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.
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 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 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
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 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 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.
Irving Park Elementary achieved Expected Growth and was designated a School of Progress based on its 2008-09 end-of-grade test results. 59.9% of students scored at or above grade level in reading and 75.7% in math, above the district but below state averages. The school did not make adequate yearly progress under No Child Left Behind. There were no reported acts of crime or violence among the school's 691 students.
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.
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 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 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
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 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 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.
Irving Park Elementary achieved Expected Growth and was designated a School of Progress based on its 2008-09 end-of-grade test results. 59.9% of students scored at or above grade level in reading and 75.7% in math, above the district but below state averages. The school did not make adequate yearly progress under No Child Left Behind. There were no reported acts of crime or violence among the school's 691 students.
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.
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 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 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.
This document provides information about an elementary school in Ocean City, New Jersey. The school's academic achievement is average compared to other schools in the state, scoring in the 45th percentile, but lags behind similar schools, in the 8th percentile. Its college and career readiness is very low, scoring in the 1st percentile statewide and 3rd percentile compared to similar schools. The school meets its targets for academic achievement but meets none of its targets for college and career readiness.
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.
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 provides information about the educational system in South Carolina. It discusses that South Carolina has 751,660 students enrolled across 1,167 public schools within 79 districts. It also notes that South Carolina spends less on education as a percentage of its state budget than neighboring states and has lower scores than neighbors on standardized tests, with only 35% of 4th graders proficient in math. The document indicates that an area for improvement is student achievement, as South Carolina has room to boost test scores and the percentage of students performing at grade level.
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.
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 summarizes the 2011 performance of District 30 students on the Illinois Standards Achievement Test (ISAT). Key points:
- 792 students in the district took the ISAT in reading and math. Some also took the science portion.
- The district met all criteria for Adequate Yearly Progress and subgroups like Asian/Pacific Islander, White, and Students with Disabilities performed well.
- Analysis of results found strong performance across grades and subjects, with more students exceeding than meeting standards in recent years.
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.
Does Economic Disadvantage Matter for Student Achievement in the Atlanta Region?ARCResearch
This document examines student achievement and economic disadvantage across school districts in the Atlanta region. It finds that economic disadvantage strongly correlates with lower student performance on measures like 3rd grade reading scores, 8th grade math scores, high school graduation rates, and the CCRPI index. Districts with higher rates of economic disadvantage tend to have lower scores and graduation rates. The achievement gap between economically disadvantaged and non-disadvantaged students is significant. While attendance also correlates with achievement, the relationship is not as strong as with economic disadvantage. Maps show achievement patterns match patterns of economic disadvantage.
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.
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.
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.
This school profile summarizes data about St. Helen Elementary School which includes:
- Enrollment has been decreasing over the past 5 years and is currently 156 students
- On average, teachers have 9-15 years of teaching experience and have been at the school for 4-8 years
- The school uses various tests and assessments to measure student achievement including MEAP, NWEA, DIBELS, and My-Access Writing
- MEAP data shows a steady increase in reading scores in grades 3 and 4 over 4 years, but writing scores remain lower than state averages
- Subgroup analysis of MEAP data identifies that students with disabilities and economically disadvantaged students have lower scores than other 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.
- 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 the 4th quarter monitoring, evaluation, and adjustment of Roxas Farm School. It includes dashboards on access, quality, equity, and resiliency which provide data on enrollment numbers, academic performance, facilities, and disaster preparedness. The school met all of its targets for the year and spent its budget as planned with no unaccomplished activities. Areas of focus for next year include increasing enrollment and supporting struggling learners.
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.
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 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 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.
This document provides information about an elementary school in Ocean City, New Jersey. The school's academic achievement is average compared to other schools in the state, scoring in the 45th percentile, but lags behind similar schools, in the 8th percentile. Its college and career readiness is very low, scoring in the 1st percentile statewide and 3rd percentile compared to similar schools. The school meets its targets for academic achievement but meets none of its targets for college and career readiness.
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.
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 provides information about the educational system in South Carolina. It discusses that South Carolina has 751,660 students enrolled across 1,167 public schools within 79 districts. It also notes that South Carolina spends less on education as a percentage of its state budget than neighboring states and has lower scores than neighbors on standardized tests, with only 35% of 4th graders proficient in math. The document indicates that an area for improvement is student achievement, as South Carolina has room to boost test scores and the percentage of students performing at grade level.
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.
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 summarizes the 2011 performance of District 30 students on the Illinois Standards Achievement Test (ISAT). Key points:
- 792 students in the district took the ISAT in reading and math. Some also took the science portion.
- The district met all criteria for Adequate Yearly Progress and subgroups like Asian/Pacific Islander, White, and Students with Disabilities performed well.
- Analysis of results found strong performance across grades and subjects, with more students exceeding than meeting standards in recent years.
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.
Does Economic Disadvantage Matter for Student Achievement in the Atlanta Region?ARCResearch
This document examines student achievement and economic disadvantage across school districts in the Atlanta region. It finds that economic disadvantage strongly correlates with lower student performance on measures like 3rd grade reading scores, 8th grade math scores, high school graduation rates, and the CCRPI index. Districts with higher rates of economic disadvantage tend to have lower scores and graduation rates. The achievement gap between economically disadvantaged and non-disadvantaged students is significant. While attendance also correlates with achievement, the relationship is not as strong as with economic disadvantage. Maps show achievement patterns match patterns of economic disadvantage.
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.
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.
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.
This school profile summarizes data about St. Helen Elementary School which includes:
- Enrollment has been decreasing over the past 5 years and is currently 156 students
- On average, teachers have 9-15 years of teaching experience and have been at the school for 4-8 years
- The school uses various tests and assessments to measure student achievement including MEAP, NWEA, DIBELS, and My-Access Writing
- MEAP data shows a steady increase in reading scores in grades 3 and 4 over 4 years, but writing scores remain lower than state averages
- Subgroup analysis of MEAP data identifies that students with disabilities and economically disadvantaged students have lower scores than other 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.
- 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 the 4th quarter monitoring, evaluation, and adjustment of Roxas Farm School. It includes dashboards on access, quality, equity, and resiliency which provide data on enrollment numbers, academic performance, facilities, and disaster preparedness. The school met all of its targets for the year and spent its budget as planned with no unaccomplished activities. Areas of focus for next year include increasing enrollment and supporting struggling learners.
Similar to Ocean City Primary School report card 2013-14 (20)
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.
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 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.
Shark Tank Jargon | Operational ProfitabilityTheUnitedIndian
Don't let fancy business words confuse you! This blog is your cheat sheet to understanding the Shark Tank Jargon. We'll translate all the confusing terms like "valuation" (how much the company is worth) and "royalty" (a fee for using someone's idea). You'll be swimming with the Sharks like a pro in no time!
Recent years have seen a disturbing rise in violence, discrimination, and intolerance against Christian communities in various Islamic countries. This multifaceted challenge, deeply rooted in historical, social, and political animosities, demands urgent attention. Despite the escalating persecution, substantial support from the Western world remains lacking.
Apna Punjab Media is a Punjabi newspaper that covers local and global news, cultural updates, and community events. It's a trusted source for Punjabi-speaking communities, offering a mix of traditional values and modern insights into Punjab's vibrant life and heritage.
Federal Authorities Urge Vigilance Amid Bird Flu Outbreak | The Lifesciences ...The Lifesciences Magazine
Federal authorities have advised the public to remain vigilant but calm in response to the ongoing bird flu outbreak of highly pathogenic avian influenza, commonly known as bird flu.
16062024_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
19 जून को बॉम्बे हाई कोर्ट ने विवादित फिल्म ‘हमारे बारह’ को 21 जून को थिएटर में रिलीज करने का रास्ता साफ कर दिया, हालांकि यह सुनिश्चित करने के बाद कि फिल्म निर्माता कुछ आपत्तिजनक अंशों को हटा दें।
15062024_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
Why We Chose ScyllaDB over DynamoDB for "User Watch Status"ScyllaDB
Yichen Wei and Adam Drennan share the architecture and technical requirements behind "user watch status" for a major global media streaming service, what that meant for their database, the pros and cons of the many options they considered for replacing DynamoDB, why they ultimately chose ScyllaDB, and their lessons learned so far.
La defensa del expresidente Juan Orlando Hernández, declarado culpable por narcotráfico en EE. UU., solicitó este viernes al juez Kevin Castel que imponga una condena mínima de 40 años de prisión.
18062024_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/
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विवादास्पद फिल्म के ट्रेलर से गाली-गलौज वाले दृश्य हटा दिए गए हैं, और जुर्माना लगाया गया है। सुप्रीम कोर्ट और बॉम्बे हाई कोर्ट दोनों ने फिल्म की रिलीज पर रोक लगा दी है और उसे निलंबित कर दिया है। पहले यह फिल्म 7 जून और फिर 14 जून को रिलीज होने वाली थी, लेकिन अब यह 21 जून को रिलीज हो रही है।
Christian persecution in Islamic countries has intensified, with alarming incidents of violence, discrimination, and intolerance. This article highlights recent attacks in Nigeria, Pakistan, Egypt, Iran, and Iraq, exposing the multifaceted challenges faced by Christian communities. Despite the severity of these atrocities, the Western world's response remains muted due to political, economic, and social considerations. The urgent need for international intervention is underscored, emphasizing that without substantial support, the future of Christianity in these regions is at grave risk.
https://ecspe.org/the-rise-of-christian-persecution-in-islamic-countries/
La defensa del expresidente Juan Orlando Hernández, declarado culpable por narcotráfico en EE. UU., solicitó este viernes al juez Kevin Castel que imponga una condena mínima de 40 años de prisión.
मद्रास उच्च न्यायालय के सेवानिवृत्त न्यायाधीश और केंद्र और राज्य सरकार के नौकरशाहों सहित आठ अन्य लोगों की अध्यक्षता वाली एक उच्च स्तरीय समिति ने 2021 में NEET परीक्षा को खत्म करने की सिफारिश की थी। महत्वपूर्ण बात यह है कि रिपोर्ट में 2010-11 में ग्रामीण पृष्ठभूमि से तमिल छात्रों की संख्या में 61.5% की भारी गिरावट को दर्शाया गया है। इसके बजाय मेट्रो छात्रों में वृद्धि दर्ज की गई है।
लालू यादव की जीवनी LALU PRASAD YADAV BIOGRAPHYVoterMood
Discover the life and times of Lalu Prasad Yadav with a comprehensive biography in Hindi. Learn about his early days, rise in politics, controversies, and contribution.
केरल उच्च न्यायालय ने 11 जून, 2024 को मंडला पूजा में भाग लेने की अनुमति मांगने वाली 10 वर्षीय लड़की की रिट याचिका को खारिज कर दिया, जिसमें सर्वोच्च न्यायालय की एक बड़ी पीठ के समक्ष इस मुद्दे की लंबित प्रकृति पर जोर दिया गया। यह आदेश न्यायमूर्ति अनिल के. नरेंद्रन और न्यायमूर्ति हरिशंकर वी. मेनन की खंडपीठ द्वारा पारित किया गया
1. 1
1
2013-14
550 WEST AVENUE
OCEAN CITY PRIMARY SCHOOL
09-3780-070
CAPE MAY
OVERVIEW
OCEAN CITY, NJ 08226KG-03OCEAN CITY
State of New Jersey
GRADE SPAN
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.
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 significantly lags in comparison to its peers.
Improvement Status
N/A
Rationale
N/A
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.
This school outperforms 69% of schools statewide as noted
by its statewide percentile and 97% 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
100% of its performance targets in the area of Academic
Achievement.
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 (NJASK). 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 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.
This school outperforms 27% of schools statewide as noted
by its statewide percentile and 19% 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
0% of its performance targets in the area of College and
Career Readiness.
College and Career Readiness
Academic Achievement
College and Career Readiness
Student Growth
97 100%
0%
N/A
19 27
-- --
Percent of
Targets Met
Performance Areas Peer Percentile
69
Statewide Percentile
2. 2
2013-14
550 WEST AVENUE
OCEAN CITY PRIMARY SCHOOL
09-3780-070
CAPE MAY
DEMOGRAPHIC INFORMATION
OCEAN CITY, NJ 08226KG-03OCEAN CITY
State of New Jersey
GRADE SPAN
DISABILITY ECONDIS LEP
PercentofEnrollment
0
5
10
15
20
25
30
35 34
17
34
5 4
15
3
17
4
2011-12
2012-13
2013-14
Enrollment Trends by Program Participation
Current Year Enrollment by Program Participation
Count of
Students
% of
Enrollment
2013-2014
Economically Disadvantaged
Students
14
129
3.7%
34.0%
Students with Disability 15%56
Limited English Proficient
Students
2013-14 Percent
Spanish 13.1%
Chinese 0.5%
Russian 0.3%
Language Diversity
This table presents the percentage of students who
primarily speak each language in their home.
English 86.2%
2011-12 2012-13 2013-14
Total School Enrollment Trends
EnrollmentCount
0
50
100
150
200
250
300
350
400
88
12
88
81
83
99
16
87
8873
93
9
90
89
98 UG
03
02
01
KG
Enrollment by Grade
This graph presents the count of students who were 'on roll' by
grade in October of each school year.
Total School Enrollment
3442011-12
3712012-13
3792013-14
Note: "UG" represents the count of students who are 'on
roll' in this school but who are educated in ungraded
classrooms, meaning that the classrooms may contain
students from multiple grade levels.
Indian
0.5%
0.5%
18.5%
4.7%
White
75.7%
White
Black
Hispanic
Asian
American Indian
Pacific Islander
Two or More Races
Enrollment by Ethnic/Racial Subgroup
This graph presents the percentages of enrollment for each
subgroup defined by the No Child Left Behind Act of 2001
2011-12 2012-13 2013-14
0
40
80
120
160
200
Male
Female
Enrollment by Gender
This graph presents the count of students by gender who were 'on roll' in
October of each school year.
1582011-12
1852012-13
1842013-14
186
186
195
Male Female
2
3. 3
2013-14
550 WEST AVENUE
OCEAN CITY PRIMARY SCHOOL
09-3780-070
CAPE MAY
OCEAN CITY, NJ 08226KG-03OCEAN CITY
ACADEMIC ACHIEVEMENT
State of New Jersey
GRADE SPAN
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 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.
87%
81%
97 69
100%
100%
100%
100 75
6394
Academic Achievement Indicators
Schoolwide
Performance
State
Percentile
Percent of Targets
Met
NJASK Math Proficiency and above
SUMMARY - Academic Achievement
Peer
Percentile
NJASK Language Arts Proficiency and above
79.3 YES
83.3 YES
--
--
--
--
--
--
--
- --
NCLB Progress Targets - Language Arts Literacy
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.
Schoolwide
White
Black
Hispanic
American Indian
Asian
Two or More Races
Students with Disability
Limited English Proficient
Students
Economically
Disadvantaged Students
YES* = Met Progress Target(Confidence Interval Applied)
80.5
89.1
-
-
-
-
-
-
-
54.8
Met
Target?
TargetPass
Rate
Subgroups
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
82
64
-
-
-
-
-
-
-
31
Total Valid
Scores
2010-11 2011-12 2012-13 2013-14
0
20
40
60
80
100100
40
65
20
70
30
07
2228
7778
Advanced Proficient Proficient
Partially Proficient
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.
4. 4
2013-14
550 WEST AVENUE
OCEAN CITY PRIMARY SCHOOL
09-3780-070
CAPE MAY
OCEAN CITY, NJ 08226KG-03OCEAN CITY
ACADEMIC ACHIEVEMENT
State of New Jersey
GRADE SPAN
82 86.6
64 85.9
- -
- -
- -
- -
- -
- -
- -
31 77.4
NCLB Progress Targets - 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.
Schoolwide
White
Black
Hispanic
American Indian
Asian
Two or More Races
Students with Disability
YES* = Met Progress Target(Confidence Interval Applied)
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
90 YES*
90 YES*
--
--
--
--
--
--
--
- --
Met
Target?
TargetPass
Rate
Subgroups Total Valid
Scores
Limited English
Proficient Students
Economically
Disadvantaged Students
2010-11 2011-12 2012-13 2013-14
0
20
40
60
80
100100
51
37
51
13
46
17
56
41
139
3531
Advanced Proficient Proficient
Partially Proficient
Proficiency Trends - Math
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.
5. 5
2013-14
550 WEST AVENUE
OCEAN CITY PRIMARY SCHOOL
09-3780-070
CAPE MAY
OCEAN CITY, NJ 08226KG-03OCEAN CITY
ACADEMIC ACHIEVEMENT
State of New Jersey
GRADE SPAN
NJASK Results - Language Arts Literacy Grade Level - 03
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
20%77%4%
11%84%5%
---
50%50%0%
---
---
---
35%59%6%
---
45%55%0%
This table presents the grade level proficiency results, as measured by
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
categories for all appropriate subgroups.
Partially
Proficient
Subgroups
ProficientAdvanced
Proficient
Schoolwide
White
Black
Hispanic
American Indian
Asian
Two or More Races
Students with Disability
Limited English Proficient Students
Economically Disadvantaged
Students
2010-11 2011-12 2012-13 2013-14
0
20
40
60
80
100 40
65
20
70
30
0
7
2228
7778
Advanced Proficient Proficient
Partially Proficient
NJASK Proficiency Trends - Language Arts Literacy -
Grade Level - 03
This graph presents the grade level outcomes in the categories
of Advanced Proficient, Proficient, and Partially Proficient
over the last four years.
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 :
Proficiency Percentages
25 33 12
32 33 8
2013 National Assessment Educational Progress (NAEP)
For more information, visit <http://nces.ed.gov/nationsreportcard/>
All Students State (NJ) 30
All Students Nation 27
http://www.nj.gov/education/pr/1314/naep/naep4read.html
Below Basic Basic Proficient AdvancedGrade 4 Reading State/Nation
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 :
Proficiency Percentages
For more information, visit <http://nces.ed.gov/nationsreportcard/>http://www.nj.gov/education/pr/1314/naep/naep8read.html
2013 National Assessment Educational Progress (NAEP)
Below Basic Basic AdvancedGrade 8 Reading Proficient
Nation 22 42 32 4
State/Nation
All Students
State (NJ) 15 39 40 7All Students
6. 6
2013-14
550 WEST AVENUE
OCEAN CITY PRIMARY SCHOOL
09-3780-070
CAPE MAY
OCEAN CITY, NJ 08226KG-03OCEAN CITY
ACADEMIC ACHIEVEMENT
State of New Jersey
GRADE SPAN
2010-11 2011-12 2012-13 2013-14
0
20
40
60
80
100100
51
37
51
13
46
17
56
41
139
3531
Advanced Proficient Proficient
Partially Proficient
NJASK Proficiency Trends - Math - Grade Level - 03
This graph presents the grade level outcomes in the categories
of Advanced Proficient, Proficient, and Partially Proficient
over the last four years.
NJASK Results - MATH Grade Level - 03
This table presents the grade level proficiency results, as measured by
NJASK, in Advanced Proficient, Proficient, and Partially Proficient
categories for all appropriate subgroups.
Data is presented for subgroups when the count is high enough under
NCLB suppression rules.
13%35%51%
14%25%61%
---
7%79%14%
---
---
---
41%35%24%
---
23%52%26%
Partially
ProficientSubgroups
Proficient
Advanced
Proficient
Schoolwide
White
Black
Hispanic
American Indian
Asian
Two or More Races
Students with Disability
Limited English Proficient Students
Economically Disadvantaged
Students
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 :
Proficiency Percentages
13 38 10
17 41 8
For more information, visit <http://nces.ed.gov/nationsreportcard/>http://www.nj.gov/education/pr/1314/naep/naep4math.html
2013 National Assessment Educational Progress (NAEP)
Below Basic Basic AdvancedGrade 4 Math
All Students Nation 34
ProficientState/Nation
All Students State (NJ) 39
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 :
Proficiency Percentages
18 34 16
26 38 9
For more information, visit <http://nces.ed.gov/nationsreportcard/>
2013 National Assessment Educational Progress (NAEP)
Below Basic Basic AdvancedGrade 8 Math
All Students Nation 27
http://www.nj.gov/education/pr/1314/naep/naep8math.html
State/Nation Proficient
All Students State (NJ) 33
7. 7
2013-14
550 WEST AVENUE
OCEAN CITY PRIMARY SCHOOL
09-3780-070
CAPE MAY
COLLEGE AND CAREER READINESS
OCEAN CITY, NJ 08226KG-03OCEAN CITY
State of New Jersey
GRADE SPAN
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. The table 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 10%
or more 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 percentile is 65 in Chronic Absenteeism has a lower Chronic Absenteeism 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.
Absenteeism
Chronic Absenteeism - Number of students in the most recent school year that missed 10% or more of the instructional days in
the school year divided by the total number of students enrolled.
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.
Statewide
Target
19 27
0%
6%9%Chronic Absenteeism (%)
Summary
Met Target?Peer Rank
(Percentile)
School
Performance
College and Career Readiness
Indicators
NO
Statewide Rank
(Percentile)
0 Absences 1-5 Absences 6-10 Absences 11-15 Absences 15+ Absences
Absences
PercentAbsent
0
5
10
15
20
25
30
35
40
19
29
36
4
13
0 Absences 1-5 Absences 6-10 Absences
11-15 Absences 15+ Absences
2012-13 2013-14
DATA_YEAR
PercentStudentsChronicallyAbsent(%)
0
4
8
12
16
20
24
9.1
23.8
Chronic Absenteeism Trend
This graph presents the percentage of the enrolled students who
were chronically absent for the past two years.
8. 8
2013-14
550 WEST AVENUE
OCEAN CITY PRIMARY SCHOOL
09-3780-070
CAPE MAY
WITHIN SCHOOL ACHIEVEMENT GAP
OCEAN CITY, NJ 08226KG-03OCEAN CITY
State of New Jersey
GRADE SPAN
Grade Level - 03 Grade Level - 03
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.
NJ ASK Language Arts 25th %ile vs 75th%ile 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.
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.
20 6633 68
146
201
211
221
259 300
282
250
216
139
300
221
207
188
100
300
268
229
200
100
Percentile School Scale Score
0th
25th
50th
75th
99th
Percentile
0th
25th
50th
75th
99th
Scale Score Gap -
State
25th vs 75th Gap
Scale Score Gap -
State
State Scale Score
Scale Score Gap -
School
25th vs 75th Gap
Scale Score Gap -
School
School Scale ScoreState Scale Score
9. 9
2013-14
550 WEST AVENUE
OCEAN CITY PRIMARY SCHOOL
09-3780-070
CAPE MAY
SCHOOL CLIMATE
OCEAN CITY, NJ 08226KG-03OCEAN CITY
State of New Jersey
GRADE SPAN
This table presents the amount of time
that a typical student is engaged in
instructional activities under the
supervision of a certified teacher.
Length of School Day Instructional Time
Student Suspension Rate Student Expulsions
Student to Staff Ratio
This table presents the amount of time a
school is in session for a typical student on a
normal school day.
This table presents the percentage of students
who were suspended one or more times
during the school year.
This table presents the number of students
who were expelled from the school and
district during the school year.
This table presents the count of students per
faculty member or administrator in the school.
All staff are counted in full-time equivalents.
School
School
School
Faculty
Administrators
0.0%
11
379
0
5 Hrs. 50 Mins.
0 Hrs. 0 Mins.
6 Hrs. 15 Mins.2013-14
2013-14
2013-14
2013-14
2013-14
School
Full Time
Shared Time
School
7
10. 10
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.
SCHOOL NAMEDISTRICT NAMECOUNTY NAME
FRPL LEP SpED
PK-04ATLANTIC 42.8% 8.6% 12.1%
KG-05BERGEN 43.8% 0.8% 23.4%
KG-06BERGEN 32.9% 5.3% 7.2%
05-06BURLINGTON 42.3% 1.7% 20.5%
KG-05CAMDEN 32.8% 5.0% 7.7%
KG-05CAMDEN 37.6% 0.0% 19.2%
KG-05CAMDEN 34.6% 0.0% 16.0%
PK-06CAMDEN 32.6% 1.1% 15.3%
PK-04CAMDEN 37.7% 0.8% 17.3%
PK-04CAMDEN 57.8% 17.6% 15.8%
03-05CAPE MAY 44.4% 2.5% 24.3%
KG-03CAPE MAY 34.0% 3.7% 11.6%
06ESSEX 35.9% 1.3% 17.8%
PK-05ESSEX 41.9% 5.5% 16.6%
05-06GLOUCESTER 32.7% 0.3% 15.8%
PK-04GLOUCESTER 43.3% 6.1% 16.0%
KG-04GLOUCESTER 33.8% 0.0% 15.8%
PK-06HUDSON 33.9% 0.0% 14.7%
PK-05MERCER 31.5% 2.4% 12.1%
02-05MIDDLESEX 39.7% 5.8% 15.0%
PK-05MIDDLESEX 31.6% 3.5% 10.8%
04-05MIDDLESEX 32.7% 4.8% 10.0%
KG-03MIDDLESEX 37.2% 1.5% 18.4%
PK-06MONMOUTH 32.9% 0.4% 14.2%
KG-05OCEAN 37.7% 2.1% 15.8%
KG-06OCEAN 32.7% 0.0% 15.6%
04-06OCEAN 41.4% 1.0% 23.6%
KG-05OCEAN 34.3% 4.7% 10.9%
KG-05PASSAIC 47.3% 18.6% 5.5%
PK-06SUSSEX 38.0% 0.0% 21.9%
03-06WARREN 37.0% 0.0% 20.8%
09-3780-070OCEAN CITY PRIMARY SCHOOLSCHOOL PEER GROUP
GRAD
ESPAN
CDS
CODE
H ASHTON MARSH
GANTNER AVENUE SCHOOL
ROOSEVELT ELEMENTARY
SCHOOL
RALPH J. STEINHAUER
ELEMENTARY SCHOOL
CLARA BARTON ELEMENTARY
SCHOOL
MARK NEWBIE ELEMENTARY
SCHOOL
GLENDORA ELEMENTARY SCHOOL
LAUREL SPRINGS SCHOOL
MARY BRAY ELEMENTARY
SCHOOL
GH CARSON ELEMENTARY SCHOOL
MIDDLE TOWNSHIP ELEMENTARY
#2
OCEAN CITY PRIMARY SCHOOL
EDISON MIDDLE SCHOOL
PLEASANTDALE ELEMENTARY
SCHOOL
CAROLINE L. REUTTER SCHOOL
HOLLY GLEN ELEMENTARY
SCHOOL
WHITEHALL ELEMENTARY
SCHOOL
ROOSEVELT
FRANCIS LORE ELEMENTARY
SCHOOL
BARTLE ELEMENTARY SCHOOL
ARTHUR M. JUDD
ARBOR ELEMENTARY SCHOOL
EMMA ARLETH ELEMENTARY
SCHOOL
MEADOWBROOK
ROBERT L. HORBELT
ELEMENTARY SCHOOL
LANOKA HARBOR ELEMENTARY
SCHOOL
FREDERIC A. PRIFF ELEMENTARY
SCHOOL
PINE BEACH ELEMENTARY
SCHOOL
SCHOOL #13
MONTAGUE TOWNSHIP SCHOOL
DISTRICT
WASHINGTON MEMORIAL
ELEMENTARY SCHOOL
01-0010-060
03-1345-070
03-4380-080
05-3010-100
07-0800-069
07-0940-060
07-1780-060
07-2540-050
07-3420-030
07-4060-130
09-3130-085
09-3780-070
13-5680-070
13-5680-150
15-1590-070
15-3280-075
15-3280-100
17-2410-100
21-1430-105
23-2150-085
23-3620-055
23-4130-060
23-4660-060
25-1260-080
29-0185-070
29-2480-060
29-3820-030
29-5190-090
31-0900-180
37-3300-050
41-5480-055
ABSECON CITY
ELMWOOD PARK
RIDGEFIELD PARK TWP
MAPLE SHADE TWP
CHERRY HILL TWP
COLLINGSWOOD BORO
GLOUCESTER TWP
LAUREL SPRINGS BORO
MOUNT EPHRAIM BORO
PENNSAUKEN TWP
MIDDLE TWP
OCEAN CITY
WEST ORANGE TOWN
WEST ORANGE TOWN
FRANKLIN TWP
MONROE TWP
MONROE TWP
KEARNY TOWN
EWING TWP
HIGHLAND PARK BORO
NORTH BRUNSWICK TWP
PISCATAWAY TWP
SAYREVILLE BORO
EATONTOWN BORO
BARNEGAT TWP
LACEY TWP
OCEAN TWP
TOMS RIVER REGIONAL
CLIFTON CITY
MONTAGUE TWP
WASHINGTON BORO