|
ADEQUATE YEARLY PROGRESS ASSESSMENT REPORT SPRING 2007 GRADE 4 |
|
IDAHO STANDARDS ACHIEVEMENT TEST |
|
Pinehurst Elementary School, Kellogg Joint School District #391 |
|
READING |
|
Group |
|
|
% Tested |
% Below |
% Basic |
% Proficient |
% Advanced |
Total Percent Proficient and Above |
|
All Students |
School |
2005-2006 |
100.00% |
<5% |
12.20% |
44.90% |
38.80% |
83.7% |
|
2006-2007 |
|
10.8% |
16.2% |
51.4% |
21.6% |
73.0% |
|
District |
Current |
98.8% |
<5% |
14.3% |
53.6% |
27.4% |
81.0% |
|
State |
Current |
|
8.9% |
10.5% |
50.6% |
30.0% |
80.6% |
|
Race/ Ethnicity |
African American |
School |
2005-2006 |
*% |
*% |
*% |
*% |
*% |
*% |
|
2006-2007 |
*% |
*% |
*% |
*% |
*% |
*% |
|
District |
Current |
*% |
*% |
*% |
*% |
*% |
*% |
|
State |
Current |
|
13.4% |
12.9% |
52.1% |
21.7% |
73.8% |
|
American Indian/ Alaskan Native |
School |
2005-2006 |
*% |
*% |
*% |
*% |
*% |
*% |
|
2006-2007 |
*% |
*% |
*% |
*% |
*% |
*% |
|
District |
Current |
*% |
*% |
*% |
*% |
*% |
*% |
|
State |
Current |
|
15.8% |
19.1% |
52.3% |
12.8% |
65.1% |
|
Asian |
School |
2005-2006 |
*% |
*% |
*% |
*% |
*% |
*% |
|
2006-2007 |
*% |
*% |
*% |
*% |
*% |
*% |
|
District |
Current |
*% |
*% |
*% |
*% |
*% |
*% |
|
State |
Current |
|
5.1% |
10.7% |
46.6% |
37.6% |
84.2% |
|
Hispanic |
School |
2005-2006 |
*% |
*% |
*% |
*% |
*% |
*% |
|
2006-2007 |
*% |
*% |
*% |
*% |
*% |
*% |
|
District |
Current |
*% |
*% |
*% |
*% |
*% |
*% |
|
State |
Current |
|
19.9% |
19.5% |
50.7% |
9.9% |
60.6% |
|
Native Hawaiian/ Pacific Islander |
School |
2005-2006 |
*% |
*% |
*% |
*% |
*% |
*% |
|
2006-2007 |
*% |
*% |
*% |
*% |
*% |
*% |
|
District |
Current |
*% |
*% |
*% |
*% |
*% |
*% |
|
State |
Current |
|
<5% |
12.5% |
52.8% |
30.6% |
83.4% |
|
White |
School |
2005-2006 |
100.00% |
<5% |
11.10% |
44.40% |
40.00% |
84.4% |
|
2006-2007 |
|
8.3% |
16.7% |
52.8% |
22.2% |
75.0% |
|
District |
Current |
98.8% |
3.8% |
15.4% |
51.3% |
29.5% |
80.8% |
|
State |
Current |
|
6.9% |
8.7% |
50.5% |
33.9% |
84.4% |
|
Disability |
Students with disabilities |
School |
2005-2006 |
100.00% |
*% |
*% |
*% |
*% |
*% |
|
2006-2007 |
|
*% |
*% |
*% |
*% |
*% |
|
District |
Current |
98.8% |
5.4% |
15.4% |
53.8% |
15.4% |
69.2% |
|
State |
Current |
|
31.5% |
21.1% |
37.7% |
9.7% |
47.4% |
|
Students |
School |
2005-2006 |
*% |
*% |
*% |
*% |
*% |
*% |
|
taking |
2006-2007 |
*% |
*% |
*% |
*% |
*% |
*% |
|
ID Alternate |
District |
Current |
*% |
*% |
*% |
*% |
*% |
*% |
|
Assessment |
State |
Current |
*% |
*% |
*% |
*% |
*% |
*% |
|
Socio-Economic |
Economically Disadvantaged |
School |
2005-2006 |
100.00% |
<5% |
22.70% |
50.00% |
22.70% |
72.7% |
|
2006-2007 |
|
9.1% |
13.6% |
59.1% |
18.2% |
77.3% |
|
District |
Current |
98.8% |
<5% |
18.2% |
54.5% |
22.7% |
77.2% |
|
State |
Current |
|
13.7% |
14.9% |
51.9% |
19.4% |
71.3% |
|
Special Programs |
Migrant Students |
School |
2005-2006 |
*% |
*% |
*% |
*% |
*% |
*% |
|
2006-2007 |
*% |
*% |
*% |
*% |
*% |
*% |
|
District |
Current |
*% |
*% |
*% |
*% |
*% |
*% |
|
State |
Current |
|
25.7% |
23.8% |
45.0% |
5.5% |
50.5% |
|
Limited English Proficient |
School |
2005-2006 |
*% |
*% |
*% |
*% |
*% |
*% |
|
2006-2007 |
*% |
*% |
*% |
*% |
*% |
*% |
|
District |
Current |
*% |
*% |
*% |
*% |
*% |
*% |
|
State |
Current |
|
25.2% |
24.0% |
44.8% |
6.0% |
50.8% |
|
Gender |
Female |
School |
2005-2006 |
100.00% |
<5% |
<5% |
65.00% |
35.00% |
100.0% |
|
2006-2007 |
|
6.3% |
6.3% |
68.8% |
18.8% |
87.6% |
|
District |
Current |
98.8% |
<5% |
7.0% |
60.5% |
30.2% |
90.7% |
|
State |
Current |
|
7.9% |
9.7% |
50.4% |
32.0% |
82.4% |
|
Male |
School |
2005-2006 |
100.00% |
6.90% |
20.70% |
31.00% |
41.40% |
72.4% |
|
2006-2007 |
|
14.3% |
23.8% |
38.1% |
23.8% |
61.9% |
|
District |
Current |
98.8% |
7.3% |
22.0% |
46.3% |
24.4% |
70.7% |
|
State |
Current |
|
10.0% |
11.3% |
50.7% |
28.1% |
78.8% |
|
To protect the privacy of individual students, results for groups of
less than 10 students or with percentages greater than 95% or less than
5% will not be reported. All scores are included in district and state
totals. |
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