School District of Philadelphia
School District of Philadelphia School District of Philadelphia
No Child Left Behind (NCLB) Report Card 2002-2003 No Child Left Behind (NCLB) Report Card 2002-2003
What is School Improvement? School Improvement I – The school has not met Adequate Yearly Dear Parent/Guardian: May 2004
Chart 6 in the report card shows the School Improvement Status Progress for two years in a row. Two supports are provided to
of your child’s school. It also shows whether the school made a school with this status. Parents of eligible students are given The No Child Left Behind Act of 2001 (NCLB) is a federal law. The aim of the law is to improve student achievement
Adequate Yearly Progress. The information below will help you a School Choice option. This means you can apply to transfer in America's schools. One of the new pieces of information you receive under NCLB is a school report card. The report card
understand School Improvement and what it may mean for your your child to another school in the District. As outlined in the shows how your child's school is performing compared to public schools in Philadelphia. It also shows how your child's school
child. NCLB law, priority is given to the lowest achieving children from is doing compared to schools in Pennsylvania. We believe that parents and all care givers must have as much information
low-income families. The school is also provided the support of as possible about their child's school in order to make informed decisions about their education. This “school report card”
Under No Child Left Behind (NCLB), a school must achieve three a School Assistance Team, which develops a specific plan for is a major step in that direction.
goals. First, the school must meet yearly performance goals on improvement at the school.
the PSSA. Schools must have at least 95% of their students take Additional information about No Child Left Behind and how it may affect your child’s school can be found on the back
the PSSA test. Also, elementary and middle schools must increase School Improvement II – The school has not met Adequate of the report card.
student attendance. High schools must increase the graduation Yearly Progress for three years in a row. The school receives
rate. When a school meets all of these goals, the school is said the same supports as a school In School Improvement I PLUS Most of the information in the report card is from the Pennsylvania System of School Assessment (PSSA). The PSSA is
to have made Adequate Yearly Progress. Supplemental Educational Services such as tutoring are made the test that all students in Pennsylvania in grades 5, 8, and 11 must take each spring. The two subjects covered by the
available to eligible students. Again, priority is given to the test are reading and math. Student scores on the PSSA fall into one of four levels: Advanced, Proficient, Basic or Below
When a school does not make Adequate Yearly Progress two or lowest achieving children from low-income families. Basic. Advanced is the highest level while Below Basic is the lowest.
more years in a row, it is placed in “School Improvement” by
the Pennsylvania Department of Education. School Improvement Corrective Action I – The school has not met Adequate Yearly Under No Child Left Behind (NCLB), every state must look at how students are achieving in each of its schools by
is a program that provides support to students and schools. In Progress for four years in a row. The school is entitled to the setting goals in reading and math. In Pennsylvania, the goal for 2003 and 2004 in reading is to have at least 45% of students
some cases, a school might be required to change staff or change same supports as in School Improvement I and II PLUS significant score Advanced or Proficient on the PSSA. In math, the goal is 35% Advanced or Proficient. In addition to meeting goals in
the way it is managed. All supports and changes are designed changes may occur at the school in school leadership, curriculum, reading and math, schools must meet goals in other areas. Schools must have at least 95% of their students take the PSSA
to improve student achievement at the school. and professional development. A change in school leadership test. Also, elementary and middle schools must increase student attendance. High schools must increase the graduation
means the naming of a new principal. Changes in curriculum rate. When a school meets all of these goals, the school is said to have made Adequate Yearly Progress. Beginning in 2005-
I see my child’s school has a School Improvement Status. and professional development mean that the school must use 2006, all teachers in a school must be “highly qualified.”
What does this mean? different teaching materials and methods of instruction. Teachers
School Improvement Status shows if a school has made Adequate must also be trained in how to use the new materials and Our 2003 PSSA results show that the District is making progress. We are excited that:
Yearly Progress, and if not, for how many years. If a school methods.
continues not to make Adequate Yearly Progress, the federal Our 2003 PSSA results rose from 2002.
NCLB law requires the District to provide more supports to Corrective Action II – The school has not met Adequate Yearly PSSA results for all racial/ethnic groups—African American, White, Hispanic, and Asian—increased their percentages
students and to implement more dramatic changes at the school. Progress for five years in a row. The school receives the same of students scoring Advanced and Proficient. Likewise, poor students, students with disabilities, and English
A school must make Adequate Yearly Progress two years in a supports as outlined in all other School Improvement Statuses Language Learners increased their percentages scoring Advanced and Proficient.
row to get out of School Improvement. PLUS there are significant changes in how the school is managed. The number of schools that made Adequate Yearly Progress increased to 58 this year from 22 last year, an increase
One possible change is removing the school's principal and of over 150%.
What are these supports and changes? What do these mean teachers (called “reconstitution”). Another is turning the school
for my child and me? into a charter school. A third possible change is letting a company Despite this progress, District PSSA results are much below statewide results. In addition, African American and
Specific supports and changes are part of each School manage the school (called “privatization”). Hispanic students score much lower on the PSSA than White and Asian students. The District is committed to closing these
Improvement Status. Below is a listing of each status, with the gaps through its reform agenda. The agenda includes Extended Day instruction, Summer Programs, smaller class sizes, and
supports and possible school changes for each. The status for When can I access the supports for my child? increased time for reading and math instruction. The District believes that these initiatives will lead to improved student
your child’s school is in Chart 6 to the right of “Your School’s The supports outlined above have already been provided for achievement.
School Improvement Status.” the 2003-2004 school year. During the summer of 2004, the
School Improvement Status of all schools will be revised based All of the information inside these pages was reviewed by the Accountability Review Council (ARC). The ARC advises
Met AYP – The school met Adequate Yearly Progress (AYP) and on the 2004 PSSA results. If your children are eligible for the School Reform Commission and is not a part of the School District. The School Reform Commission manages the School
is not in School Improvement. If a school met its AYP and is not School Choice or Supplemental Educational Services for NEXT District. The ARC ensures that this report card is an accurate picture of school performance.
in School Improvement, “Met AYP” appears in the box in Chart school year (2004-2005), you will be notified over the summer
6. Some schools will have “Yes (Making Progress)” in the “Did and in the early fall by U.S. Mail. We want a system of public education where all students receive the support they need to graduate from high school
Your School Make AYP in 2002-2003” box. The Pennsylvania and be successful in higher education or the workplace. Please work with us as we improve our schools and the outcomes
Department of Education considers these schools as having met If you have questions about School Choice, please call Marie for our children.
AYP for one year, but the schools are still in School Improvement. Bonner at 215-299-3408.
If such schools make AYP in 2004, they will get out of School If you have questions about Supplemental Educational Services, Sincerely,
Improvement. please call Paula Cruz at 215-299-1719.
Warning – The school did not meet its Adequate Yearly Progress The Pennsylvania Department of Education has a website
for one year. The school is not in School Improvement; no (www.pde.state.pa.us) with information about NCLB. Go to the
additional support is provided to the school. website and choose “NCLB” from the menu at the right of the
page. James Nevels, Chairman Paul Vallas, Chief Executive Officer
School Reform Commission School District of Philadelphia
School District of Philadelphia School District of Philadelphia
DAY ANNA B SCH DAY ANNA B SCH
Region: Northwest Region: Northwest
Managed By: School District Managed By: School District
No Child Left Behind (NCLB) School Report Card 2002-2003 No Child Left Behind (NCLB) School Report Card 2002-2003
Performance Goals for Adequate Yearly Progress: Chart 3: 2002-2003 PSSA Participation Rates Chart 4: 2001-2002 Attendance & Graduation Rates
Chart 1 & Chart 2 School District PA 2001-2002
35% Advanced or Proficient in Math and School District PA
45% Advanced or Proficient in Reading MATH 98.8 94.5 97.6
Students READING Attendance Rate (K-8) 92.7 90.3 94.7
98.8 95.2 97.9
Chart 1: Pennsylvania System of School Assessment (PSSA) Results By Grade Chart 2: PSSA Results By Group, All Grades Combined MATH Graduation Rate (9-12) - 60.5 86.4
97.4 93.7 97.6
Percent Proficient or Advanced Percent Proficient or READING 97.7
Advanced 2002-2003 97.4 94.5
2001-2002 2002-2003 MATH Chart 4 displays your school’s, the District’s and Pennsylvania’s attendance
School District PA Females
100.0 95.4 97.9 rate (average daily attendance) for elementary and middle schools and
School District PA School District PA
READING 100.0 96.0 98.2 the graduation rate for high schools as required by NCLB.
MATH 20.8 21.6 52.3
All Grade 5 MATH 19.7 18.7 53.1 20.8 23.1 56.3 All
Students MATH - 96.4 98.3
Students READING 25.6 27.5 60.3 White
READING 19.7 20.8 57.0 25.6 23.4 58.0 READING - 97.1 98.5
MATH 18.9 21.1 53.4
All Grade 8 MATH - 17.9 51.7 - 19.7 51.3 Males MATH
Students READING 18.9 24.0 56.9 Black
98.8 93.8 94.9
READING - 24.1 58.8 - 30.4 63.4
MATH READING 98.8 94.6 95.6
All Grade 11 MATH - 23.6 49.6 - 21.6 49.1 Females
22.2 22.1 51.3 Chart 5: Percent of Highly Qualified Teachers
READING MATH - 94.6 95.9
Students READING - 31.1 31.0 64.0 Hispanic 2002-2003
28.7 59.0 - 30.1 59.1 READING
MATH - 42.4 59.2 - 95.3 96.3 School District High Poverty PA PA
READING - 49.6 67.5 Asian
- 98.1 98.5
88.9 90.4 94.1 97.0
Chart 1 shows your school’s and the District's results for the last two PSSA READING - 98.2 98.5
MATH 20.0 15.1 20.6
exams. The State results are shown in the PA column. For example, in Black MATH
math results for grade 5 students in 2001-2002, 18.7% of School District READING 25.0 22.4 29.8 Native - 98.6 97.1 Chart 5 reports the percentage of highly qualified teachers teaching in your school
of Philadelphia students scored Proficient or Advanced while 53.1% of the American READING 97.2 and the District, as well as in Pennsylvania and in high poverty districts in
MATH - 16.8 25.6 - 98.6
students in Pennsylvania scored Proficient or Advanced. Hispanic Pennsylvania. A highly qualified teacher “is fully certified, has a bachelor's degree,
MATH 100.0 91.3 95.1 has completed a content area major, and must have passed a content area test.”
READING - 19.6 30.1 Students with
MATH - 50.3 68.3 100.0 92.2 95.5
READING - 43.3 64.5 English Language - 96.4 96.9
MATH - 25.0 42.0 - 96.6 96.6
American READING MATH - 95.9 98.0
- 33.3 52.5 Migrant Chart 6: AYP/School Improvement Status
Chart 2 shows the District's and Pennsylvania's results for grades 5, 8, and 11 MATH READING - 98.3 98.1
Students with 0.0 5.1 14.6 Your School’s School District
combined on the last PSSA exam and displays these results by various student School Improvement Status School Improvement 1
groups. No Child Left Behind (NCLB) requires that test results must be reported:
Disabilities READING 8.3 5.8 16.9 Economically MATH 98.8 93.9 96.1
Disadvantaged Did Your School No
by gender, by race/ethnicity, for students with disabilities, for students who are
MATH READING 98.8 94.7 96.6 make AYP in 2002-2003?
learning the English language (English Language Learners), for Migrant students, English Language - 20.0 25.8
and for economically disadvantaged students. Learners READING 12.0 18.3
The Pennsylvania Department of Education (PDE) has decided that results should only MATH 16.4 23.4 Chart 3 displays the percentage of students who Chart 6 reports your school’s Adequate Yearly Progress based upon 2002-
- participated in the 2003 PSSA in math and reading for 2003 PSSA scores and your school’s resulting School Improvement Status
be reported for groups of 10 or more students. When any group has less than 10
students, results are not reported and the box is blank for that group. By looking READING - 16.6 22.2 your school, all District schools, and for all schools in for the current year (2003-2004). School Improvement Status defines
at this chart, comparisons of performance can be made among the student groups PA. Participation rates are shown for all students, as the level of school intervention and support as required by NCLB. The
in Philadelphia and also with these student groups in Pennsylvania. Like the first
Economically MATH 20.8 16.6 29.5 well as for each student group. “Extended absence” is back page of the report provides information about the types of support
Disadvantaged the most common reason for a student not participating. provided to schools based upon their School Improvement Status.
chart, the results are percentages of students scoring Proficient or Advanced. READING 25.6 21.5 36.0
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