State Report Card
2002 School Improvement Progress
illustrated 2 page guide: Criteria that Determine Improvement and
Select a school level to view and/or print the charts in PDF.
WHAT YOU ARE LOOKING AT
2002 was the second year in which the state categorized all
public schools as
either high performing, moderately performing, or low performing. In
each school was designated as either not improving, improving in
improving in English language arts, or improving in both.
a series of three lists: high schools,
schools, and elementary schools. Each list is sorted by
status, with improving schools at the top, school that are not
improving at the
bottom. Within these groups, the lists are sorted by performance
level, with high-performing schools at the top, low-performing schools at the bottom.
Of the state’s public schools, 301 were categorized. (If a school
categorized, there was insufficient data either because it is a new
school or the
state assessments are not administered at the school’s grade
Statewide, there were 122 high-performing schools (41%),
performing schools (24%), and 105 low-performing schools (35%).
182 schools (61%) were improving.
There are 26 schools that have
been improving in both English language arts
and mathematics for two years in a row; these have been honored at
There are 35 schools that have been low
performing and not improving for two
years in a row. These schools have been identified as “schools in
improvement.” Of these, 14 schools fall under the provisions of the
Child Left Behind Act; the provisions of this act apply only to
schools that receive
federal funds under the Title I act, which gives federal aid to
schools. These schools may be required to offer parents the right to
children to another school in the district. They may also be
required to offer free
supplementary educational services, such as tutoring or summer
WHAT YOU ARE LOOKING FOR
The state’s goal is to bring all students to the standard in all
% proficiency by the year 2014. In schools that are high performing,
at least half
the students have achieved the standard for proficiency. So the
schools are at least half-way to the goal. There are only 5
schools and 15 high-performing middle schools, but there
are 102 high-performing elementary schools. That means that more than half
(53%) of our elementary schools are high performing.
school can reach the goal of 100% proficiency unless it is
improving. We would like to see as many schools as possible listed under
“improving schools.” This year, 30 high schools (59%), 18 middle schools (33%) and 136
elementary schools (70%) were improving. In addition, of the low-performing
schools, more than half (51%) were improving.