
Very High Performance is defined as being equal to or above the 80th percentile.
High Performance is defined as being between the 60th and 79.9th percentiles.
Average Performance is defined as being between the 40th and 59.9th percentiles.
Lagging Performance is defined as being between the 20th and 39.9th percentiles.
Significantly Lagging Performance is defined as being equal to or below the 19.9th percentile.
Peer Schools are schools that have similar grade levels and students with similar demographic characteristics, such as the
percentage of students qualifying for Free/Reduced Lunch, Limited English Proficiency programs or Special Education
programs.
Academic Achievement
This school outperforms 64% of schools statewide as noted
by its statewide percentile and 96% of schools educating
students with similar demographic characteristics as noted in
its peer school percentile in the performance area of
Academic Achievement. Additionally, this school is meeting
90% of its performance targets in the area of Academic
Achievement.
Academic Achievement measures the content knowledge
students have in language arts literacy and math. For
elementary and middle schools, this includes measures of
the school's proficiency rate on both the Language Arts
Literacy and Math sections of the New Jersey Assessment
of Skills and Knowledge (NJ ASK). A proficiency rate is
calculated by summing the count of students who scored
either proficient or advanced proficient on the assessment
and dividing by the count of valid test scores.
College and Career Readiness
This school outperforms 27% of schools statewide as noted
by its statewide percentile and 36% of schools educating
students with similar demographic characteristics as noted in
its peer school percentile in the performance area of College
and Career Readiness. Additionally, this school is meeting
50% of its performance targets in the area of College and
Career Readiness.
College and Career readiness measures the degree to
which students are demonstrating behaviors that are
indicative of future attendance and/or success in college
and careers. For all elementary and middle schools, this
includes a measurement of how many students are
chronically absent. For schools with middle school
grades, it also includes a measurement of how many
students take Algebra I in eighth grade.
Student Growth
This school outperforms 90% of schools statewide as noted
by its statewide percentile and 96% of schools educating
students with similar demographic characteristics as noted in
its peer school percentile in the performance area of Student
Growth. Additionally, this school is meeting 100%
percentage of its performance targets in the area of Student
Growth.
Student Growth measures the performance of students
from one year to the next on the New Jersey
Assessment of Skills and Knowledge (NJ ASK) in
Language Arts Literacy and Math when compared to
students with a similar history of performance on
NJASK.
1
2. State of New Jersey
2012-13
DEMOGRAPHIC INFORMATION
CAPE MAY
OCEAN CITY
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
GRADE SPAN 04-08
Language Diversity
This table presents the percentage of students who
primarily speak each language in their home.
2012-13
Percent
English
93.1%
Spanish
6.0%
Chinese
0.2%
German
0.2%
Philippine languages
0.2%
Vietnamese
0.2%
Note: "UG" represents the count of students who are 'on
roll' (FTE) in this school but who are educated in ungraded
classrooms, meaning that the classrooms may contain
students from multiple grade levels.
Total School Enrollment in Full Time Equivalent
2011-12
470
2012-13
487
Enrollment Trends by Program Participation
35
32
31
Percent of Enrollment
30
25
20
23 23
2010-11
19
2011-12
15
15
Enrollment by Gender
2012-13
This graph presents the count of students by gender who were 'on
roll' (FTE) in October of each school year.
280
10
5
1 0 0
DISABILITY
ECONDIS
240
LEP
200
Male
160
0
Female
Current Year Enrollment by Program Participation
2012-2013
Students with Disability
Economically Disadvantaged
Students
Limited English Proficient
Students
Count of
Students
Percentage of
Enrollment
91
19%
155
120
80
40
31.8%
0
0.0%
2
0
2010-11
2010-11
2011-12
2012-13
2011-12
Male
234
235
240
2012-13
Female
247
235
247
2
3. State of New Jersey
2012-13
ACADEMIC ACHIEVEMENT
CAPE MAY
OCEAN CITY
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
GRADE SPAN 04-08
Academic Achievement measures the content knowledge students have in language arts literacy and math. In elementary and
middle school, this includes the outcomes of the New Jersey Assessment of Skills and Knowledge (NJASK). The first column Schoolwide Performance - in the table below includes measures of the total schoolwide proficiency rate in both language arts literacy
and math. The second column - Peer School Percentile - indicates where the school’s proficiency rate compares to its group of peer
schools. For example, a school that has a peer school percentile rank of 65 has a proficiency rate that is higher than 65% of its peer
schools. The third column - Statewide Percentile - indicates where the school’s proficiency rate compares to schools across the state.
For example, a school that has a statewide percentile of 30 has a proficiency rate that is higher than 30% of all schools with NJASK
scores statewide. The last column - Percent of Targets Met - presents the percentage of progress targets met as defined by the
NJDOE’s NCLB waiver.
The Summary row presents the averages of the peer school percentiles, the average of statewide percentiles and the percentage
of statewide targets met.
Peer
Percentile
Schoolwide
Performance
Academic Achievement Indicators
State
Percentile
Percent of Targets
Met
NJASK Language Arts Proficiency and above
72%
91
52
80%
NJASK Math Proficiency and above
83%
100
75
100%
SUMMARY - Academic Achievement
NCLB Progress Targets - Language Arts Literacy
96
This table presents the Progress Targets as uniquely calculated for each
subgroup in each school under NJDOE’s NCLB waiver. The methodology
- as defined by the United States Department of Education - is calculated so
that each subgroup will halve the gap between their 2011 proficiency rate
and 100% proficiency by 2017.
Subgroups
Total Valid
Pass
Target Met
Scores
Rate
Target?
Schoolwide
402
71.9
76.4
NO
64
90%
Proficiency Trends - Language Arts Literacy
This graph presents the percentage of students who scored in
the Advanced Proficient, Proficient and Partially Proficient
categories of the statewide Language Arts Literacy assessment
over the prior four years.
White
317
77
Black
-
-
46
47.8
American Indian
-
-
--
Asian
-
-
--
40
Two or More Races
-
-
--
20
74
44.6
YES*
0
Hispanic
Students with Disability
80.1
YES*
100
--
11
11
11
7
59
61
59
64
30
28
30
28
2009-10
2010-11
2011-12
2012-13
Advanced Proficient
Proficient
80
61.7
54.4
YES*
Limited English Proficient
-Students
Economically
129
53.5
59.5
YES*
Disadvantaged Students
YES* = Met Progress Target(Confidence Interval Applied)
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
60
Partially Proficient
3
4. State of New Jersey
2012-13
ACADEMIC ACHIEVEMENT
CAPE MAY
OCEAN CITY
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
GRADE SPAN 04-08
NCLB Progress Targets - Math
Proficiency Trends - Math
This table presents the Progress Targets as uniquely calculated for each
subgroup in each school under NJDOE’s NCLB waiver. The methodology
- as defined by the United States Department of Education - is calculated so
that each subgroup will halve the gap between their 2011 proficiency rate
and 100% proficiency by 2017.
Subgroups
Total Valid Pass
Target Met
Scores
Rate
Target?
Schoolwide
402
83
84.4
YES*
White
317
87
88.1
YES*
Black
-
-
46
69.6
American Indian
-
-
--
Asian
-
-
--
Two or More Races
-
-
This graph presents the percentage of students who scored in
the Advanced Proficient, Proficient and Partially Proficient
categories of the statewide Math assessment over the prior four
years.
--
Hispanic
100
72.2
80
YES*
32
35
41
40
46
46
40
43
21
--
19
19
17
2009-10
2010-11
2011-12
2012-13
Advanced Proficient
Proficient
60
40
20
Students with Disability
74
62.2
62.5
YES*
Limited English Proficient
-Students
Economically
129
72.1
69.5 YES
Disadvantaged Students
YES* = Met Progress Target(Confidence Interval Applied)
0
Partially Proficient
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
4
5. State of New Jersey
2012-13
ACADEMIC ACHIEVEMENT
CAPE MAY
OCEAN CITY
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
GRADE SPAN 04-08
NJASK Results - Language Arts Literacy Grade Level - 04
This table presents the grade level proficiency results, as measured by
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
categories for all appropriate subgroups.
Advanced Proficient Partially
Subgroups
Proficient
Proficient
Schoolwide
9%
51%
40%
White
10%
57%
33%
Black
-
-
-
0%
33%
67%
American Indian
-
-
-
Asian
-
-
-
-
-
11%
37%
53%
-
-
This graph presents the grade level outcomes in the categories
of Advanced Proficient, Proficient, and Partially Proficient
over the last four years.
-
Two or More Races
NJASK Proficiency Trends - Language Arts Literacy Grade Level - 04
-
Hispanic
Students with Disability
Limited English Proficient Students
Economically Disadvantaged
0%
32%
68%
Students
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
NJASK Results - Language Arts Literacy Grade Level - 05
This table presents the grade level proficiency results, as measured by
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
categories for all appropriate subgroups.
Advanced Proficient Partially
Subgroups
Proficient
Proficient
Schoolwide
3%
59%
39%
White
3%
62%
34%
Black
-
-
-
Hispanic
-
-
-
American Indian
-
-
-
Asian
-
-
-
-
-
0%
27%
73%
-
-
4
5
9
62
51
80
46
60
40
50
20
0
40
33
2009-10
2010-11
Advanced Proficient
2012-13
Proficient
Partially Proficient
NJASK Proficiency Trends - Language Arts Literacy Grade Level - 05
This graph presents the grade level outcomes in the categories
of Advanced Proficient, Proficient, and Partially Proficient
over the last four years.
-
Two or More Races
100
-
Students with Disability
Limited English Proficient Students
Economically Disadvantaged
0%
43%
57%
Students
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
100
4
80
51
1
3
3
62
59
34
39
2011-12
2012-13
48
60
40
20
0
45
51
2009-10
2010-11
Advanced Proficient
Proficient
Partially Proficient
5
6. State of New Jersey
2012-13
ACADEMIC ACHIEVEMENT
CAPE MAY
GRADE SPAN 04-08
OCEAN CITY
NJASK Results - Language Arts Literacy Grade Level - 06
This table presents the grade level proficiency results, as measured by
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
categories for all appropriate subgroups.
Advanced Proficient Partially
Subgroups
Proficient
Proficient
Schoolwide
5%
71%
24%
White
6%
82%
12%
Black
-
-
-
0%
38%
62%
Hispanic
American Indian
-
-
-
Asian
-
-
-
-
-
0%
47%
53%
-
-
This graph presents the grade level outcomes in the categories
of Advanced Proficient, Proficient, and Partially Proficient
over the last four years.
100
2
4
69
67
4
5
80
50
-
Two or More Races
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
NJASK Proficiency Trends - Language Arts Literacy Grade Level - 06
-
Students with Disability
Limited English Proficient Students
Economically Disadvantaged
0%
45%
55%
Students
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
NJASK Results - Language Arts Literacy Grade Level - 07
This table presents the grade level proficiency results, as measured by
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
categories for all appropriate subgroups.
Advanced Proficient Partially
Subgroups
Proficient
Proficient
Schoolwide
13%
59%
28%
White
13%
60%
28%
Black
-
-
-
Hispanic
-
-
-
American Indian
-
-
-
Asian
-
-
-
-
-
0%
36%
64%
-
-
71
40
20
0
46
28
29
2009-10
2010-11
Advanced Proficient
24
2011-12
2012-13
Proficient
Partially Proficient
NJASK Proficiency Trends - Language Arts Literacy Grade Level - 07
This graph presents the grade level outcomes in the categories
of Advanced Proficient, Proficient, and Partially Proficient
over the last four years.
-
Two or More Races
60
-
Students with Disability
Limited English Proficient Students
Economically Disadvantaged
8%
52%
40%
Students
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
100
14
12
16
13
60
60
55
59
26
28
28
28
2009-10
2010-11
2011-12
2012-13
80
60
40
20
0
Advanced Proficient
Proficient
Partially Proficient
6
7. State of New Jersey
2012-13
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
NJASK Proficiency Trends - Language Arts Literacy Grade Level - 08
ACADEMIC ACHIEVEMENT
CAPE MAY
GRADE SPAN 04-08
OCEAN CITY
NJASK Results - Language Arts Literacy Grade Level - 08
This table presents the grade level proficiency results, as measured by
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
categories for all appropriate subgroups.
Advanced Proficient Partially
Subgroups
Proficient
Proficient
Schoolwide
8%
83%
9%
White
10%
Black
83%
This graph presents the grade level outcomes in the categories
of Advanced Proficient, Proficient, and Partially Proficient
over the last four years.
100
7%
-
-
-
Hispanic
-
-
-
American Indian
-
-
-
Asian
-
-
Two or More Races
-
-
-
0%
62%
38%
-
-
-
26
-
Students with Disability
Limited English Proficient Students
80
29
8
21
60
40
83
66
64
65
7
2009-10
8
2010-11
20
0
Economically Disadvantaged
0%
91%
9%
Students
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
Advanced Proficient
14
9
2011-12
2012-13
Proficient
Partially Proficient
2013 National Assessment Educational Progress (NAEP)
The National Assessment of Educational Progress (NAEP) is the largest national assessment of what our nation’s students know and
can do. NAEP assesses fourth-, eighth-, and twelfth-grade students in subjects such as reading, mathematics, science, and writing. The
reporting of NAEP scores on state report cards is a federal mandate. The results of NAEP are also published as the Nation’s Report
Card, and are available for the nation, states, and, in some cases, urban districts. The NAEP scores on the report card include grades
four and eight 2013 reading and math scores for New Jersey which are the last scores published. For subgroup outcomes, visit :
http://www.nj.gov/education/pr/1213/naep/naep4read.html For more information, visit <http://nces.ed.gov/nationsreportcard/>
Grade 4 Reading
State/Nation
Below Basic
Proficiency Percentages
Basic
Proficient
Advanced
All Students
State (NJ)
25
33
30
12
All Students
Nation
32
33
27
8
2013 National Assessment Educational Progress (NAEP)
The National Assessment of Educational Progress (NAEP) is the largest national assessment of what our nation’s students know and
can do. NAEP assesses fourth-, eighth-, and twelfth-grade students in subjects such as reading, mathematics, science, and writing. The
reporting of NAEP scores on state report cards is a federal mandate. The results of NAEP are also published as the Nation’s Report
Card, and are available for the nation, states, and, in some cases, urban districts. The NAEP scores on the report card include grades
four and eight 2013 reading and math scores for New Jersey which are the last scores published. For subgroup outcomes, visit :
http://www.nj.gov/education/pr/1213/naep/naep8read.html
For more information, visit <http://nces.ed.gov/nationsreportcard/>
Grade 8 Reading
All Students
State/Nation
State (NJ)
All Students
Nation
Below Basic
15
22
Proficiency Percentages
Basic
Proficient
39
40
42
32
Advanced
7
4
7
8. State of New Jersey
2012-13
ACADEMIC ACHIEVEMENT
CAPE MAY
OCEAN CITY
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
GRADE SPAN 04-08
NJASK Proficiency Trends - Math - Grade Level - 04
NJASK Results - MATH Grade Level - 04
This table presents the grade level proficiency results, as measured by
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
This graph presents the grade level outcomes in the categories
categories for all appropriate subgroups.
of Advanced Proficient, Proficient, and Partially Proficient
Advanced
Partially over the last four years.
Proficient
Proficient
Proficient
Subgroups
Schoolwide
45%
38%
17%
White
53%
35%
12%
Black
-
-
-
13%
53%
33%
American Indian
-
-
-
Asian
-
-
-
40
Two or More Races
-
-
-
20
32%
53%
16%
-
-
-
14%
55%
32%
Hispanic
Students with Disability
Limited English Proficient Students
Economically Disadvantaged Students
100
80
32
37
45
60
49
46
38
19
0
17
17
2009-10
2010-11
2012-13
Advanced Proficient
Proficient
Partially Proficient
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
NJASK Results - MATH Grade Level - 05
NJASK Proficiency Trends - Math - Grade Level - 05
This table presents the grade level proficiency results, as measured by
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
This graph presents the grade level outcomes in the categories
categories for all appropriate subgroups.
of Advanced Proficient, Proficient, and Partially Proficient
Advanced
Partially over the last four years.
Proficient
Proficient
Proficient
Subgroups
Schoolwide
48%
40%
12%
White
48%
46%
7%
Black
-
-
-
Hispanic
-
-
-
American Indian
-
-
-
Asian
-
-
-
40
Two or More Races
-
-
-
20
27%
27%
45%
-
-
-
39%
32%
29%
Students with Disability
Limited English Proficient Students
Economically Disadvantaged Students
100
80
32
38
46
48
40
40
16
14
12
2010-11
2011-12
2012-13
60
0
42
26
2009-10
46
Advanced Proficient
Proficient
Partially Proficient
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
8
9. State of New Jersey
2012-13
ACADEMIC ACHIEVEMENT
CAPE MAY
GRADE SPAN 04-08
OCEAN CITY
NJASK Results - MATH Grade Level - 06
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
NJASK Proficiency Trends - Math - Grade Level - 06
This table presents the grade level proficiency results, as measured by
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
This graph presents the grade level outcomes in the categories
categories for all appropriate subgroups.
of Advanced Proficient, Proficient, and Partially Proficient
Advanced
Partially over the last four years.
Proficient
Proficient
Proficient
Subgroups
Schoolwide
37%
51%
13%
White
45%
47%
8%
Black
-
-
-
15%
69%
15%
American Indian
-
-
-
Asian
-
-
-
40
Two or More Races
-
-
-
20
18%
47%
35%
-
-
-
19%
55%
26%
Hispanic
Students with Disability
Limited English Proficient Students
Economically Disadvantaged Students
100
80
30
27
56
57
46
15
16
20
2009-10
2010-11
2011-12
34
37
60
0
Advanced Proficient
51
13
2012-13
Proficient
Partially Proficient
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
NJASK Results - MATH Grade Level - 07
NJASK Proficiency Trends - Math - Grade Level - 07
This table presents the grade level proficiency results, as measured by
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
This graph presents the grade level outcomes in the categories
categories for all appropriate subgroups.
of Advanced Proficient, Proficient, and Partially Proficient
Advanced
Partially over the last four years.
Proficient
Proficient
Proficient
Subgroups
Schoolwide
33%
41%
27%
White
32%
44%
24%
Black
-
-
-
Hispanic
-
-
-
American Indian
-
-
-
100
80
60
Asian
-
-
-
-
-
-
20
14%
21%
64%
-
-
-
24%
40%
36%
42
28
27
33
47
46
41
24
27
27
2010-11
2011-12
2012-13
40
Two or More Races
26
Students with Disability
Limited English Proficient Students
Economically Disadvantaged Students
0
32
2009-10
Advanced Proficient
Proficient
Partially Proficient
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
9
10. State of New Jersey
2012-13
ACADEMIC ACHIEVEMENT
CAPE MAY
GRADE SPAN 04-08
OCEAN CITY
NJASK Results - MATH Grade Level - 08
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
NJASK Proficiency Trends - Math - Grade Level - 08
This table presents the grade level proficiency results, as measured by
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
This graph presents the grade level outcomes in the categories
categories for all appropriate subgroups.
of Advanced Proficient, Proficient, and Partially Proficient
Advanced
Partially over the last four years.
Proficient
Proficient
Proficient
Subgroups
Schoolwide
39%
45%
16%
White
43%
43%
14%
Black
-
-
-
100
80
39
-
-
-
-
-
Asian
-
-
-
-
-
-
54%
38%
-
-
-
30%
52%
38
19
18
16
2009-10
2010-11
2011-12
2012-13
17%
53
20
8%
43
40
Two or More Races
43
-
American Indian
41
16
Hispanic
Students with Disability
Limited English Proficient Students
Economically Disadvantaged Students
60
0
29
Advanced Proficient
45
Proficient
Partially Proficient
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
2013 National Assessment Educational Progress (NAEP)
The National Assessment of Educational Progress (NAEP) is the largest national assessment of what our nation’s students know and can
do. NAEP assesses fourth-, eighth-, and twelfth-grade students in subjects such as reading, mathematics, science, and writing. The
reporting of NAEP scores on state report cards is a federal mandate. The results of NAEP are also published as the Nation’s Report Card,
and are available for the nation, states, and, in some cases, urban districts. The NAEP scores on the report card include grades four and
eight 2013 reading and math scores for New Jersey which are the last scores published. For subgroup outcomes, visit :
http://www.nj.gov/education/pr/1213/naep/naep4math.html For more information, visit <http://nces.ed.gov/nationsreportcard/>
Grade 4 Math
State/Nation
Proficiency Percentages
Below Basic
Basic
Proficient Advanced
All Students
State (NJ)
13
38
39
10
All Students
Nation
17
41
34
8
2013 National Assessment Educational Progress (NAEP)
The National Assessment of Educational Progress (NAEP) is the largest national assessment of what our nation’s students know and can
do. NAEP assesses fourth-, eighth-, and twelfth-grade students in subjects such as reading, mathematics, science, and writing. The
reporting of NAEP scores on state report cards is a federal mandate. The results of NAEP are also published as the Nation’s Report Card,
and are available for the nation, states, and, in some cases, urban districts. The NAEP scores on the report card include grades four and
eight 2013 reading and math scores for New Jersey which are the last scores published.For subgroup outcomes, visit :
http://www.nj.gov/education/pr/1213/naep/naep8math.html For more information, visit <http://nces.ed.gov/nationsreportcard/>
Grade 8 Math
State/Nation
Proficiency Percentages
Below Basic
Basic
Proficient Advanced
All Students
State (NJ)
18
34
33
16
All Students
Nation
26
38
27
9
10
11. State of New Jersey
2012-13
ACADEMIC ACHIEVEMENT
CAPE MAY
OCEAN CITY
GRADE SPAN 04-08
NJASK Results - Science Grade Level - 04
This table presents the grade level proficiency results, as measured by
3
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
categories for all appropriate subgroups.
Advanced
Partially
Proficient
Subgroups
Proficient
Proficient
Schoolwide
55%
35%
10%
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
NJASK Proficiency Trends - Science - Grade Level - 04
This graph presents the grade level outcomes in the categories
of Advanced Proficient, Proficient, and Partially Proficient
over the last four years.
100
White
63%
27%
10%
Black
-
-
-
33%
53%
13%
60
American Indian
-
-
-
40
Asian
-
-
-
Two or More Races
-
-
-
Hispanic
Students with Disability
47%
37%
16%
80
39
55
61
58
0
Limited English Proficient
Students
Economically Disadvantaged
32%
50%
18%
Students
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
35
31
20
10
2012-13
8
2010-11
3
2009-10
Advanced Proficient
Proficient
Partially Proficient
NJASK Results - Science Grade Level - 08
NJASK Proficiency Trends - Science - Grade Level - 08
This table presents the grade level proficiency results, as measured by
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
categories for all appropriate subgroups.
Advanced
Partially
Proficient
Subgroups
Proficient
Proficient
Schoolwide
35%
53%
12%
This graph presents the grade level outcomes in the categories
of Advanced Proficient, Proficient, and Partially Proficient
over the last four years.
100
White
41%
52%
7%
Black
-
-
-
Hispanic
-
-
-
60
American Indian
-
-
-
40
Asian
-
-
-
Two or More Races
-
-
80
-
Students with Disability
23%
54%
23%
Limited English Proficient
Students
Economically Disadvantaged
30%
52%
17%
Students
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
20
0
49
38
49
35
53
53
40
9
2010-11
12
12
2011-12
2012-13
Advanced Proficient
Proficient
45
5
2009-10
Partially Proficient
11
12. State of New Jersey
2012-13
COLLEGE AND CAREER READINESS
CAPE MAY
OCEAN CITY
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
GRADE SPAN 04-08
Students in both elementary and middles schools begin to demonstrate college readiness behaviors long before they even enter
high school. Among the behaviors that research has shown to be indicative of success and college and career readiness are regularly
attending school and challenging themselves with rigorous course work. First, the table presents the percentage of students, as
measured against the school’s enrollment in eighth grade, who were reported via NJSMART as being enrolled in Algebra I. The table
also presents the percentage of students who were chronically absent during the prior school year. A chronically absent student is a
student who was not present for any reason for more than 10% of the total days possible for that individual student.
The first column - Schoolwide Performance - represents the outcomes for these particular indicators in this school. The second
column - Peer School Percentile - indicates how the school’s performance compares to its group of peer schools. For example, a school
whose peer school is 65 in Algebra I Enrollment has a higher Algebra I Enrollment than 65% of its peer group. The third column Statewide Percentile - indicates how the school’s performance compares to schools across the state. The fourth column - Statewide
Target - provides the statewide targets for each of these indicators. The last column - Met Target? - indicates whether the School
Performance met or exceeded the statewide target.
The Summary row presents the averages of the peer school percentiles, the average of statewide percentiles and the percentage
of statewide targets met.
College and Career Readiness
Indicators
School
Performance
Peer
Percentile
Students taking Algebra (%)
25%
65
51
20%
YES
Chronic Absenteeism (%)
30%
6
3
6%
NO
36
27
Summary
Statewide
Percentile
Met Target?
50%
Algebra I
Absenteeism
This table presents the percentage of eighth graders who
were reported in the Algebra I course code in NJSMART
and the percentage of those students who earned a C or
higher in the course.
2012-13
Statewide
Target
School
25%
Algebra grade (C or better)
95%
40
38
35
30
Percent Absent
Students taking Algebra I
The chart below presents the percentage of students who were
absent in each category of absence: 0 absences, 1- 5 absences,
6 - 10 absences, 11 - 15 absences, and more than 15 absences.
An absence is defined as being ‘not present’ and includes the
days missed regardless of whether they were determined to be
excused or unexcused by the school.
25
22
20
20
19
15
10
5
0
2
0 Absences
1-5 Absences
6-10 Absences 11-15 Absences 15+ Absences
Absences
0 Absences
1-5 Absences
11-15 Absences
6-10 Absences
15+ Absences
12
13. State of New Jersey
2012-13
STUDENT GROWTH
CAPE MAY
OCEAN CITY
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
GRADE SPAN 04-08
This section of the performance report presents data about student growth, utilizing the Student Growth Percentile
Methodology (SGP). SGP creates a measure of how students progressed in grades 4 through 8 in NJ ASK Language Arts
Literacy and Math when compared to other students with a similar NJ ASK test score history. A short video explaining the
methodology can be found here: http://www.state.nj.us/education/njsmart/performance/
The first column - Schoolwide Performance - presents the schoolwide median growth score in either Language Arts 5
Literacy or Math for all students in the school. The second column - Peer Percentile - indicates how the school’s growth
performance compares to its group of peer schools. The third column - Statewide Percentile - indicates how a school compares
to schools across the state. The last column - Met Target? - indicates whether the school’s performance met or exceeded the
target.
The summary row presents the averages of the peer school percentiles, the averages of statewide percentiles, the
percentage of statewide targets met.
Student Growth Indicators
Schoolwide
Performance
Peer
Percentile
Statewide
Target
Statewide
Percentile
Met Target?
Student Growth on Language Arts
58
97
87
35
YES
Student Growth on Math
63
94
92
35
YES
96
90
100%
Student Growth
This table presents for all students with growth scores the interaction between their proficiency level on NJASK and their growth
scores. For example, in the top left cell the percentage of students who are both partially proficient AND also demonstrating low
growth is displayed.
Language Arts
Math
GROWTH
Low
Typical
GROWTH
Low
Typical
6%
Partially
Proficient
8%
5%
4%
21%
31%
Proficient
13%
13%
17%
2%
5%
Advanced
Proficient
3%
10%
27%
Partially
Proficient
15%
7%
Proficient
14%
Advanced
Proficient
0%
High
High
Low Growth is defined as an Student Growth Percentile score less than 35.
Typical Growth is defined as an Student Growth Percentile score between 35 and 65.
High Growth is defined as a Student Growth Percentile score higher than 65.
13
14. State of New Jersey
2012-13
WITHIN SCHOOL ACHIEVEMENT GAP
CAPE MAY
OCEAN CITY
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
GRADE SPAN 04-08
This section of the performance report presents data about the achievement gap that exists within a school - as measured
by the difference between the students’ scale scores at the 25th and 75th percentile in the school, the so-called Interquartile
Range (IQR). Taken together with an understanding of the overall and average achievement levels in the school, the IQR furthers
an understanding of the range of student outcomes that exist in a school. A school gap smaller than the state gap indicates that
the school’s range of student outcomes is narrower than the state’s while a school gap larger than the state gap indicates that the
school’s range of student outcomes is larger than the state’s.
Grade Level - 04
Grade Level - 04
NJ ASK Language Arts 25th %ile vs 75th%ile
This table presents the scale scores associated with students
at the bottom (0th percentile), the 25th percentile, the 50th
percentile, the 75th percentile and the top (99th percentile)
of school's distribution.
Percentile
School Scale Score
State Scale Score
NJ ASK Math 25th %ile vs 75th%ile
This table presents the scale scores associated with students
at the bottom (0th percentile), the 25th percentile, the 50th
percentile, the 75th percentile and the top (99th percentile) of
school's distribution.
Percentile
School Scale Score
State Scale Score
99th
259
300
99th
300
300
75th
225
225
75th
271
260
50th
206
206
50th
239
229
25th
186
183
25th
205
201
0th
132
100
0th
106
100
Scale Score Gap - Scale Score Gap School
State
25th vs 75th Gap
39
Scale Score Gap - Scale Score Gap School
State
25th vs 75th Gap
42
Grade Level - 05
School Scale Score
59
Grade Level - 05
NJ ASK Language Arts 25th %ile vs 75th%ile
This table presents the scale scores associated with students
at the bottom (0th percentile), the 25th percentile, the 50th
percentile, the 75th percentile and the top (99th percentile)
of school's distribution.
Percentile
66
State Scale Score
NJ ASK Math 25th %ile vs 75th%ile
This table presents the scale scores associated with students
at the bottom (0th percentile), the 25th percentile, the 50th
percentile, the 75th percentile and the top (99th percentile) of
school's distribution.
Percentile
School Scale Score
State Scale Score
99th
252
300
99th
300
300
75th
221
224
75th
278
268
50th
202
205
50th
248
237
25th
190
187
25th
226
205
0th
151
100
0th
143
100
Scale Score Gap - Scale Score Gap School
State
25th vs 75th Gap
31
37
Scale Score Gap - Scale Score Gap School
State
25th vs 75th Gap
52
63
14
15. State of New Jersey
2012-13
WITHIN SCHOOL ACHIEVEMENT GAP
CAPE MAY
OCEAN CITY
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
GRADE SPAN 04-08
Grade Level - 06
Grade Level - 06
NJ ASK Language Arts 25th %ile vs 75th%ile
This table presents the scale scores associated with students
at the bottom (0th percentile), the 25th percentile, the 50th
percentile, the 75th percentile and the top (99th percentile)
of school's distribution.
Percentile
School Scale Score
State Scale Score
NJ ASK Math 25th %ile vs 75th%ile
This table presents the scale scores associated with students
at the bottom (0th percentile), the 25th percentile, the 50th
percentile, the 75th percentile and the top (99th percentile) of
school's distribution.
Percentile
School Scale Score
State Scale Score
99th
257
300
99th
300
300
75th
228
225
75th
261
252
50th
214
209
50th
236
225
25th
197
191
25th
213
201
0th
162
100
0th
137
100
Scale Score Gap - Scale Score Gap State
School
25th vs 75th Gap
31
Scale Score Gap - Scale Score Gap State
School
25th vs 75th Gap
34
Grade Level - 07
School Scale Score
51
Grade Level - 07
NJ ASK Language Arts 25th %ile vs 75th%ile
This table presents the scale scores associated with students
at the bottom (0th percentile), the 25th percentile, the 50th
percentile, the 75th percentile and the top (99th percentile)
of school's distribution.
Percentile
48
State Scale Score
NJ ASK Math 25th %ile vs 75th%ile
This table presents the scale scores associated with students
at the bottom (0th percentile), the 25th percentile, the 50th
percentile, the 75th percentile and the top (99th percentile) of
school's distribution.
Percentile
School Scale Score
State Scale Score
99th
264
300
99th
300
300
75th
235
231
75th
251
250
50th
214
211
50th
220
213
25th
200
189
25th
197
183
0th
140
100
0th
151
100
Scale Score Gap - Scale Score Gap School
State
25th vs 75th Gap
35
42
Scale Score Gap - Scale Score Gap School
State
25th vs 75th Gap
54
67
15
16. State of New Jersey
2012-13
WITHIN SCHOOL ACHIEVEMENT GAP
CAPE MAY
OCEAN CITY
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
GRADE SPAN 04-08
Grade Level - 08
Grade Level - 08
NJ ASK Language Arts 25th %ile vs 75th%ile
This table presents the scale scores associated with students
at the bottom (0th percentile), the 25th percentile, the 50th
percentile, the 75th percentile and the top (99th percentile)
of school's distribution.
Percentile
School Scale Score
State Scale Score
NJ ASK Math 25th %ile vs 75th%ile
This table presents the scale scores associated with students
at the bottom (0th percentile), the 25th percentile, the 50th
percentile, the 75th percentile and the top (99th percentile) of
school's distribution.
Percentile
School Scale Score
State Scale Score
99th
266
300
99th
300
300
75th
236
236
75th
260
255
50th
224
220
50th
233
219
25th
213
205
25th
207
188
0th
173
100
0th
154
100
Scale Score Gap - Scale Score Gap State
School
25th vs 75th Gap
23
31
Scale Score Gap - Scale Score Gap State
School
25th vs 75th Gap
53
67
16
17. State of New Jersey
2012-13
SCHOOL CLIMATE
CAPE MAY
OCEAN CITY
09-3780-060
OCEAN CITY INTERMEDIATE SCHOOL
19TH & BAY AVE
OCEAN CITY, NEW JERSEY 08226
GRADE SPAN 04-08
Length of School Day
Instructional Time
This table presents the amount of time a
school is in session for a typical student on a
normal school day.
7
This table presents the amount of time
that a typical student is engaged in
instructional
activities
under
the
supervision of a certified teacher.
School
2012-13
School
6 Hrs. 40 Mins.
Full Time
6 Hrs. 10 Mins.
Shared Time
2012-13
0 Hrs. 0 Mins.
Student Suspension Rate
This table presents the percentage of students
who were suspended one or more times
during the school year.
Student Expulsions
This table presents the number of students
who were expelled from the school and
district during the school year.
School
2012-13
1.2%
School
2012-13
0
Student to Staff Ratio
This table presents the count of students per
faculty member or administrator in the school.
All staff are counted in full-time equivalents.
2012-13
School
Faculty
9
Administrators
487
17
18. OCEAN CITY INTERMEDIATE SCHOOL
09-3780-060
SCHOOL PEER GROUP
This table presents the list of peer schools in alphabetical order by county name that was created specifically for this school
(highlighted in yellow). Peer schools are drawn from across the state and represent schools that have similar grade configurations
and that are educating students of similar demographic characteristics, as measured by enrollment in Free/Reduced Lunch
Programs, Limited English Proficiency or Special Education Programs.
ATLANTIC
EGG HARBOR TWP
ALDER AVENUE MIDDLE SCHOOL
CDS
GRAD
CODE ESPAN FRPL LEP
01-1310-038 06-08 45.2% 1.6%
ATLANTIC
FOLSOM BORO
FOLSOM ELEMENTARY SCHOOL
01-1540-050 PK-08 35.3% 0.2%
16.2%
ATLANTIC
HAMMONTON TOWN
HAMMONTON MIDDLE SCHOOL
01-1960-060 06-08
38.3% 1.5%
17.9%
ATLANTIC
SOMERS POINT CITY
01-4800-055 KG-08 55.5% 4.0%
14.2%
BERGEN
ELMWOOD PARK
JORDAN ROAD ELEMENTARY
SCHOOL
MEMORIAL MIDDLE SCHOOL
03-1345-060 06-08
43.2% 2.6%
17.5%
BERGEN
MOONACHIE BORO
ROBERT L. CRAIG SCHOOL
03-3350-060 PK-08 47.4% 2.1%
14.4%
BERGEN
TEANECK TWP
THOMAS JEFFERSON MIDDLE
03-5150-070 05-08
SCHOOL
SAMUEL M RIDGWAY MIDDLE
05-1280-070 05-08
SCHOOL
FLORENCE RIVERFRONT SCHOOL 05-1520-055 04-08
40.6% 1.4%
19.4%
41.4% 1.9%
14.7%
36.8% 0.3%
12.7%
BELL OAKS UPPER ELEMENTARY
SCHOOL
MERCHANTVILLE ELEMENTARY
SCHOOL
MARY E. VOLZ ELEMENTARY
SCHOOL
OCEAN CITY INTERMEDIATE
SCHOOL
HOPEWELL CREST
45.5% 2.5%
16.8%
07-3110-060 PK-08 34.0% 0.0%
13.1%
07-4590-040 PK-08 38.2% 0.8%
16.3%
09-3780-060 04-08
31.8% 0.0%
18.7%
11-2270-060 KG-08 31.8% 0.8%
22.1%
MYRON L. POWELL ELEMENTARY 11-2570-030 PK-08 56.2% 3.4%
SCHOOL
WILLIAMSTOWN MIDDLE SCHOOL 15-3280-110 05-08 33.7% 0.2%
10.5%
12.2%
COUNTY NAME
DISTRICT NAME
BURLINGTON EDGEWATER PARK TWP
BURLINGTON FLORENCE TWP
CAMDEN
BELLMAWR BORO
CAMDEN
MERCHANTVILLE BORO
CAMDEN
RUNNEMEDE BORO
CAPE MAY
OCEAN CITY
CUMBERLAND HOPEWELL TWP
CUMBERLAND LAWRENCE TWP
GLOUCESTER MONROE TWP
SCHOOL NAME
07-0260-015 05-08
HUDSON
JERSEY CITY
RAFAEL DE J. CORDERO SCHOOL
HUDSON
NORTH BERGEN TWP
FRANKLIN ELEMENTARY SCHOOL 17-3610-060 01-08
HUNTERDON HAMPTON BORO
17-2390-300 PK-08 49.9% 3.0%
SpED
11.8%
16.8%
62.8% 5.8%
16.0%
HAMPTON BOROUGH PUBLIC
SCHOOL
GILMORE J FISHER MIDDLE
19-1970-050 PK-08 33.3% 0.0%
14.8%
21-1430-060 06-08
40.5% 1.5%
17.6%
RICHARD C CROCKETT MIDDLE
SCHOOL
THEODORE SCHOR MIDDLE
SCHOOL
SOUTH RIVER MIDDLE SCHOOL
21-1950-083 06-08
41.5% 1.3%
15.7%
23-4130-057 06-08
40.9% 1.0%
14.7%
23-4920-055 06-08
45.8% 2.6%
15.6%
35.2% 0.3%
16.6%
31.9% 0.1%
17.7%
42.3% 2.2%
15.7%
33-4075-055 06-08
32.5% 0.0%
19.9%
MERCER
EWING TWP
MERCER
HAMILTON TWP
MIDDLESEX
PISCATAWAY TWP
MIDDLESEX
SOUTH RIVER BORO
OCEAN
MANCHESTER TWP
OCEAN
TOMS RIVER REGIONAL
PASSAIC
WOODLAND PARK
MANCHESTER TOWNSHIP MIDDLE 29-2940-045 06-08
SCHOOL
TOMS RIVER INTERMEDIATE
29-5190-061 06-08
SCHOOL SOUTH
MEMORIAL MIDDLE SCHOOL
31-5690-070 05-08
SALEM
PENNSVILLE
PENNSVILLE MIDDLE SCHOOL
SALEM
33-5910-070 05-08
31.4% 0.0%
19.2%
SOMERSET
WOODSTOWN-PILESGROVE WOODSTOWN MIDDLE SCHOOL
REG
FRANKLIN TWP
FRANKLIN MIDDLE SCHOOL
35-1610-160 07-08
48.4% 3.5%
15.7%
SOMERSET
SOMERVILLE BORO
SOMERVILLE MIDDLE SCHOOL
35-4820-055 06-08
43.4% 2.1%
15.1%
UNION
LINDEN CITY
MYLES J. MCMANUS MIDDLE
SCHOOL
39-2660-060 06-08
47.1% 2.2%
12.5%
18