Mississippi Statewide Accountability System
嚜澠tawamba County School District (2900)
Fairview Attendance Center (2900008)
The No Child Left Behind Act of 2001 (NCLB) requires each state to use a unified
accountability model. School, district, and state report cards that contain the
following accountability information must be produced and made available
publicly.
No Child
Left Behind
2013-2014
School
Report Card
Mississippi Statewide Accountability System
The Mississippi Statewide Accountability System (MSAS) is a single ※A§ through ※F§ school and district accountability system based on the
requirements of Federal law under the Elementary and Secondary Education Act Flexibility Request and Mississippi Code 37-17-6. The MSAS assigns
performance classifications based on 1) student achievement, 2) student growth, and 3) graduation, if applicable. For the 2013-2014 school year, the
U. S. Department of Education granted Mississippi a one-year waiver from school performance classifications due to the implementation of
Mississippi＊s College and Career Readiness Standards. The waiver allowed districts and schools to retain the letter grade received in the 2012-2013
school year if the 2013-2014 grade was lower as a result of assessment results.
Official Grade:
Without Waiver Grade:
4-Year Graduation Rate:
Current Year
B
C
Prior Year
B
**
**
**
Notes: Only districts and schools serving grade 1 or higher or higher are eligible to receive a performance classification. The Without Waiver Grade
only applies the 2013-2014 school year. Possible Accountability Status: A, B, C, D, F. (N/A 每 The school did not receive a performance classification
due to not having available data.)
ESEA Annual Measurable Objective (AMO)
A district or school is responsible for meeting annual measurable objectives (AMO) in three areas: Reading/Language Arts, Mathematics, and a third
academic indicator referred to as the ※Other Academic Indicator.§ The ※Other Academic Indicator§ for schools and districts without a grade 12 is the
attendance rate. For schools and districts with a grade 12, the indicator is the graduation rate. If a district or school does not meet an AMO in any
one of the three areas, the district or school is considered to have not met AMOs.
Current Year
Prior Year
District AMO Status:
Not Met
Not Met
Reading/Language Arts Status:
Not Met
Not Met
Mathematics Status:
Other Academic Indicator Status:
Not Met
Met
Met
Met
Not Meeting AMOs
Approaching Target
Differentiated Accountability Label:
AMO Subgroup Results
Graduation Rate
Reading/
Language Arts
Mathematics
Other
Academic
Indicator
Current
Year
Prior
Year
Not Met
Not Met
Met
**
**
95
Students with IEPs:
**
**
**
**
**
**
Limited English Proficient:
**
**
**
**
**
**
Not Met
Not Met
**
**
**
**
Asian:
**
**
**
**
**
**
Black:
**
**
**
**
**
**
Hispanic:
**
**
**
**
**
**
**
Not Met
**
Not Met
**
**
**
**
**
**
**
**
Student Groups
All Students:
Economically Disadvantaged:
Native American:
White:
1
Attendance
Rate
Teacher Quality
NCLB Measures
Core Teachers Who Are Highly Qualified:
Teachers with Emergency/Provisional Certification:
Courses Taught by a Highly Qualified Teacher:
Courses NOT Taught by a Highly Qualified Teacher:
Percent
Number percent is based on
100
12 FTE Teachers
0
12 FTE Teachers
100
72 Courses
0
72 Courses
Teacher and course counts reflect NCLB core academic subjects only. These counts represent the denominators for calculating the percentage
values. Teacher counts are based on Full-Time Equivalents (FTE).
Assessment Participation Rates
While NCLB requires the testing participation rates of the following groups of students to be reported in Reading/Language Arts, Mathematics, and
Science, not all subgroups are considered separately when determining whether a school met its annual measurable objectives (AMOs). Additionally,
although NCLB requires the reporting of participation rates for the Science assessment, the results of the Science assessment are NOT used in AMO
calculations. For those groups of students used in AMO calculations, NCLB requires that a minimum of 95% of all students in the group must be
tested.
Student groups used in AMO
calculations
Reading/Language Arts
Mathematics
Science
All Students:
95
95
95
Students with IEPs:
95
95
95
Limited English Proficient:
**
**
**
Economically Disadvantaged:
95
95
95
Asian:
**
**
**
Black
**
**
**
Hispanic:
**
**
**
Native American:
**
**
**
White:
95
95
95
Migrant:
**
**
**
Male:
95
95
95
Female:
95
95
95
Student groups not used in
AMO calculations
Exemption of Recently-Arrived Limited English-Proficient Students
from State Assessments
NCLB allows for a one-time exemption of language arts and/or mathematics scores for recently-arrived limited English proficient (LEP) students. A
recently arrived LEP student is defined as an LEP student who has attended schools in the United States (not including Puerto Rico) for less than 12
months.
Number of recently-arrived LEP students exempted from state assessments:
2
**
State Assessment Number Tested and Performance by Level
Grade
Level
Number Tested
Prior
Year
Mean Scale
Score
Curr
Year
Prior
Year
Percent Scoring
Minimal
Curr
Year
Prior
Year
Curr
Year
Percent
Scoring Basic
Prior
Year
Curr
Year
Percent Scoring
Proficient
Prior
Year
Percent
Scoring
Advanced
Curr
Year
Prior
Year
Curr
Year
Mississippi Curriculum Test, 2nd Edition 每 Language Arts
3
25
154.7
152.2
5
23
32
23
40
23
28
31
28
26
22
4
148.4
152.9
14
5
25
23
57
64
5
9
5
18
24
154.8
146.3
6
25
33
17
33
54
28
5
6
24
21
151.1
153.2
17
10
21
24
63
52
5
14
7
31
23
155.8
151.7
7
9
10
30
77
52
7
9
8
22
32
155.7
151.1
5
13
18
16
64
63
14
9
nd
Mississippi Curriculum Test, 2 Edition 每 Mathematics
3
25
4
28
26
22
162.6
153.9
5
15
12
15
48
42
40
27
149.7
154.3
14
9
29
23
54
45
5
23
5
18
24
161.2
150.3
5
13
11
25
50
58
39
5
6
24
21
153.4
157.7
8
5
21
19
54
57
17
24
7
31
23
156.8
156.1
7
9
16
17
58
43
19
30
8
22
32
164
157.3
5
13
5
13
46
47
50
28
Grade 5 and 8 Science Tests
5
18
8
22
24
32
160.1
153.5
5
5
11
17
44
54
44
25
160.5
157.5
5
6
9
16
36
38
50
41
High School Subject Area Tests
Subject
Number Tested
Percent
Passing
Mean Scale
Score
Percent
Scoring
Minimal
Percent
Scoring
Basic
Percent
Scoring
Proficient
Percent
Scoring
Advanced
Prior
Year
Curr
Year
Prior
Year
Curr
Year
Prior
Year
Curr
Year
Prior
Year
Curr
Year
Prior
Year
Curr
Year
Prior
Year
Curr
Year
Prior
Year
Curr
Year
Algebra I
**
**
**
**
**
**
**
**
**
**
**
**
**
**
Biology I
**
**
**
**
**
**
**
**
**
**
**
**
**
**
English II
**
**
**
**
**
**
**
**
**
**
**
**
**
**
U.S. History
**
**
**
**
**
**
**
**
**
**
**
**
**
**
National Assessment of Educational Progress
The National Assessment of Educational Progress (NAEP) provides results on subject-matter achievement. NAEP does not provide scores for
individual students, schools, or school districts. NAEP results are based on representative samples of students in grades 4 and 8. The NAEP is
administered every two years; the most recent results are reported below.
2013 Reading Results
Mean Scale
Score
Percent At or
Above Basic
2013 Mathematics Results
Percent At or
Above Proficient
Mean Scale
Score
Percent At or
Above Basic
Percent At
or Above
Proficient
Grade
4
MS
209
U.S.
223
MS
43
U.S.
23
MS
43
U.S.
23
MS
234
U.S.
234
MS
23
U.S.
43
MS
23
U.S.
21
8
209
223
43
23
43
23
234
234
23
43
23
21
3
Percent of Students Scoring Proficient and Above
Migrant
**
56
63
45
**
3
70
25
**
70
**
**
**
**
70
81
55
**
4
71
25
**
63
**
**
**
**
71
85
55
**
4
67
50
**
63
**
**
**
**
67
77
55
**
5
58
25
**
60
**
95
**
**
57
42
75
**
5
63
50
**
60
**
95
**
**
61
58
67
**
6
67
5
**
59
**
**
**
**
67
55
80
**
6
81
50
**
77
**
**
**
**
81
73
90
**
7
61
5
**
59
**
**
**
**
61
95
18
**
7
74
40
**
71
**
**
**
**
74
92
55
**
8
74
5
**
65
**
**
**
**
74
72
77
**
8
77
5
**
70
**
**
**
**
77
72
85
**
Female
**
White
**
Black
**
Mississippi Curriculum Test, 2nd Edition 每
Language Arts
Asian
Male
Native American
Hispanic
Economically Disadvantaged
Limited English Proficient
Disabled Only
All Students
Grade/Subject
52
Male
**
Female
25
White
56
Black
3
Asian
Migrant
Native American
Hispanic
Economically Disadvantaged
Limited English Proficient
Disabled Only
All Students
Grade/Subject
2013-2014 Assessments
Mississippi Curriculum Test, 2nd Edition 每
Mathematics
Mississippi Alternate Assessment of the
Extended Curriculum Frameworks 每
Language Arts
Mississippi Alternate Assessment of the
Extended Curriculum Frameworks 每
Mathematics
3
69
25
**
68
**
**
**
**
69
80
55
**
3
**
**
**
**
**
**
**
**
**
**
**
**
4
68
33
**
64
**
**
**
**
68
75
60
**
4
**
**
**
**
**
**
**
**
**
**
**
**
5
63
50
**
60
**
5
**
**
61
58
67
**
5
**
**
**
**
**
**
**
**
**
**
**
**
6
81
50
**
77
**
**
**
**
81
73
90
**
6
**
**
**
**
**
**
**
**
**
**
**
**
7
74
40
**
71
**
**
**
**
74
92
55
**
7
**
**
**
**
**
**
**
**
**
**
**
**
8
75
5
**
67
**
**
**
**
75
72
79
**
8
**
**
**
**
**
**
**
**
**
**
**
**
Mississippi Alternate Assessment of the
Extended Curriculum Frameworks 每
Science
Grades 5 and 8 Science Tests
5
79
75
**
80
**
5
**
**
78
75
83
**
5
**
**
**
**
**
**
**
**
**
**
**
**
8
78
5
**
71
**
**
**
**
78
72
86
**
8
**
**
**
**
**
**
**
**
**
**
**
**
Mississippi Alternate Assessment of the
Extended Curriculum Frameworks 每
Secondary
High School Subject Area Tests
Algebra
I
**
**
**
**
**
**
**
**
**
**
**
**
Math
**
**
**
**
**
**
**
**
**
**
**
**
Biology
I
**
**
**
**
**
**
**
**
**
**
**
**
Science
**
**
**
**
**
**
**
**
**
**
**
**
English
II
**
**
**
**
**
**
**
**
**
**
**
**
Language
Arts
**
**
**
**
**
**
**
**
**
**
**
**
U.S.
History
**
**
**
**
**
**
**
**
**
**
**
**
4
ESEA Annual Measurable Objective
NCLB requires the reporting of the results of a district or school in meeting annual measurable objectives (AMO) in Reading/Language Arts and Mathematics
by subgroup. The results are shown below. The Achievement Index assigns one point for students scoring Proficient and Advanced and a half point for
students scoring Basic. The AMOs were established based on student performance in 2010/2011.
Reading/Language Arts
Mathematics
N-Count
Achievement
Index
ESEA
AMO
N-Count
Achievement
Index
ESEA
AMO
All students:
148
76
81
148
81.4
85
Students with IEPs:
25
32
**
25
42
**
Limited English Proficient:
**
**
**
**
**
**
Economically Disadvantaged:
107
72.4
79
107
79
83
Asian:
**
**
**
**
**
**
Black:
**
**
**
**
**
**
Hispanic:
**
**
**
**
**
**
Native American:
**
**
**
**
**
**
White:
147
75.9
81
147
81.3
85
5
................
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