1998-1999 Progress Report on the Nevada School District Accountability Program: Review, Analysis and Recommendations

Introduction

School accountability legislation is intended to improve student academic achievement in Nevada’s schools. In the view of the panelists who conducted the review, this year’s Nevada Accountability Report represents considerable progress toward improved academic achievement for Nevada’s seventeen county school districts. Overall, data are more accurate and more focused. Nevada school leaders have demonstrated a strong commitment to meeting the challenges, finding solutions to the teaching and learning problems, and reporting their progress to the public.

The Nevada legislative and executive branch leadership and staff should be commended for their tenacity and will in putting this accountability and reform system in place. Accountability is working and it is making a demonstrable difference in the educational achievement of the children in this state.

Background

The Nevada Department of Education (NDE) produced a Handbook for School Accountability (Accountability Handbook) in October 1999, to aid school districts in preparing the 1998-99 accountability reports. The introductory pages from that handbook provide the context for this report and are therefore quoted in this report.

“During the 1993 session, the Nevada State Legislature passed a School Accountability bill (NRS 385.347 revised) requiring all school districts in Nevada to inform the public on the performance of public schools throughout the state. The Legislature passed a further revision (SB 386) of the School Accountability law during the 1995 session, and further revisions were included as part of the Nevada Education Reform Act, or NERA (SB 482) of 1997 (See Appendix A).

In Nevada, school accountability is accomplished through a system of reports to the public. The Boards of Trustees of all school districts in the state annually are required to report to the public during March concerning school site accountability information, as well as to report to various agencies and departments within the state. The accountability reports to the public must contain the following information:

· Educational goals and objectives;

· Comparisons of student achievement for the current school year with previous school years;

· Number of students taking achievement tests under regular conditions and under special conditions, the number of students exempt from taking achievement tests for special education (IEP) or language (LAS) reasons, and the percentage of eligible students taking achievement tests;

· Ratios of elementary students to teachers, core secondary class sizes, and other data concerning licensed and unlicensed employees of the district;

· Comparisons of teacher assignments with the qualifications and licensure of teachers;

· School expenditures per pupil and district sources of funding;

· Curriculum employed by the school district, including any special programs for students at an individual school;

· Record of attendance of teachers;

· Records of attendance and truancy of students and grades 9-12 school dropout rates;

· Efforts to increase communication and participation with parents of students;

· School incidents involving weapons or violence, and suspension and expulsion of students per statutes involving weapons, violence, and distribution or use of alcohol and controlled substances;

· Transiency rates;

· For high schools, the percentage of graduates enrolling in remedial reading, writing, or mathematics courses at an institution within the University and Community College System of Nevada;

· Information about technology available at each school; and

· Other information as directed by the State Superintendent of Public Instruction.

The Nevada School Accountability Law charges the State Superintendent of Public Instruction, in consultation with representatives of various educational associations in the state, with prescribing the forms for the reports and ensuring the implementation of a uniform system of reporting that provides comparable information for schools across the state.”

A large number of data elements have been considered for inclusion in the accountability reports. In choosing data elements, it was necessary to find a balance between all of the potential information available and efforts to keep critical information from being obscured in the accountability reports by lengthy tables of statistics. Undoubtedly, there are certain data elements and information of interest to educators or to certain segments of the populous that do not appear in the Handbook. In the end, the requirements of the School Accountability Law and judgments about the information of greatest concern to most parents of Nevada’s school children took precedence in making final decisions on the data elements featured in the present Accountability Handbook. See Appendix A for the current version of the Accountability Law.

1998-1999 Accountability Review

In spring of 2000 the Legislative Bureau of Educational Accountability and Program Evaluation (LeBEAPE) developed a Request for Proposal (RFP), and conducted a competitive review of the proposals submitted to conduct a review of the 1998-1999 school accountability reports. The contract was awarded to George C. Hill, a professor at the University of Nevada, Reno. Dr. Hill employed a review panel of Nevada university professors to review the reports of the state’s 17 school districts for the 1998-1999 academic year.

The school districts submitted the three parts of their 1998-1999 accountability reports to the NDE and LeBEAPE, as well as the other entities to which they were required to send these reports. The LeBEAPE staff and NDE staff prepared data tables for the data elements required under the statute. The data tables, based on 1998-1999 Accountability Reports, are in a document entitled, School Accountability Data Tables 1998-1999 School Year, which was available in the spring and early summer of 2000. These tables are the source documents for this review. Two additional reviews were undertaken at the request of LeBEAPE: Review of individual charter school reports; and review of the final reports submitted by the Panels supervising the three elementary schools on academic probation. Those Responses/reactions are found immediately following this introduction section.

Each district is required to submit the following reports (these reports are referred to throughout individual district review reports):

Part I: Individual School Accountability Reports

Each school in Nevada is required to provide parents of students enrolled in their school with a report that identifies specific characteristics and performance indicators for the school and for the school district as a whole. Exceptions, definitions, and directions for reporting individual school information are reviewed in this section.

Part II: District-Wide School Accountability Reports

Each school district in Nevada is required to provide the general public with a report that lists specific characteristics and performance indicators for each school in the district and for the district as a whole. As in the preceding section, exceptions, definitions, and directions for reporting the district-wide school reports are reviewed in this section.

Part III: Reports on Effectiveness of Accountability Program

In addition to forwarding the above reports, each school district is required to provide the above entities with a report on the effectiveness of their accountability program, efforts to correct any deficiencies identified, and plans for improving student achievement at the schools. This section provides a general discussion and guidelines for district “reports of effectiveness.” (Handbook for Implementation of NRS 385.347 School Accountability Legislation)

Analysis of the Accountability Reports

There are four components which make up the balance of this accountability review and about which the review panelists have made recommendations: (1) the effectiveness of the School Accountability Program in the state; (2) the status of each school that has been designated as “In Need of Improvement; (3) the evidence of the school district’s use of accountability information to improve the academic achievement of pupils in each school; and (4) the analysis of school accountability data for 1998-1999.

The review panel analyzed the school districts’ data elements by examining five categories of the accountability program and making recommendations in a sixth section. This portion of the review will highlight summaries of the review panel’s findings in each of five categories. The categories are as follows:

1. A summary of the student performance and school characteristics deemed relevant to the evaluation of the district’s school performance based on data submitted to the State Board of Education and LeBEAPE in Part I school reports and Part II district-wide reports.

Information found in the review of each district is a statistical profile of the district as well as data from required achievement tests, namely the 4^th grade, 8^th grade, and 10^th grade TerraNova tests for both the 1998-1999 and 1999-2000 school years (SY). In addition to the TerraNova tests, the High School Proficiency Examinations (HSPE) data for 1997-1998 and 1998-1999 were compared, as well as the 4^th Grade Writing Proficiency Examination for 1999-2000 and the 8^th Grade Writing Proficiency Examination for SYs 1998-1999 and 1999-2000. Definitions of terms, along with year-to-year comparisons of state mandated tests, are found in Appendices B, C, and D respectively. The data reported by districts was compared to that found in the School Accountability Data Tables 1998-1999 School Year.

2. Areas the School Districts’ Part III Report identified as examples of exemplary achievement at the school site and/or areas of improvement in outcomes from those reported in the previous year and evidence that the areas were exemplary or improved.

Information found in the review of each district contains district reports of exemplary performance or where major improvements were noted. As before, all reports are compared to data found in the School Accountability Data Tables 1998-1999 School Year.

3. Areas the School Districts’ Part III Report identified as in need of improvement at the school site(s) and evidence for any deficiencies addressed.

This section of each district review compares individual school reports (Part I) and the district Part III reports to determine if identified needs are congruent with data found in the School Accountability Data Tables 1998-1999 School Year.

4. Summary of the School Districts’ plan for improvement at the school site.

This section of each district review examines district Part III reports to determine if plans for improvement are congruent with data found in the School Accountability Data Tables 1998-1999 School Year.

5. Sources of information to be used in determining effectiveness of the plan for improvement.

Reviewers expected to find reference to TerraNova test scores, the High School Proficiency Examinations, 4^th and 8^th Grade Writing Proficiency Examinations, recorded data (attendance, dropout rates, truancy rates and school violence rates) and in some cases, district criterion-referenced tests (CRTs).

6. Missing or incomplete data.

Any required data that is not found, or data that is incorrect when compared to the School Accountability Data Tables 1998-1999 School Year, is noted in this section.

7. Recommendations of Panel members for improving analysis and use of accountability findings at the school level and, if applicable, at the district level.

This section contains the review panel’s recommendation(s) for improving the reporting system for subsequent years. It contains a commendation for an excellent effort where appropriate.

General Observations and Recommendations - Statewide

A summary of the student performance and school characteristics deemed relevant to the evaluation of the district’s school performance based on data submitted to the State Board of Education and LCB in Part I school reports and Part II district-wide reports.

Each of the seventeen county school districts made an effort to report and use the required accountability data. Though not all of the seventeen county school districts provided all of the data and analysis required for a comprehensive databased decision making system, it is noted that virtually all of the school districts made improvements from their 1997-1998 to 1998-1999 reports. Some school districts, such as Clark County, Douglas County, and Elko County produced reportsthat required building-site leadership to use the data to focus attention on deficiencies and make improvements in student achievement. These three districts also developed excellent models for collecting and analyzing accountability data; they should be considered models for other districts. In almost every district, there was a strong sense of resolve by the leadership to make this system of accountability work.

Almost all of the districts cited examples of exemplary achievement at school sites. The most commonly cited examples were reading, writing or mathematics instructional programs. In some cases, districts noted professional development activities or homework programs to which school staff attributed improved results. Both the school districts and review panelists tried to highlight areas where there appeared to be growth and where there appeared to be problems. The 1998-1999 accountability reports present more definitive responses to the issue of “exemplary achievement” than was evidenced in previous reports.

3. Areas the School Districts’ Part III Report identified as in Need of Improvement at the school site(s) and evidence for any deficiencies addressed.

The designation of “In Need of Improvement” is assigned to all Nevada schools with more than 40 percent of their students falling within the lowest national quarter on all mandated subject areas of TerraNova. The designation is not given to small schools where fewer than 10 students participate in regular testing at the mandated grade. For the 1998-1999 SY, the number of schools meeting the criteria for designation of “In Need of Improvement” continued to be low with only 10 schools designated as such. Those schools are Fitzgerald and Madison elementary schools; Martin, Fremont, and Von Tobel middle schools and Mojave High School in the Clark County School District; West Wendover Junior-Senior High School in Elko County; Armagosa K-8 School in Nye County; Imlay Elementary School in Pershing County; and Loder Elementary School in Washoe County. Although a relatively low number of schools were designated, ten schools represent an increase from the 1998-1999 reporting period when only five schools were designated. Those five included four elementary schools, Booker, Fitzgerald, Lunt and Madison in Clark County and Mineral County’s Schurz K-8 School.

Each of these school sites has received special state-funded grants for implementing approved remedial programs, to help improve student achievement. A reference to approved remedial programs can be found in Appendix E. In addition to the special grants, staff from the NDE and the LeBEAPE will monitor each of the school sites during the 2000-2001 school year. Evidence that school districts are “using accountability information to improve the academic achievement of the pupils in each school” is included in each of the review documents prepared by the panel reviewers.

The review panelists noted most of the school sites in which there was a pattern of low performance in one or more of the content areas (reading, mathematics, language arts, or science). If fewer than 60% of the students scored at or above the 26^th percentile compared to national norms in any of the content areas and the school did not focus on those areas in the plans for improvement, reviewers recommended those areas for inclusion in the improvement plans. The review panelists highlighted these areas in each of the individual school districts’ reports.

4. Summary of the School Districts’ plan for improvement at the school site.

Each of the seventeen districts submitted school-site improvement plans. District improvement plans focused on the areas where the data showed there were problems in reading, language arts, mathematics, or science. In cases where school sites were doing well, the emphasis was on continued improvement.

In general, greater attention was placed on reading and mathematics especially at the elementary level, which was evident in district planning. Test scores were the impetus for this focus. Statewide, improving school attendance rates continued to be a stated concern.

There appears to have been a concerted effort made in most districts to assist school site leadership staff in the collection and use of achievement data to identify problems and to engage the full staff and community in resolving the problems. In many cases, panel reviewers recognized that this process is working in Nevada schools and, where it was not, the reviewers noted it in their reports.

5. Sources of information to be used in determining effectiveness of the plan for improvement.

The major source of information concerning effectiveness of the plan for improvement was the standardized norm-referenced state mandated test, the TerraNova. Districts are also using the Nevada writing tests, as well as the High School Proficiency Exam, as indicators of improvement. Other data included dropout rates, truancy rates, statistics on student violence, and a variety of other indicators that are required under the provisions of the accountability law.

6. Missing or incomplete data.

In most cases the reviewers noted data in district reports that was inconsistent with that in the School Accountability Data Tables 1998-1999 School Year. Several districts did not report the percent of recent graduates who are enrolled in remedial college courses. The required analysis of TerraNova scores of those students at schools where the transiency rate was higher than the statewide average was not found in several district reports.

7. Recommendations of Panel members for improving analysis and use of accountability findings at the school level and, if applicable, at the district level.

As a result of decisions of the 1997 Legislature, several new components needed to be included in accountability reports. The panel’s review of statewide data led to the following observations/ recommendations being made:

(a) There is a need, statewide, for a validation process/system for test scores at the school level. This process should be implemented when wide differences are found on test scores from year-to-year. The reviewers noted a few school sites where large differences exist between present year scores and the previous year. Any number of variables could account for such differences. A validation process needs to be implemented.

(b) The Part III reporting requirements for charter schools need to be aligned with district reporting requirements. The panel found a wide variation in the reports from charter schools and often found that the reports were heavy with financial data and light on student achievement information.

(c) Renewed attention should be given to schools with low scores on the TerraNova tests. There are a significant number of schools that have over 60% of their students scoring in the bottom quarter in one to three areas. These schools need attention and (probably) financial assistance to increase student achievement.

(d) Need for improvement in the area of mathematics at both the elementary and secondary levels continues to be a theme in this current review. The panel recommends further attention to the enhancement of the mathematics curriculum. In areas where curricula mapping and teacher training has not occurred, the panel recommends that those steps be taken as soon as possible.

(e) The panel continues to express concern about student attendance rates throughout the state. It is recommended that attention be given to the provision of appropriate incentives for students to attend school. In addition, consideration should be given to the provision of other alternative means whereby students may progress in their educational programs. With the statewide average attendance rate at 93.3% the average student in Nevada is missing 12 days per year.

(f) The panel again recommends that the requirement of reporting the cost of preparation of the accountability reports be discontinued or modified since there is a concern regarding the accuracy of some reports; and one district did not include the cost report. The cost report had merit when the accountability reporting process was initiated, but the reviewers believe that the process has now become institutionalized and the cost reporting component needs to be evaluated to determine its contemporary relevancy.

(g) Assistance should be provided to districts in correctly interpreting and reporting appropriate and accurate test score data. The reviewers found that several districts misreported data to the public. The panel recognizes that some districts may not have personnel with expertise to appropriately interpret test data and believes assistance to be an appropriate function and requirement of the NDE in light of NAC 389.0515 (4).

(h) Districts should report all parental participation or the reason why the rate is not reported and districts with low participation should set goals to increase parental participation.

(i) Data included in the District Part IIIReports shouldbe focused on current SY data and efforts. This is a continuing recommendation.

(j) That efforts should continue to reduce the ratio of students to computers across the state, as well as ensure that each school is connected to the Internet. Although major progress has been made in this area, some schools continue to have a ratio is at an intolerable rate (two elementary schools in Nye County have ratios of almost 300 students to one computer) and some schools are not yet connected to the Internet.

(k) The panel cautions readers to not be overly concerned about the seemingly low scores on the 4^th Grade Writing examination. This is a new test and is more of a diagnostic tool than a true achievement test.

There are a number of other recommendations concerning the review process itself and the way in which data are analyzed that need to be considered for future reports. They are:

(a) The panelists recognized the difficulties experienced by some rural districts in the time and resources needed to prepare the report. Districts might consider hiring regional consultants who could assist in the interpretation of test data, and, if necessary, the actual preparation of acceptable reports. Section 16, Part 9 (b), of SB 555 of the 1999 Legislative Session contains language requiring professional development programs for “training for teachers and school administrators in the assessment and measurement of pupil achievement and the effective methods to analyze the test results and scores of pupils to improve the achievement and proficiency of pupils.” Districts are urged to take full advantage of this opportunity to be better prepared to fully utilize testing and accountability data. This was recommended last year and continues to be a pertinent and valid recommendation in this review.

(b) A determination of the extent to which the date and information contained in the district reports is used to inform sate level educational policy and practice.

(c) Concerns were also raised about the reporting of instances of violence. There is a need to better define the terms so that reporting reflects a more accurate depiction of the occurrence. There is also, undoubtedly, a need to better understand what steps a school is taking to maintain its security in providing a safe environment for children. This was recommended last year and continues to be a pertinent and valid recommendation for this review.

Recommendations from Previous Reviews

There are past recommendations that the review panel believes are viable and remain appropriate to this accountability review process. These are:

(a) Districts should continue to make certain that the district goals are specifically focused on improving student achievement and that all of the building-site goals are aligned with district goals.

(b) Superintendents and local school boards should continue the curriculum alignment process in each school district that will take into account the new standards in mathematics, English/language arts, science, and social studies. These standards were established by the Council to Establish Academic Standards and adopted by the State Board of Education. Districts should use those standards as benchmarks for their curriculum. Significant differences from the current curriculum are very likely, and the new standards must eventually have related assessments.

(c) Those school districts that are developing, or that have developed CRTs or other valid and reliable achievement tests, should report the scores in the school level accountability reports, even though the reporting of such tests is not required. Future reviewers of accountability reports will want to compare CRT scores with TerraNova scores. The district leadership should also review their CRTs to see how they are linked to the new state standards. Ideally, this linking process should be developed and approved by the state. The process should be technically sound and meet all the requirements of validity, reliability, and comparability. There are a number of curriculum development and integrated assessment activities underway in Nevada school districts. These developmental curriculum and assessment activities should be interrelated, complimentary, and comprehensive, rather than unrelated, fragmented, and superficial. The NDE will need to work with the districts in the development of this process.

(d) Superintendents and local school boards should continue to give high priority to professional development activities for school-site personnel. Among the goals of professional development should be helping teachers better understand testing and assessment, including test taking and test preparation skills for their students (SB 555 of the 1999 Legislative Session). School districts must also give attention to the skills teachers and other school-site personnel will need as the higher and more rigorous content and performance standards are incorporated. The review panel’s understanding is that staff development days are no longer counted as teacher absences (SB 70 of the 1999 Legislative Session).

The Accountability Review Panel’s District-By-District Analysis

The following section of this report includes the analysis of each of the 17 county school districts by the review panel. Superintendents were given draft copies of the reviewers’ reports. They were asked to review the reports for errors of fact and to submit any corrections to the contractor. The superintendents expressed appreciation for having the opportunity to review the drafts. In those instances where errors were found, they have been corrected. When reading the reports, please note the following:

· Clark County and Washoe County school districts are large and complex (educating over 80% of the state’s school students); this poses problems for the review panel. Because of the size of these two districts, it is impossible to mention every school and/or individual best practices. To do so would make this review lengthy and cumbersome. On the other hand, the small size of several of the other districts allows specific schools and exemplary practices to be more fully reported.

· Contemporary terminology has been used for low performing school designation. “In Need of Improvement” is used throughout this review for consistency even though the term “Inadequate” was the legal term used in 1997-1998 and prior to that time.

· Several districts provided clarification to reviews questions when they reviewed draft reports. This is noted in the district report.

· The review panel cautions policy makers against reading too much into year-to-year test scores comparisons where the number of students tested is very low. Too many variables beyond the instructional program can confound results. Looking at long-term trends is more appropriate and informative.

Charter School Report Review

During the 1998-1999 SY five charter schools operated in Nevada. Four of the schools were in their first year of operation while the fifth was operating in its second year. Charter schools are publicly funded and operated and as such fall under accountability reporting requirements of the state.

LeBEAPE requested that the panel review individual reports of the five charter schools operating in the 1998-1999 school year with the intent of providing recommendations for improving future reports.

Each school submitted a report that was both informative and indicated a desire to comply with state law. The review panel made no effort to summarize findings by school since all these institutions are in their infancy. The following observations/recommendations are general in nature and intended to provide guidance in improving future charter school reports.

The observations are:

1. The reports contain an overwhelming amount of financial data for the typical reader; and

2. The reports generally do not give the same level of information on student achievement that is found in district reports.

The recommendations are:

1. Two separate reports are considered. One report would focus on financial information and the other should focus on student achievement data;

2. Charter schools consider using a report comparable to the present Part I reports that the districts provide;

3. Charter school personnel be provided training in the area of accountability reported; and

4. The new NDE consultant for charter school advise schools on preparing all required accountability reports.

A Review of the

Final Reports of the State Panels to Supervise the Academic Probation of Booker, Fitzgerald, and Madison Elementary Schools

The three elementary schools listed above were operating with supervisory panels that had been appointed during the SY (1999-2000) reviewed. This is the first time panels have been appointed to oversee the academic probation and assist with school improvement efforts of those schools designated “In Need of Improvement” for two consecutive years. Each school panel issued a final report of their efforts and findings. The accountability review panel examined those individual school reports. It is noted that this is the first time that such panel have been appointed and utilized by the NDE.

LeBEAPE requested that the accountability review panel react to the final reports of the three schools on academic probation. The review panel had a lively discussion of the reports and offers several suggestions for the future. Two of the schools, Fitzgerald and Madison, continued on academic probation through the current school year and that information was taken into consideration during the review panel discussion. Several observations/recommendations are offered for improvement of the panel function and reports.

The following observation is made:

1. The supervisory panels are be commended for their efforts in this undertaking

The following recommendations for future improvement of the supervisory panel process:

2. That the appropriate NRS/NAC be reviewed to ensure that the panel focuses primarily on improving student achievement;

3. In the future, reports focus on improving student achievement and report includes those efforts/activities that the panel has taken to improve achievement;

4. Professional members of the supervisory panel have experience/expertise in improving low academic performing schools; and

5. Panel members should be compensated for their efforts.

Carson City School District

Accountability Analysis

The Carson City School District Accountability Report for School year 1998‑1999 was in compliance with both the spirit and letter of the law. There is congruency between data and those areas reported exemplary as well as those areas reported to be in need o f improvement. Suggestions are made only for improving the content and process of future reports.

1. Summary of the student performance and school characteristics deemed relevant to the evaluation of the district’s school performance based on data submitted to the State Board of Education and LeBEAPE in Part I school reports and Part II district-wide reports.

Number of Pupils

Having gained 70 students over the previous year, Carson City School District reached an enrollment of 8,358. According to the School Accountability Data Tables for the 1998-99 school year, this represented a slight growth rate of 0.6%. The district was comprised of six elementary schools for kindergarten through fifth grade, and two middle schools serving grades six through eight, and one high school. With the addition of a newly established Alternative High School at the Corbett campus, there are now two high schools. In the 1998-99 report, however, the new high school, with an enrollment of 78, appeared to have been treated functionally as a satellite of Carson High School.

Student Attendance Rate

District-wide student attendance rates remained steady at 94%, ranging from lows of 92% at Carson High School and Eagle Valley Middle School to a high of 96% at Mark Twain Elementary School.

Teacher Attendance Rate

Teacher attendance rose to 95%, a 2% increase from the previous year. It ranged from a low of 92% at Bordewich/Bray Elementary School to a high of 96% at Fremont and Fritsch Elementary Schools, Carson Middle School, and Carson High School.

Dropout and Non-Promotion Rates

The dropout rate at Carson High School was 2.6%, down from 5.2% the year before and 6% the year before that, indicating a positive trend.

The non-promotion rates in Carson City School District for 1998-99 were between 1% and 2% of students in kindergarten and first grade, while less than 1% were retained in second through fifth grades. Above fifth grade, no students were reported as being retained.

Truancy Rate

The district's truancy rate rose to 3% and became a concern, especially at Fritsch Elementary School where the truancy rate was 11%. It was also a concern at Eagle Valley Middle School, which had a 5% rate, and Carson High School, which had a 4% truancy rate.

Transiency Rate

The transiency rate of 26% was slightly less than in the previous year and well below the statewide average of 37.5%. Transiency ranged from a low of 10% at Fremont Elementary School to a high of 51% at Bordewich/Bray Elementary School. The latter was nearly twice the district average.

Student/Teacher Ratios

Elementary school class sizes were as follows: kindergarten classes averaged 25 students; first grade classes, 16; second grades, 16; third grades, 19; fourth grades, 26; fifth grades, 28; and sixth grades, which were in the middle schools, averaged 26.

The district's average class size in secondary core courses was 21 in English and mathematics, 18 in science, and 22 in social studies. The class sizes ranged from 23 to 28 at the middle school level and from 10 to 26 at Carson High School. All sizes in the secondary core areas were lower than the previous year.

Student/Counselor Ratios

The district-wide counselor to student ratio for 1998-99 was 1:548 but varied widely with 1:376 at Bordewich/Bray Elementary School, 1:402 at Carson City High School, and 1:702 at Fritsch Elementary School. The district-wide average was slightly higher in 1998-1999 (1:548) than in 1997-1998 (1:529).

Suspension/Expulsion Rate

In 1998-99, the number of students suspended or expelled was 114, down substantially (46%) from the previous year. Once again the vast majority of offences (90 incidents) were violence against other students. This was followed by weapons possession (12 cases). In both categories, most of the incidents occurred at Carson High School with 46 of the former and 6 of the latter. The reason cited by the district for the number of suspensions/expulsions was the implementation of a new "zero tolerance" policy.

State Mandated Test Results: TerraNova, Fourth Grade

Terra Nova Results

4^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	27	20	31.6	20	19	20.3	48	49	46
Language	24	25	27.6	24	21	24.4	49	47	50
Math	31	33	33.9	15	19	15.9	42	42	41
Science	19	12	21.8	19	21	18.8	50	55	49

The district-wide performance of the 99% of the fourth graders who were tested indicated achievement similar to the national average in all areas. The average reading scores were at the 46^th percentile, language scores at the 50^th percentile; mathematics at the 41^st percentile; and science at the 49^th percentile. Each essentially approximated the state average for fourth graders except for math achievement, which was 15 percentile points below the state average. While Fritsch and Seelinger Elementary School students scored at or above the 50^th percentile level in all tested areas, none of the other elementary schools quite reached the 50^th percentile level in any area. This discrepancy was most pronounced in math where none of the other four schools’ test averages reached even the 40^th percentile.

State Mandated Test Results: TerraNova, Eighth Grade

Terra Nova Results

8^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	13	16	18.3	33	31	31.6	60	58	59
Language	17	20	21.8	26	20	21.8	57	51	52
Math	16	16	15.2	33	29	28.7	60	59	59
Science	15	12	16.9	27	27	31.4	58	60	59

At the eighth grade level, 99% of eligible students took the TerraNova tests in October 1999. At this grade level, district average scores surpassed the state averages in all four areas -- by eight percentile points in reading, by one point in language, by ten in math, and by 11 in science. The average achievement level was at the 59^th percentile in all areas but language, which was at the 52^nd percentile.

State Mandated Test Results: TerraNova, Tenth Grade

Terra Nova Results

10^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	14	19	15.5	36	40	32.0	64	64	61
Language	18	17	16.4	30	31	24.4	57	60	55
Math	25	17	16.0	31	38	29.8	55	64	59
Science	22	6	16.5	31	36	32.4	55	67	61

Of the eligible tenth grade Carson City students, 97% took the TerraNova tests. Results showed that, in October 1999, average tenth grade scores on the TerraNova were at the 61^st percentile in reading, the 55^th percentile in language, the 59^th percentile in mathematics, and 61^stpercentile in science. These performances substantially exceeded national averages. They also surpassed state averages.

It should be noted that, while the average fourth grade achievement was at or slightly below the national norms, eighth grade achievement exceeded national norms in all four areas and tenth grade achievement was even higher compared to national averages. Based on these results, all Carson City School District schools were rated as "Adequate" although none reached "High Achievement" status.

State Mandated Test Results: Writing Exams

Writing Examination

4^th and 8^th Grade

MEASURED TRAIT	PERCENT PROFICIENT
	4^TH GRADE			8^TH GRADE
	97-98	98-99	99-00	97-98	98-99	99-00
Ideas	NA	NR	49.0	75.3	82.5	81.4
Organization	NA	NR	44.7	71.5	77.9	77.7
Voice	NA	NR	42.1	68.9	83.3	78.6
Conventions	NA	NR	46.4	71.8	66.4	72.4

Fourth Grade: On the new fourth grade writing examination the percent of Carson City students demonstrating proficiency was 49% on Ideas, 45% on Organization, 42% on Voice, and 48% on Conventions. These were from 4 to 5 points below state average scores in each of the four areas.

Eighth Grade: The results of the eighth grade writing examination revealed that, district-wide, students demonstrated proficiency in each of the four areas at rates of 81.4% in Ideas, 77.7% in Organization, 78.6% in Voice and 72.4% in Conventions. These evaluations approximated or surpassed state levels in each of the areas. Only in Voice was there an indication of a slight decline from the previous year. More students at Eagle Valley Middle School demonstrated proficiency than at Carson Middle School. Between-school differences ranged from 6 to 13 percentage points in the four areas.

State Mandated Test Results: High School Proficiency Exam

High School Proficiency Examination

PERCENT PASSING									% DENIED DIPLOMA
READING			MATH			WRITING
96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99
99.2	83.0	99.8	99.2	72.0	98.6	98.7	99.5	100.0	NA	NA	0.51

On the Nevada High School Proficiency Examination, Carson City seniors demonstrated proficiency at rates of 99.8% in reading, 98.6% in mathematics, and 100% in writing. These levels were almost identical to those of the previous year. The district report stated that only 0.51% of Carson High School seniors who took the tests did not receive their standard diploma as a result of failing them.

ACT/SAT Results

ACT Results

% SENIORS TAKING ACT

ACT COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

47.5

49.0

55.6

22.3

21.8

22.3

SAT Results

% SENIORS TAKING SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

46.0

42.0

53.1

539

517

518

520

501

515

The ACT was taken by 55.6% of the graduating class. The average score was 22.3 on this test. This surpassed the state composite score of 21.5 and the national average of 21.0. Similarly, 53.1% of graduating seniors took the SAT and attained average scores of 518 on the Verbal and 515 on the Math portions. The average combined score of 1033 surpassed the state average of 1029 and the national average of 1016.

Special Programs

Participation in elementary special programs district-wide included 14% enrollment in special education classes, with four of the elementary schools approximating this proportion. Bordewich/Bray Elementary School housed three self-contained special education classes and had 19% of its students enrolled in special education, while Empire Elementary School had only 10% special education students. Eleven percent of Carson City elementary students were enrolled in classes for English as a Second Language, 1% in migrant education, 4% in gifted and talented, and 5% in after school care. Forty percent of elementary children qualified for free- or reduced-price meals. However the proportion of students varied greatly among elementary schools, ranging from 74% at Empire Elementary School, 57% at Bordewich/Bray, and 53% at Mark Twain to lower percentages of 20% at Fritsch Elementary School, 26% at Fremont, and 36% at Seelinger.

More than 90% of elementary students were enrolled in music and computer education classes, with 93% in music and 96% in computer education. Physical education classes were provided for 74% of students and art classes for 65%.

Among secondary students, 14% were enrolled in special education and 5% in English as a Second Language classes. Occupational education served 69% of secondary students, but this varied with Carson High School serving 43% and the middle schools each serving between 81% and 84%. Secondary music class participation also varied with 22.5% enrolled at Carson Middle School, 32% at Eagle Valley and 15% at Carson High School. In art classes, participation included 72% of the students at Carson Middle School, 82% at Eagle Valley, and only 17% at the high school. Foreign language class enrollment included 10% at Carson Middle School, 3% at Eagle Valley, and 29% at Carson High School. Advanced placement classes enrolled 8% of high school students, and 57% of secondary students participated in athletics. The secondary school course listings reflected a diverse and comprehensive curriculum in the general, special-needs, and college preparatory and occupational domains.

Teachers

In 1998-99, the profile of Carson City teachers showed that 20% held the master's degree and the remaining 80% held the bachelor's degree. Half (50%) had ten years or more of experience, and 30% had between 4 and 9 years of teaching experience. Only 6% were new to teaching, and 14% had been teaching between 1 and 3 years. Less than one half of one percent of teachers were assigned outside their area of licensure and seven of the nine schools had no teachers assigned outside their licensure area.

Technology/Computers

The district completed cabling of all of its schools in 1998-99. A "Tech Center" was made functional at Carson High School. Though owned by Western Nevada Community College, the high school students and teachers used the facility during daytime hours. In 1998-99 the district owned about 400 computers, of which 338 had Internet access. They were dispersed through computer labs at all schools in the district. Bordewich/Bray Elementary School was the only school that did not have Internet access in its computer lab. It did have Internet access in its library, as did both middle schools and the high school. Media centers were networked at all schools except for three of the elementary schools. Only the new alternative high school had classroom computers with Internet access. The student-to-computer ratio of approximately 20:1 was fairly evenly distributed at all levels and in all schools.

Remedial College Courses (UCCSN Class Enrollments)

The Carson City School district reported that 14% of their recent graduates enrolled in remedial courses.

Expenditures

Carson City School District reported per-pupil expenditures of $3,695.21 on instruction, $611 on administration, $575 on operations, $177 on staff support, and $651 on student support. The district received $60,955 in Comprehensive School Reform Demonstration funds during 1998-99.

Parent Involvement

Attendance at the year's initial parent/guardian/teacher conferences, among elementary schools, averaged 78% across the district, down from 83% the previous year. Four of the six elementary schools lead the way with an attendance rates over 90%. These were Fremont (96%), Fritsch (99%), Mark Twain (94%), and Seelinger (96%). Empire was close behind with 89% and Bordewich/Bray had 79%. Additional parental involvement activities in the district were parent orientations and workshops; PTA/PTO, Booster Clubs and/or PTSA meetings during the year; and distribution of periodic newsletters to parents at all schools. Parents were on advisory committees or task forces at five of the elementary schools, both middle schools, and the high school. Parents served as classroom aides at all elementary schools, Eagle Valley Middle School and the high school. Finally, mail surveys were conducted to determine parents’ attitudes and degree of satisfaction with the schools by two elementary schools, both middle schools, and the high school.

Consistent and persistent implementation of the district Strategic Plan. For the third consecutive year the district diligently implemented its Strategic Plan first developed in 1997-98. The district worked to improve aspects of the plan, develop benchmarks, and detail goals and tasks to be accomplished at each of the nine school sites. In doing so, the district consistently followed the basic objectives it set out to accomplish, continued to use the plan as a guide, and incorporated it in its communications both within the district and with parent and community groups.

Continued the systematic improvement of K-5 reading skills. A reading program, Success For All, was implemented for kindergarten through fifth grade at three Title I elementary schools while two non-Title I elementary schools began training staff in the Cell/ExLL program. Four additional Reading Recovery teachers were trained. These efforts contributed to the improved student achievement and improved teacher proficiency in the teaching of reading.

Evaluation of the Even Start program. Pre- and post-data on school readiness were collected and analyzed using the PPVT/TVIP measuring devices. The data showed that children in Title I schools still lagged behind those in non-Title I schools, but that they were making gains more quickly. This reinforced the efficacy of Even Start interventions.

3. Areas the School Districts’ Part III Report identified as in need of improvement at the school site(s) and evidence for any deficiencies addressed.

Improve Writing Skills in Elementary Schools. Based on the performance on state writing examinations, especially at the fourth grade level, the district determined that there was much room for improvement in the writing skills of elementary children in Carson City School District.

Bring District Curriculum into 100% Alignment with State Standards. This goal was 75% completed for reading, language, and math and nearly totally completed for science at all school sites, but needed to be finished.

4. Summary of the School Districts’ plan for improvement at the school site.

Improvement of Writing. Professional development in the traits writing process was planned for elementary teachers in kindergarten through the fourth grade classes in order to improve the writing skills of pupils at those levels and lead to higher achievement.

Alignment of the Curriculum. Plans were made to continue the task of aligning local curriculum with State Standards by: (1) offering in-service in the process of curriculum mapping; (2) developing curriculum maps at each school site focusing on the areas of reading, language, and math that are in congruence with State Standards; and (3) reaching a consensus on the maps at both the site and district levels. The target date set for completion of this project was November 2000.

5. Sources of information to be used in determining effectiveness of the plan for improvement.

Improvement in Writing. Improvement of fourth grade writing performance will be judged by achievement as reflected by higher scores on the TerraNova and the fourth grade state writing examination.

Alignment of the Curriculum. Completion of this task can be judged when consensus has been reached as to whether the curriculum maps do indeed reflect alignment with State Standards in each of the four areas.

6. Missing or incomplete data.

It was unclear whether the new Alternative High School had been established as a separate site school or as merely a satellite of Carson City High School.

The data on special programs were not aggregated for the six elementary schools or for the two middle schools. For example, only district averages were given for art and for music, rather than elementary averages and middle school averages. This made it difficult to analyze participation at these school levels.

There was a slight difference in the K-5 retention figures of the district and that listed in the State Accountability Data Tables for 1998-99.

7. Recommendations of Panel members for improving analysis and use of accountability findings at the school level and, if applicable, at the district level.

1. Aggregate the data on average levels of participation in special programs by school level (elementary, middle, and high school).

2. Clarify how the new Alternative High School is to be classified in the future -- as a separate school or as a satellite of Carson High School. If it is to be an autonomous high school then all data need to be disaggregated. (This was clarified when the district reviewed the report. It is a division of the high school)

3. Secure and utilize an outside monitor for the Success for All reading program. (It is understood that this is happening).

Churchill County School District

Accountability Analysis

The Churchill County School District Accountability Report for School year 1998‑1999 was in compliance with both the spirit and letter of the law. There is congruency between data and those areas reported an exemplary and well as those areas reported to be in need o f improvement. Several suggestions are made for improving the content and process of future reports.

Number of Pupils

The Churchill Country School District served 4,824 students in 1998-1999, an increase of 1% over the previous year. Students attended schools at eight different locations, including a pre-school, five elementary schools, a junior high, and a high school.

Student Attendance Rate

The attendance rate for the 1998-1999 school year was 93.7%, just slightly lower than the rate of 93.9% for the previous year. Attendance rates for individual schools varied from 92.5% at Churchill County High School to 95.6% at West End Elementary.

Teacher Absence Rate

The teacher attendance rate in 1998-1999 was 92.9%, a slight increase over the rate for the 92.6% previous school year.

Dropout and Non-Promotion Rates

The district reported a dropout rate of 4.0%, down from 6.6% the previous year. The district reported an overall rate of 1% of students being retained in grade level; the highest non-promotion rate reported was first grade, which had a 5% retention rate.

Truancy Rate

The district reported a truancy rate of 2.6%; the two schools with the highest rates were Churchill County High School (7.0%) and Lahontan Elementary School (4.6%).

Transiency Rate

The district showed a transiency rate of 25%, the same as the previous year. Lahontan Elementary had the highest rate in the district (37%), followed by Numa Elementary (32%); while Northside Elementary and Churchill County Junior High had the lowest rate (18%).

Student/Teacher Ratios

Teacher/student ratios in most elementary grades had a range of three or less; first grade classes, for example, showed a low of 1:15 and a high of 1:17 and fifth grade classes ranged from 1:27 to 1:29. There were some exceptions: Lahontan Elementary had a 1:25 ratio in the sixth grade, whereas the sixth grades in the four other schools had a 1:29 ratio. High school ratios in core courses ranged from 1:23 to 1:29. In general, the ratios were comparable to those from the previous year.

Student / Counselor Rate

The Churchill County School District showed a counselor/student ratio of 1:482, which is a slight increase over the previous year. The range was 1:358 to 1:693.

Suspension / Expulsion Rate

The district reported 201 instances of students being suspended or expelled; of these, 156 disciplinary actions (77.6%) were taken for violence to other students. Most suspensions for violence toward students in 1998-99 took place at the junior high (53), followed by the high school and West End Elementary (34 each). The previous year's report showed only 80 students being suspended/expelled for incidents in this category district-wide.

State Mandated Test Results: TerraNova: Fourth Grade

The Churchill County School District showed considerable improvement in student achievement as measured by required examinations. Staff development was provided in several areas to support faculty with curriculum improvement and integration of technology. Over the three-year period covered in this report, the high school dropout rate was reduced from 11% to 4%; new alternative education programs were used in this effort. Churchill County High School reported that all advanced placement English students who took the national test in 1999 scored high enough to receive college credit for their work. (The number or percent of these students who took the national AP English test was not reported which the review panel believes to be of importance and interest.) The district also made considerable progress in the area of technology use.

3. Areas the School Districts’ Part III Report identified as in need of improvement at the school site(s) and evidence for any deficiencies addressed.

The district had identified student attainment of academic skills as a major priority, and took steps at both the district and school level to improve results. Honors programs were expanded, and alternative education programs established. Technological capacity within the district was also been greatly enhanced.

Each school report gave solid evidence of progress toward goals in these areas and outlined the steps taken to achieve such growth.

4. Summary of the School Districts’ plan for improvement at the school site.

District-wide and at the individual schools, there were clear presentations of past goals, and data relevant to the achievement of such goals were provided. Schools reports provided evidence of activities such as the implementation of a writing improvement plan and expansion of tutoring programs. These are commendable. What would be useful, however, is to supplement the look backward with a look forward what are the goals for the future and what steps are being taken to reach them?

5. Sources of information to be used in determining effectiveness of the plan for improvement.

The district report relied upon scores on state-mandated exams, attendance rates, fiscal information, etc. This material was presented accurately and in clear, accessible formats.

6. Missing or incomplete data.

Except as noted in section 4 above, the Churchill County School District provided all data required for the accountability process.

7. Recommendations of Panel members for improving analysis and use of accountability findings at the school level and, if applicable, at the district level.

1. Statements of past goals and progress toward them were well covered in the report. However, given the timing of the accountability process, the district should also be able to provide insight on future goals and the activities planned to achieve them. No doubt, given recent accomplishments, such plans exist, and inclusion of them would reinforce the focus on continual improvement, which the district appears to be implementing.

2. Parental involvement in the district, especially at the secondary level, continues to be quite low. The district should develop plans at the individual school level to increase such involvement, using a variety of methods, especially at the secondary level. Although this report used data only from the first parent conference, other indicators could be developed at the local level.

Clark County School District Accountability Analysis

Accountability Analysis

The introductory section of the district report includes all of the necessary information: mission statement, superintendent's message, district highlights, and specific goals, with a description of progress toward those goals. The goals ranged from strengthening the link between student achievement data and school performance to increasing parent and community involvement in the schools. Highlights included the building program and the accomplishments of the Human Resources Division in hiring over 1,100 new teachers each year. The Clark County School District report should be used as a model.

1. A summary of the student performance and school characteristics deemed relevant to evaluation of the district’s school performance based on data submitted to the State Board of Education and LeBEAPE in Part I school reports and Part II district-wide reports.

Number of Pupils

The district-wide pupil enrollment increased from 190,822 (1997-98) to 203, 777 (1998-99), an increase of 6.8%. There are 227 schools in the district in various configurations, including 147 elementary schools, 34 middle schools, 28 high schools, 14 alternative schools and 4 special schools.

Student Attendance

The student attendance rate was 93.3% in 1998-1999 compared to 92.0% for the previous year for an increase of 1.3%. There was no elementary school where attendance fell below 90%. Western High School’s attendance rate for the last two years; 1997-98 (84%) and 1998-99 (86%) stands out as quite low when being compared with the rest of the high schools.

Teacher Attendance Rate

The teacher attendance rate increased from 94% the previous year to 95% in 1998-99.

Dropout/Retention Rate

The dropout rate for grades 9-12 was 9% representing a decline of 3% from last year’s rate of 11.8%. Twenty high schools showed a decline in dropouts; for example, some schools declined from 14% to 2%, 13% to 3%, 18% to 12% and 12% to 6%. Five high schools remained the same and none had substantial increases in dropouts. The retention rate in K-7 ranges from 0-2%, with a median of 1%.

Truancy Rate

The school district defines habitual truancy as 3 unexcused absences and reported a 0.4% district-wide habitual truancy rate for the 1998-1999 school year.

Transiency Rate

The transiency level has decreased district-wide by 2% from 45% in 1997-98 to 43% in 1998-99. In an analysis provided by the district, eighth grade students with two or more years in the district consistently perform higher on the TerraNova tests than students from the same schools with fewer than two years in the district. The margin at the eighth grade between students with two or more years residency and students with fewer than two years is somewhat greater for the subset of high transiency schools than for the district. Also, and even more significant, is that high transiency schools score lower than the district as a whole. “Newer” students are more behind in the district than “established” students. Tenth grade-students from the high transiency schools consistently showed a lower performance on TerraNova tests than students with two or more years than for the district overall. Equally significant is that the high transiency schools score lower than the overall district with the contrast becoming larger for students with fewer than two year years. Apparently high transiency has a cumulative effect. Newer students at grade 10 score considerably lower than district averages, this is probably due to the cumulative effect of constantly moving.

Student/Teacher Ratio(s)

The 1998-99 student teacher ratios vary from 24:1 in kindergarten (constant over last 2 years); 16:1 in grades one and two (no change from previous year) with range of 12-18:1 in grade one and in grade two and 19:1 (decrease by 4 students from previous year) in grade three with a range of 14-21:1; 28:1 in grade four (decrease by 1 student from previous year) and grade five has remained constant at 28:1. The school district includes grades 6-12 under secondary for student/teacher ratios. The class size average in all content areas is 28:1, with the exception of English reported as 27:1. This is consistent with the report from the previous year except for social studies, which decline by one student from the previous year.

Student Counselor Ratio

The district-wide counselor/student ratio showed a slight improvement from 1997-1999 to 1998-1999 declining from 1:553 to 1:521. The range, however, was quite wide with one elementary school (Garehime) having a ratio of 1:2074.

Suspension/Expulsion Rate

Possession and/or use of controlled substances, and possession and/or use of alcohol have both shown substantial increases from 1997-98 to 1998-99, there is also an increase in student-to-student acts of violence. The incidences of possession of weapons remained virtually flat despite growth in student population. At the elementary school level, Christensen reported five cases of violence to staff ~~and Gragson and Harmon both had 11 incidences of violence to students~~. No school reported more than 3 incidences of violence to other students for the year reviewed, In the middle schools, by far the highest suspension/expulsion rate came from violence of students-to-students, but there is an extreme variance of reported acts of violence.

The range of the suspensions at middle schools varies from 0 to 355, with 66 reported incidences as the median. For example, O’Callahan, Corteney, and Johnson Middle Schools have significantly higher violence incidences when compared to the other middle schools. The reported incidences of violence to other students, in the high schools, ranged from 0-121; the median was 65. Mojave, Silverado, and Clark reported 121, 111, and 109, respectively. Several schools showed high increases when comparing the 1997-98 data to the 1998-99 report. Violence toward staff was reported in single digits consistent with last year’s report. Drug possession incidents in middle schools ranged from 0-12, with most of the schools reporting 0 incidents. Drug and alcohol possession, at both middle and high school levels, ranged from 0-11, with 2-3 incidences being more indicative of the number reported in the individual schools.

State mandated testing results

State mandated testing results were reported for the TerraNova, Writing Proficiency, and High School Proficiency by individual schools and the district level. The results reported here are from the Clark County School District report and the State Data Tables. There was total consistency in both reports.

State Mandated Test Results: TerraNova: Fourth Grade

Terra Nova Results

4^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	25	21	25.5	19	16	18.3	48	48	48
Language	21	22	21.0	31	27	30.7	56	53	57
Math	21	20	18.0	26	29	32.0	54	56	59
Science	27	18	27.9	18	17	16.6	46	50	45

While the TerraNova results for the fourth grade in the Clark County School District have been relatively stable over the past three years, there is a wide range of individual school results. Of great concern are the results of both Fitzgerald and Madison schools. Both schools have been designated “In Need of Improvement “ for the past three years. In the cases of both Fitzgerald and Madison, average percentile scores have changed from 1997 to 1999 as follows:

Fitzgerald Madison

Reading 17 to 26 Reading 23 to 19

Language 18 to 22 Language 23 to 17

Mathematics 17 to 32 Mathematics 24 to 31 Science 13 to 19 Science 13 to 14

An even more informative statistic is the relative percent of students who are in the bottom quarter of the norming population~~all taking the test~~:

Fitzgerald Madison

Reading 66 to 54 Reading 60 to 62

Language 62 to 55 Language 58 to 57

Mathematics 68 to 41 Mathematics 58 to 46

Science 81 to 67 Science 73 to 70

While progress has been made in improving student scores, this is noted as a continuing concern, particularly in light of significant state remediation funds and intervention by the State Department of Education targeted at these two schools. The district tested at least 91.4% of eligible students at every school with many schools testing 100%. Of note is the fact that Odyssey Charter School tested only 77.5% of eligible fourth graders.

State Mandated Test Results: TerraNova: Eighth Grade

Terra Nova Results

8^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	25	22	27.1	24	24	23.5	50	52	49
Language	25	25	25.8	23	23	23.7	50	49	50
Math	29	26	26.9	23	24	23.8	47	48	48
Science	29	19	29.8	17	16	17.4	44	49	44

For 1999-2000, the percent of eligible eighth graders completing the TerraNova tests is reported as 98.3 % in the district table.

There were three middle schools designated as “In Need of Improvement”

John C. Freemont Middle School

Roy W. Martin Middle School

Von Tobel Middle School

There were several other middle schools where at least 40% of the students taking the exam scored in the bottom quarter in one or more testing areas. A few of these same schools just missed being recognized for “In Need of Improvement” by a few percentile points in the fourth area. These schools should be well aware that without intervention, they could slip in to this category quite easily.

State Mandated Test Results: TerraNova: Tenth Grade

Terra Nova Results

10^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	22	27	25.7	27	25	24.5	55	50	51
Language	19	18	22.3	27	26	26.4	54	55	53
Math	24	26	25.5	26	26	28.8	52	51	53
Science	21	12	25.4	26	22	25.2	53	56	50

The percent of eligible tenth graders completing the TerraNova test is reported as 95.2% in the district table.

Mojave High School was identified as “In Need of Improvement”. Desert Pines High School and Keystone Charter had at least 40% students scoring in the bottom quarter in 3 of the 4 subject 4 areas. Again, this result should serve as a caution to encourage these schools to initiate programs that will assist in raising student performance.

State Mandated Test Results: Writing Exam

Writing Examination

4^th and 8^th Grade

MEASURED TRAIT	PERCENT PROFICIENT
	4^TH GRADE			8^TH GRADE
	97-98	98-99	99-00	97-98	98-99	99-00
Ideas	NA	60.7	51.4	62.1	74.4	77.1
Organization	NA	53.9	48.0	61.2	70.5	74.2
Voice	NA	56.4	46.4	58.4	70.9	72.1
Conventions	NA	57.3	51.8	68.1	65.1	71.6

Scores on the fourth grade Writing Examination were down from the previous year although they closely paralleled the statewide average. The percent of eligible eighth graders completing the Writing Proficiency Examination was reported as 95.6% in the district report. As the tables illustrate the district continues to demonstrate improvement on the 8^th grade exam and is just below the statewide average in all areas.

State Mandated Test Results: High School Proficiency Exam

High School Proficiency Examination

PERCENT PASSING									% DENIED DIPLOMA
READING			MATH			WRITING
96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99
96.8	96.7	96.1	97.4	96.8	91.8	97.8	97.3	97.2	NA	NA	5.6

Reading and writing scores changed little from 1998 to 1999. Math, however, showed a significant decline where only 91.8% passed this portion of the proficiency examination compared to 96.8% in 1998. The district reported a 5.611% proficiency test failure. This percentage reflects June seniors who were credit sufficient but did not receive a diploma because they did not pass one or more portions of the exam.

ACT/SAT Results

ACT Results

% SENIORS TAKING ACT

ACT COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

25.9

23.7

22.4

21.2

21.4

SAT Results

% SENIORS TAKING SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

23.6

23.2

23.3

502

504

506

512

513

517

The average performance on the ACT exam was 21.4 for 1998-1999 for the 22.4% of eligible students district-wide taking this exam. The average score was the same as the previous year. Twenty-three percent of the seniors took the SAT with a verbal average of 506 and a math average of 517. This was a two-point increase in verbal and a four-point increase in math compared to seniors the previous year. The national average for the ACT is 21 and the SAT national averages are 505 for verbal and 5112 for math in 1998-1999.

Technology/Computers

The percent of classrooms with Internet access increased from 11% to 46%; computer labs with Internet access increased from 33% to 51%; and libraries with Internet access increased from 31% to 50%. Overall, the computer-to-student ratio improved from 1:17 to 1:9 in the 1998-99 school year. The range for individual schools was from 3 to 29 students per computer.

Teacher Preparation/Experience

Forty-seven percent of the teachers have a bachelor’s degree and 52% have master’s degrees, with 1% having a doctoral degree. The district showed 14% new teachers each year (1997-1998 and 1998-1999). Twenty-seven percent have 1-3 years experience, 16% have 4-6 years experience, 15% have 7-9 years experience, and 28% have 10 or more years experience. Ninety-eight percent are teaching within their area of licensure.

Remedial College Courses (UCCSN Class Enrollments)

The high schools had 12% of their recent graduates enrolled in remedial collegeclasses. The percentage varies from school to school with a 0% to 18% variance as reported in the district report.

Supplemental Assessments

The district uses the TerraNova in grade 6 to determine levels of achievement and to assist in identifying students with special needs. It administers the Test of Cognitive Skills (TCS/2), and uses these results with the achievement test results to determine areas of strengths and weaknesses for individual students, schools and the entire district. In addition the district uses the Curriculum-Based Assessment Program (their own criterion referenced tests) for assessment/diagnostic purposes.

Special and Highlighted Programs (K-12)

Several demographic indicators increased with the overall enrollment increase. The percentage of K-8 children qualifying for free lunch and reduced lunch was up from the previous year, 38% to 39%. Participation in the English Language Learners Program increased from 10% to 12% in 1998-99 and the percentage of K-8 students qualifying for Title I services jumped from 9% to 14%. This increase also reflects a change in Title I service recipients from selected individuals to school-wide programs.

Special and Highlighted Programs (Elementary)

Clark County School District reports 0% participation in migrant education in the elementary schools except for 2% in the Virgin Valley Elementary School. Special education participation ranges from 57% to 29%, consistent with numbers from last year. English as a Second Language participates may be varied from school to school. Herron had 61% while Martha King ES reported 0%. Elementary students participated fully in music, art, physical education and computer education.

Special and Highlighted Programs (Secondary)

Clark County School District reports 0% participation in migrant education in middle and high schools. Special education, in the middle schools, ranges from 8% to 20%, consistent with numbers from last year. The high schools range from 2% to 20% for special education placements. The results are very similar to the results reported in the previous year. English as a Second Language programs for middle and high students show similar numbers as reported in the previous year. Middle schools show a range of 0% to 45%, with several schools reporting a 5% increase and high schools with a range of 0% to 21%. The percentage of middle school students in gifted programs remains consistent with last year’s report. The range is from 0% to 15%, with slight increases and decreases from a few individual schools. High schools do not report student numbers for gifted programs, however they do report a range of 0% to 17% participation in advanced placement classes among the high schools, again consistent with percentages reported last year. Music and art had participation percentages that varied from 0% to 72% in secondary schools, consistent with percentages reported last year. Occupational education ranges from 25% to 100% participation and Athletics participation ranges from 1221% to 72%. The middle schools report a very small percent (0% to 64%) participation in athletics.

Expenditures

The average per-pupil expenditure in 1998-1999 was reported as $3,269 for instruction, $624 for administration, $521 for building operations, $301 for staff support, and $455 for student support. Total per-pupil expenditure is $5,170. This is an increase of $272 over previous year, with a $203 increase in per-pupil instructional costs over the previous year.

Parent Involvement

The percentage of parents participating in parent-teacher conferences increased from 91% to 92% at the K-5 level; however participation dropped at the secondary level from 61% to 60%, with an overall district-wide parent participation at 77%, up 1% from the previous year.

The Advanced Technology Academy was identified as an “exemplary” school and the Las Vegas Academy as a “high achieving” school. These two high schools have high attendance rates, high-test scores, high parent participation, and low student/computer ratios. The district’s 8^th graders continue to improve their scores in the eighth grade writing exam. The district’s seniors continue to score above the national norm on the ACT and SAT. The dropout rate has declined for at least 2 years in a row, even though the district continues to grow at a high rate. An additional achievement is the increase in internet access.

For each school site, areas of exemplary achievement were listed. The range of areas was diverse but most centered on academic achievement/improvement and attendance. In every case data were provided to support the listing. The Part III section of the Clark County School District’s report is thorough and concise and should be considered as a model for districts that are struggling with their own Part IIIs.

3. Areas the School Districts’ Part III Report identified as in need of improvement at the school site(s) and evidence for any deficiencies addressed.

Most areas identified for need of improvement at each school centered on improving academic achievement. Several schools identified and included plans for improving attendance, parental involvement and student behavior.

Some of the middle schools that have high suspension/expulsion rates are not specific how they attack this problem.

As was the case with Section 2, each school site listed areas of need and, in the case of lower performing schools the lists were extensive. The range of areas was diverse but most centered on academic achievement/improvement. In every case data were provided to support the listing. Again, the Part III section of the Clark County School District’s report is thorough and concise and should be considered as a model for districts that are struggling with their own Part IIIs.

4. Summary of the School Districts’ plan for improvement at the school site.

Plans for improvement were in evidence for all schools. All appeared to be on target given the data provided for each school. While the sheer number of schools precludes anything except examples, the following are provided as such: A number of academic enhancement programs were listed as being put into operation in the elementary schools section. The three middle schools ( Fremont, Martin, Von Tobel) that have been designated as “In Need of Improvement” have specific site goals and programs in place to work on improving student performance by implementing the recommendations of the Clark County School District Mathematics Audit Team and by incorporating the four writing traits in written exams; it is also obvious that these schools are attempting to get higher parent participation in the academic endeavors of the students. The one high school (Mojave) designated as “In Need of Improvement” analyzed its test results and has implemented a plan to meet these deficiencies by providing outside resources and faculty development activities in addition to designing a plan to emphasize and support a safe, respectful school.

5. Sources of information to be used in determining effectiveness of the plan for improvement.

In addition to the primary sources of information/data (TerraNova, writing exams, proficiency exams, and the Test of Cognitive Skills, Second Edition ) used in determining the effectiveness of the improvement programs, the district uses aptitude tests and district audit teams.

6. Missing or incomplete data.

No missing data were noted

7. Recommendations of Panel members for improving analysis and use of accountability findings at the school level and, if applicable, at the district level.

There is a multitude of evidence of positive efforts to increase student achievement and to meet the state standards and there is evidence of some real success. However, as mentioned last year, it may be appropriate to spend some significant time on developing programs and intervention that will assist in having more students scoring in the top quarter and simultaneously move students out of the bottom quarter. Many of the sites are getting better at focusing goals on specific needs for improvement, however some are still vague on how they prioritize goals.

In addition the reviewers offer the following recommendations:

That considerable improvement of achievement scores at the two elementary schools, Madison and Fitzgerald, be made a top priority of all agencies involved. Progress is occurring but the scores are much too low over the three-year period examined.

That Part I building reports be more user friendly by avoiding acronyms for tests and diagnostics that parents or other reader may find confusing.

1. That the Part I building reports include mention of all areas that are needing attention (and improvement) and should explain that while all issues merit concern only a few can be actively addressed effectively at any one time.

2. That Part I building reports include a more detailed action plan for all listed goals. (some are specific but many are not)

3. That a glossary of acronyms be provided with the Part I reports.

The Clark County School District is commended for addressing each of the recommendations from last year’s review panel.

Douglas County School District

Accountability Analysis

The Douglas School District Accountability Report for School year 1998‑1999 was in compliance with both the spirit and letter of the law. It should be considered as a model for districts wishing to improve their report. A few suggestions are offered for making for report more user friendly.

A summary of the student performance and school characteristics deemed relevant to the evaluation of the district’s school performance based on data submitted to the State Board of Education and LeBEAPE in Part I school reports and Part II district-wide reports.

Number of Pupils

During the 1998-99 school year, enrollment was 7,322, an increase of 20 students or less than one half of one percent over the previous year. Students attended seven elementary schools, three middle schools, and two high schools.

Student Attendance Rate

The student attendance rate was 94%, which was slightly higher than the statewide rate (93.3%) and very close to the 93.9% rate for the previous year.

Teacher Attendance Rates

The teacher attendance rate was 96%, an improvement of 2% over the previous year and was one percent higher than the statewide rate.

Dropout and Non-Promotion Rates

The dropout rate in grades nine through twelve was 4.1% representing an improvement from the previous year's rate of 5.8% and well below the statewide rate of 7.8%. Rates of non-promotion in the elementary grades (K-5) averaged about one half of one percent, and were only slightly higher in grades 6-8 where the average was 0.57%. All rates were below the statewide rate except at the second grade, which equaled the statewide rate

Truancy Rate

Truancy was reported at 1%, unchanged from 1997-98.

Transiency Rate

The transiency rate was 21%, an increase of 1% over the previous year.

Student/Teacher Ratio

The average teacher/student ratios in the elementary grades were 1:22 in kindergarten, 1:16 in first grade, 1:17 in second, 1:19 in third, 1:25 in fourth, 1:26 in fifth, and 1:25 in sixth grade. Average class sizes at the secondary level (grades 7-12) were 20 students in English and social studies classes, and 19 in math and science classes. Class size averages were all lower for high school grades than for the middle school grades.

Student/Counselor Ratio

The report of counselor/student ratio for elementary schools ranged from 1:76 to 1:684. The middle school ratios varied from 1:303 to 1:402, and the two high schools had ratios of 1:266 and 1:365. The reported district-wide student/counselor ratio was 1:455.

Suspension/Expulsion Rate

The district reported an increase in suspension/expulsions for violence to other students, and a decrease in such disciplinary actions for violence to staff. There were 166 instances of suspensions or expulsions for violence to other students in 1998-99 as compared with 111 instances in 1997-98. Disciplinary actions for violence toward staff fell from thirteen to eight during the same period. Instances of suspensions or expulsions for possession of weapons were similar in the two years (18 in 1998-99 as compared with 17 in 1997-98). Suspensions or expulsions for distribution of controlled substances fell from four to two, but such disciplinary actions for possession of a controlled substance rose from 12 to 22. In contrast, such disciplinary actions for possession of alcohol fell from 18 to 10.

State Mandated Test Results: TerraNova: Fourth Grade

Terra Nova Results

4^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER				AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00		97-98	98-99	99-00
Reading	16	12	20.3	29	23	25.7	59		58	55
Language	15	18	18.5	33	24	33.1	62		55	60
Math	9	12	21.2	32	30	22.3	63		60	52
Science	14	8	16.1	27	28	24.9	59		62	56

In comparison with October of 1997 performance, slight declines were noted in reading, language, and science scores in October of 1999. The decline in mathematics was somewhat larger -- eleven percentile ranks. Scores at all but one elementary school were lower or the same in mathematics on the TerraNova. Although performance at Zephyr Cove Elementary School approached levels that would have resulted in the high achievement designation, all elementary schools were in the adequate achievement level of accountability designations. The percent of eligible fourth graders completing the TerraNova tests was reported as 99% in the district table.

State Mandated Test Results: TerraNova: Eighth Grade

Terra Nova Results

8^th Grade

SUBJECT	% BOTTOM QUARTER				% TOP QUARTER			AVERAGE PERCENTILE RANK
		97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading		11	15	13.2	33	32	33.2	64	60	63
Language		11	18	14.1	30	29	32.3	61	56	61
Math		11	12	12.6	39	39	37.9	67	64	65
Science		15	5	11.3	25	27	30.1	56	62	62

Negligible change was noted for eighth grade TerraNova results except for science where a six percentile rank increase was recorded from 1997 to 1999.

All middle schools were in the adequate achievement level of accountability designation. The percent of eligible eighth graders completing the TerraNova tests was reported as 99% in the district table.

State Mandated Test Results: TerraNova: Tenth Grade

Terra Nova Results

10^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	17	12	14.2	29	33	37.6	58	65	64
Language	20	8	11.4	27	31	31.5	54	63	62
Math	18	12	11.1	35	35	40.2	60	64	68
Science	20	3	14.6	33	35	40.6	57	68	66

Performance for tenth graders demonstrated solid improvement in all subject areas from 1997 to 1999. The average gain in reading was six percentile ranks, in language and math the gain was eight percentile ranks, and science showed a nine percentile rank improvement over the reported years.

Both high schools were in the adequate achievement level of accountability designation. The percent of eligible tenth graders completing the TerraNova tests was reported as 99% in the district table.

State Mandated Test Results: Writing Exam

Writing Examination

4^th and 8^th Grade

MEASURED TRAIT	PERCENT PROFICIENT
	4^TH GRADE			8^TH GRADE
	97-98	98-99	99-00	97-98	98-99	99-00
Ideas	NA	NR	62.8	77.0	80.1	88.6
Organization	NA	NR	55.5	78.0	77.2	86.7
Voice	NA	NR	52.4	74.0	78.0	85.5
Conventions	NA	NR	55.9	79.0	71.1	81.5

Results for the fourth grade Writing Proficiency Examination were above state averages on all traits. The eighth grade performances showed strong improvement over prior years and were well above state averages. The percentages of eligible fourth and eighth graders completing the Writing Proficiency Examination were not reported at the district or school levels.

State Mandated Test Results: High School Proficiency Exam

PERCENT PASSING

DENIED DIPLOMA

READING

MATH

WRITING

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

99.0

100

0.2

The 1998 passing rates were not reported at the district level and were obtained from the state data tables, which showed only 0.2 being denied a diploma.

ACT/SAT Results:

ACT Results

% SENIORS TAKING ACT				ACT COMPOSITE SCORE
	1996-97	1997-98	1998-99		1996-97	1997-98	1998-99
	41	31	33.3		22.0	22.1	22.3

SAT Results

% SENIORS TAKING SAT				SAT VERBAL AVERAGE				SAT MATH AVERAGE
	96-97	97-98	98-99		96-97	97-98	98-99		96-97	97-98	98-99
	32.0	35.9	27.0		516	514	526		516	515	526

The average performance on the ACT exam was 22.3 for the 33.3% as compared to 31% the previous year. This was higher than the national average of 21. Twenty-seven percent of Douglas County seniors took the SAT with a verbal average of 526 and a math average of 526. These performances, also, were higher than the national SAT averages of 505 for verbal and 512 for math, though the percentage of students taking this college entrance exam declined from the prior year.

Special Programs

At both the elementary and secondary schools, 11% of students participated in special education programs and 4% in programming for English as a Second Language. Free- and reduced-price meals were provided for 21% of students. No students were involved in migrant education programs. All elementary students took classes in art, music, physical education, and computer applications. Three percent of elementary students were in the gifted and talented program.

students were enrolled in advanced placement courses. District-wide, 39% of secondary students had foreign language instruction, and 53% took occupational education courses. A larger percentage of Whittell High students (46%) took foreign language classes than at Douglas High (32%); while more Douglas High students (46%) took occupational education classes than did Whittell High students (7%).

Teachers

Of teachers in Douglas County, 69% have bachelor’s degrees and 31% hold master’s degrees. Fifty percent of teachers have ten or more years of experience. Classes taught by teachers outside their areas of licensure included 4% of English and occupational education classes, 5% of mathematics classes, and 2% of social studies classes.

Technology /Computers

Four of the seven elementary schools provided Internet access in either the library or a computer lab with no classroom access in the elementary schools. One of three middle schools provided access to the Internet both in a computer lab and in classrooms. The remaining two middle schools did not provide Internet access. In contrast to the limited access in elementary and middle schools, both high schools provided Internet access in their libraries, computer labs, and classrooms. The district wide ratio of students to computers was 8.5:1 with slightly lower rates for the high school students than for students in the earlier grades an is lower than the statewide average.

Remedial College Courses (UCCSN Class Enrollments)

The Douglas County School District reported that 14% of their recent graduates enrolled in remedial courses.

Expenditures

Average per-pupil expenditure was reported as $3,252 for instruction, $598 for administration, $708 for building operation, $383 for staff support, and $531 for student support. Total per-pupil expenditure was $5,472. This compares with $3,546 for instruction, $586 for administration, $684 for building operation, $225 for staff support, and $563 for student support. Total per-pupil expenditure was $5,472 for the previous year.

Information on revenues/resources was provided as follows: state, 42%; federal, 5.2%; local, 45.5%; and opening balances of 5.1%. Amounts of funding for remedial education were reported with a total of $230,741.

Parent Involvement

Parent participation rates in the fall conferences were 91 to 100% for the elementary schools and 39 to 71% for secondary schools, with a district average participation rate of 72%.

1. Areas the School Districts’ Part III Report identified as examples of exemplary achievement at the school site and/or areas of improvement in outcomes from those reported in the previous year and evidence that the areas were exemplary or improved.

Part III of the Douglas County reports provided dense tabular school level reports, which detailed the status of the district's accountability program. Listed in these tables were identified areas’ of exemplary achievement or improvement, evidence of the reported areas exemplary achievement or improvement, model programs, areas’ in need of improvement, evidence of the identified deficiencies, and school improvement plans to impact the identified need areas. Most frequently mentioned were areas exemplary achievement on local, state, and national achievement measures. Evidence to support the accomplishments was based on documented improvement in test performance and improvement on test performance over previous years. Also identified were improvements in interpersonal relations, disciplinary problems, and dropout rates. Evidence to support these improvements was derived from reduced rates of disciplinary referrals, suspensions, and dropouts.

Other areas of accomplishment included restructured scheduling, which resulted in greater student accessibility to an increased array of offerings including new remedial programs. Additionally, an active and enhanced high school career-counseling program was credited with a high rate of application and acceptance in post-secondary education.

3. Areas the School Districts’ Part III Report identified as in need of improvement at the school site(s) and evidence for any deficiencies addressed.

The most frequently noted areas needing improvement at the elementary level were reading and language arts. At the middle school level, reading and science achievement were recognized as in need of improvement. High schools reported needs in the areas of reading, math, and science achievement. Evidence of the identified deficiencies was derived from Terra Nova scores, Nevada Writing Proficiency Examinations, High School Proficiency Examinations, and district testing programs.

4. Summary of the School Districts’ plan for improvement at the school site.

Detailed and appropriate programming and increased attention were listed for each area in need of improvement at the school level.

5. Sources of information to be used in determining effectiveness of the plan for improvement.

Evidence to be used for determining the effectiveness of the plan for improvement included TerraNova scores, Nevada Writing Proficiency Examinations, High School Proficiency Examinations, and district testing programs.

6. Missing or incomplete data.

· Check headings for special program report (the elementary levels show some K-12 headings and the secondary levels have the same~~K-12, K-6~~). It seemed there may be some confusion.

· Report ratios as number of students to one ~~teacher or~~ counselor, i.e., 10:1 rather than 30:3.

· Provide district level scores for TerraNova and other tests for prior years for at least two years.

~~· Provide percent of eligible students tested for State Writing Proficiency Examinations~~

· ~~The percent passing the High School Proficiency Exam.~~

7. Recommendations of Panel members for improving analysis and use of accountability findings at the school level and, if applicable, at the district level.

The Part III section for Douglas County provided a clear and concise report on the fiscal and non-fiscal impact of accountability reporting to the public. This report was followed by a dense and detailed tabular accounting of the implementation of the accountability program at each school site. It was clear that there is central leadership and coordination in the implementation of the accountability program.

As in previous reviews, the panel wishes to recognize Douglas County School District for the quality of its reporting. What is far more important to recognize is the level of integration of accountability processes into its administrative operation and curricular/instructional planning of the district. At one extreme, accountability reporting may be viewed by a school district as an obtrusive and onerous requirement that is put upon the district. Douglas County’s response to the accountability stature is at the other extreme. The standing District Accountability Committee and School Accountability Committees continue to provide a focus on the constructive aspects of the process. The implementation of the accountability process and reporting by Douglas County continues to serve as a model for other districts.

The following are offered to improve the report in the future.

1. Provide clearer headings for special program report~~, i.e., K-12, K-6, etc~~. As presented, the headings may cause confusion.

2.Report ratios as number of students to one ~~teacher or~~ counselor, i.e., 10:1 rather than 30:3.

3. Provide district level scores for TerraNova and other tests for prior years for at least two years.

~~Provide percent of eligible students tested for State Writing Proficiency Examinations~~

Elko County School District

Accountability Analysis

The balance of the Elko County School District’s report provided pertinent information in a well- organized tabular format. Data concerning individual schools and district wide averages were provided where appropriate. The report did not, however, include individual building reports.

Number of Pupils

The enrollment in the Elko County Schools declined 1.7% over the previous year to a level of 10,444 students according to the district report.

Student Attendance Rate

The district-wide attendance rate improved by 1.2% for a rate of 94.1% for 1998-99.

Teacher Attendance Rate

The Elko School District’s teachers also improved in their attendance rate from 94.3% the previous year to 94.9% during 1998-1999.

Dropout and Non-Promotion Rates

The district dropout rate was 3.7% in all secondary schools. A notable improvement was reported at Owyhee High School. They reduced their dropout percentage from 12% in 1997-98 to 2% in 1998-99.

Percentages of students retained in a grade level, rather than being promoted to the next grade varied from 1.4% in fifth grade to 6.2% in seventh grade. The only other grade levels with more than two percent retained were kindergarten, where 2.8% were retained; first grade where the rate was 5.9%; and eighth grade, where the non-promotion rate was 4.9%.

Truancy Rate

The truancy rate, expressed as a percentage students with ten-day unexcused absences, was minimal 0.9% in Elko County.

Transiency Rate

The district-wide transiency rate of 22% during 1998-99 represented a 3% decrease from the previous school year.

Student/Teacher Ratios

The information reported did not reflect the implementation of the Elko County School District’s pilot class size reduction program in 1999-2000. Elementary school average class sizes were quite stable with a range of 16-21 reported in kindergarten classes, 11-28 in first grade, 13-22 in second grade, and 13-25 in third grade. Intermediate grade level sizes ranged from 25 to 28. Secondary class size in English, math, science and social studies ranged from 14 to 28.

Student/Counselor Ratio

The Elko County Schools reported a minimal drop in the counselor/student ratio from 460 the previous year to 454 during the 1998-99 school year, reflecting the slight enrollment decline of the district. The actual number ranged from1:265 to 1:875.

Suspension/Expulsion rate

District-wide, suspensions or expulsions resulted from 268 cases of violence to students and 48 cases of possession of alcohol. West Wendover Combined School reported the most instances of violence to other students with 73 incidents, and Elko High School had the most cases of alcohol possession with 19 incidents. Other causes for suspension or expulsions were far less frequent. The district rate for violence to students was up considerably from the previous year.

State Mandated Test Results: TerraNova: Fourth Grade.

Terra Nova Results

4^th Grade

SUBJECT	% BOTTOM QUARTER				% TOP QUARTER				AVERAGE PERCENTILE RANK
		97-98	98-99	99-00		97-98	98-99	99-00	97-98	98-99	99-00
Reading		30	18	21.4		16	17	18.0	44	50	50
Language		27	23	19.7		24	22	26.7	48	51	55
Math		34	28	27.7		12	17	17.7	40	44	44
Science		28	13	21.2		21	23	22.2	47	56	52

District-wide, fourth grade scores on the TerraNova test for reading remained constant over the previous year at an average percentile rank of 50. In the language test, fourth graders improved from an average percentile rank of 48 in 1997, to 51 in 1998, to 55 average percentile rank 1999. While the math scores for fourth graders remained below the national average, they did show improvement over the 1997 testing of an average percentile rank of 40. The average scores in1998 and 1999 were at a the 44^th percentile. District TerraNova science test performance was reported at the 47^th percentile rank in 1997, improved to the 56^th in 1998, and dropped slightly the 52^nd percentile in1999.

In 1997, more than 40% of fourth graders at Jackpot, Owyhee, Southside, and West Wendover elementary schools were in the bottom quarter of national norms on the TerraNova reading exam in 1997. In 1998, scores improved so that only West Wendover had more than 40% of its fourth graders in the bottom quarter on the TerraNova reading test. In the fall of 1999, West Wendover’s reading scores improved to have 32% in the bottom quarter, but the percentages in the bottom quarter were 42% at Owyhee, and 38% at Southside. In the area of language arts, fourth graders at Jackpot improved, reducing the percentage in the lowest quarter from 70% in 1997 to only 38% in 1999. Thirty-two percent of West Wendover fourth graders’ language scores fell in the bottom quarter in 1999, an improvement over the previous two years. On the fourth grade TerraNova math test, high percentages of students scoring in the bottom quarter included 42% at Carlin, 53% at Owyhee, and 41% at Southside. Fourth graders in 10 out of 11 elementary schools scored below the national average percentile rank; in contrast, math achievement at Mountain View Elementary School was at the 62^nd percentile. On the TerraNova science test, 46% of Jackpot fourth graders and 42% of those at Owyhee scored in the bottom quarter.

State Mandated Test Results: TerraNova:

Eighth Grade

Terra Nova Results

SUBJECT	% BOTTOM QUARTER				% TOP QUARTER					AVERAGE PERCENTILE RANK
		97-98	98-99	99-00		97-98	98-99	99-00	97-98		98-99	99-00
Reading		29	20	25.0		23	24	23.7	46		53	49
Language		31	25	25.8		18	23	19.9	44		49	48
Math		33	25	29.1		16	25	16.1	42		51	43
Science		27	15	24.9		23	25	23.1	49		57	51

The eighth grade TerraNova achievement tests showed relatively consistent results over a three-year period. In 1997, the average percentile rank in reading was 46. This improved to the 53^rd percentile in 1998 and dipped to the 49^th percentile in 1999. District-wide eighth grade language test scores were an average percentile rank of 44 in 1997, 49 in 1998, and 48 in 1999. The district-wide average math scores for eighth graders on the TerraNova fell from the 51^st percentile in 1998 to the 43^rd percentile in 1999. Science scores for eighth graders averaged at the 49^th percentile in the 1997 testing, the 57^th in the 1998 testing, and the 51^st percentile in 1999.

The eighth grade TerraNova reading results indicated that 41% of Owyhee students and 54% of West Wendover students scored in the bottom quarter. In average percentile ranks for the seven eighth grade programs, only Owyhee showed higher scores in 1999, improving from the 36^th percentile in 1998 to the 41^st percentile in 1999. The other six programs showed declines in average percentile rank between 1998 and 1999 on the reading test. On the language test for eighth graders, Wendover High School had 54% of its students scoring in the bottom quarter, and only Elko Junior High improved on its average percentile ranking, moving from the 48^th in 1998 to the 50^th in 1999. Fifty-two percent of West Wendover eighth graders, 47% of those at Owyhee, 38% at Wells High, and 39% at Carlin High scored in the bottom quarter of the TerraNova eighth grade math test. All seven of the eighth grade programs in the Elko district posted average percentile rank scores in mathematics that were below the national average. On the TerraNova science test, 41% of eighth graders at Owyhee School and 57% of eighth graders at West Wendover were in the bottom quarter.

State Mandated Test Results: TerraNova:

Tenth Grade

Terra Nova Results

SUBJECT	% BOTTOM QUARTER				% TOP QUARTER				AVERAGE PERCENTILE RANK
		97-98	98-99	99-00		97-98	98-99	99-00	97-98	98-99	99-00
Reading		25	23	32.6		26	26	23.0	53	53	46
Language		25	18	27.5		29	27	23.0	53	55	49
Math		27	25	33.2		24	24	23.4	50	51	46
Science		20	8	23.7		28	28	26.2	55	61	51

The achievement of Elko County tenth graders was near national averages in each of the three years reported, with only modest variations. District wide, tenth grade performance on the TerraNova reading test in 1999 was lower than it had been in the two previous years, dropping from the 53^rd percentile in both 1997 and 1998 to the 46^th percentile in 1999. Tenth graders showed a similar modest decline in language achievement, falling from the 55^th percentile in 1998 to an average percentile rank of 49^th in 1999. District-wide average tenth grade math scores were at the 50^th percentile in 1997, the 51^st percentile in 1998, and the 46^th percentile in 1999. Science scores for tenth graders were at the 55^th percentile in the 1997 testing, rose to the 61^st percentile in 1998, and dropped back to the 51^st percentile in 1999.

By school, on the reading test, 54% of Jackpot High School tenth graders and 52% of those at West Wendover scored in the bottom quarter. On the language test for tenth graders, there were no schools with 40 or more percent scoring in the bottom quarter. The tenth grade math test results showed 48% of West Wendover students and 83% of Owyhee High students were in the bottom quarter. Spring Creek High made notable gains in math from an average percentile rank of 59 in the 1998 testing to an average percentile rank of 67 for 1999. Scores in tenth grade math also improved at Wells High School rising the 54^th percentile in 1998 to the 68^th percentile in 1999. ~~Tenth grade science test scores for Spring Creek High School were not reported.~~ Only West Wendover High School had more than 40% of its students score in the bottom quarter in science with 43%.

State Mandated Test Results: Writing Exam.

Writing Examination

MEASURED TRAIT	PERCENT PROFICIENT
		4^TH GRADE			8^TH GRADE
		97-98	98-99	99-00	97-98	98-99	99-00
Ideas		NA	NR	54.5	75.3	75.3	80.4
Organization		NA	NR	52.2	74.3	74.3	78.0
Voice		NA	NR	46.4	71.3	71.3	73.1
Conventions		NA	NR	51.8	66.3	66.3	75.8

On the fourth grade writing examination, Elko students scored highest in writing ideas at 54.5%. Their lowest level of proficiency was in writing voice at 46.4%. The eighth grade writing exam showed improvements in all four domains over the previous years. Eighth graders scored highest (80.4%) in writing ideas and the lowest area was 73.1% proficiency in writing voice.

State Mandated Test Results: High School Proficiency Exam.

PERCENT PASSING

% DENIED DIPLOMA

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

99.7

99.9

100

99.1

97.6

99.4

99.7

100

99.7

1.1

High school seniors in the Elko district demonstrated 100% proficiency in reading, 99.4% in math, and 99.7% in writing. Only 1.1% of seniors were denied a diploma due to examination failure.

ACT/SAT Results.

ACT Results

% SENIORS TAKING SAT			ACT COMPOSITE SCORE
1996-97	1997-98	1998-99		1996-97	1997-98	1998-99
NR	52	50		21.9	18.7	21.3

SAT Results

% SENIORS TAKING SAT				SAT VERBAL AVERAGE			SAT MATH AVERAGE
96-97	97-98	98-99	96-97		97-98	98-99	96-97	97-98	98-99
NR	9.0	8.0	496		524	554	500	518	551

The Elko School District had 50% of its seniors taking the ACT exam and scoring a composite average of 21.3. That is an improvement over the previous year’s average of 18.7. Only 8% of the seniors took the SAT exam where the verbal average improved from 524 to 554 and the math average improved from 518 to 551.

Special Programs

In special programs, the Elko County School District has 9.4% participation in special education, 5.4% participation in English as a Second Language (ESL), 1.6% participation in gifted and talented, and 25% participation in the free- and reduced-price meal program. All of the elementary age students participated in computer, art, music, and physical education programs. Individual school rates of special education participation ranged from a high of 21% at Jackpot Combined School to a low of 6.4% at Spring Creek High School. The highest concentration of ESL students was found at Southside Elementary with a participation rate of 20.2% and West Wendover Combined School with a concentration of 21%. Some schools had higher rates of participation in the free- and reduced-price meal program: Owyhee Combined School had 80% of its students eligible, Jackpot Combined School had a 69% rate, and West Wendover Combined School, a 54% rate.

Secondary art programs had a 35.8% participation rate and secondary music programs a 25.3% participation rate district-wide. Enrollment in foreign language classes included 27.6% of students and occupational education had a 69.8% participation rate among secondary students. Forty-one point six percent of secondary students participated in athletics. The Elko County School District did not provide migrant education, after school care, advanced placement, or student parenting programs.

Teachers

Of Elko County teachers 75% had earned bachelor’s degrees and 25%, master’s degrees. More than 99 percent of teachers were teaching within their areas of licensure. Teachers with ten or more years of experience accounted for 45% of faculty and only 2% were new in 1998-99.

Technology/Computers

The district reported that 100% of students had Internet access in a school library or in a computer lab. Fifty-nine percent of students had Internet access within classrooms and the average ratio of students to computers was 8.2:1, with a range from 4:1 to 15:1 district-wide. This ratio was significantly improved over the previous year.

Remedial College Courses (UCCSN Class Enrollments)

~~This information is non-applicable for the Esmeralda County School District.~~

The Elko County School District reported that 14.1% of their recent graduates enrolled in remedial courses.

Expenditures

District-wide per-pupil expenditures for the Elko School District were $6,159. Of that amount, $4,883 was in the area of instructional expenses. In 1998-99, the Elko School District received $434,646 for Title I remedial education funds and $150,000 for state remediation funds for low performing schools. Other remediation funds received during the 1998-99 were $91,596.

Parental Involvement.

Parents or guardians participating in parent/teacher conferences, district-wide, increased from 66% in 1997-98 to 72% in 1998-99.

Elko County School District continued to use a matrix system designed to specifically tie exemplary achievement or improvement at each school site to assessment data, and areas in need of improvement to evidence of deficiency and plans to impact those areas. Exemplary areas and model programs ranged from increases in TerraNova test scores to such programs as kindergarten skills assessment, Early Prevention of School Failure program, Success For All Reading, school within a school program, Discovery Programs, intensive phonics, curriculum mapping, Signature Reading Series, Everyday Mathematics, and STEM program. The broad range of successful program strategies is indeed varied.

3. Areas the School Districts’ Part III Report identified as in need of improvement at the school site(s) and evidence for any deficiencies addressed.

Again the matrix format of the Elko County report provides specific detail for each individual school and areas in need of improvement. Deficiencies noted for improvement are generally related to the TerraNova testing or other state mandated programs.

4. Summary of the School Districts’ plan for improvement at the school site.

District-wide, a system has been developed through a district developed criterion reference test to provide a better method of assessing academic progress for first graders. This assessment was implemented successfully in the 1999-2000 year. The district has continued efforts to improve the quality of instruction by providing inservice activities according to the needs of the teaching staff and administration. Training was offered in 20 discrete areas for teachers during the school year. Concern over writing proficiency tests has resulted in consistent teacher training in that area. Teaching of phonics and social studies have also resulted in other inservice opportunities. “Off grade” testing allows the district to determine both progress from the previous year and to pin point steps in the remediation process prior to the state mandated testing year. Individual plans of improvement are provided by school in the structure matrix that reports specific site level progress.

The Lander County School District’s 1998-99 accountability report had several deficiencies compared to what is required and to those produced by other districts. Building Part III reports were not found and there were a number on inconsistencies in the data when compared to the Statewide Data Tables. A strong recommendation is made for use of data in planning.

Number of Pupils

The Lander County schools enrolled 1,703 students, an 8.3% decrease from the previous year’s enrollment.

Student Attendance Rate

The attendance rate, district wide, increased from 94.1% to 94.4% over the previous year.

Teacher Attendance Rate

The rate of teacher attendance also made gains in the Lander County schools. In 1997-98, the attendance rate was 92.8% and the 1998-99 rate was 94.6%.

Dropout and Non-Promotion Rates

District wide, the dropout rate in Lander County was down to 4.4% compared to 7.2% for the previous year. The percentages of students retained in grade level ranged from zero in fifth grade to 10% in seventh grade.

Transiency Rate

The transiency rate across all schools in Lander County dropped from 28% to 19% for the 1998-99 school year.

Student/Teacher Ratios

Average class sizes (student/teacher) reported at the elementary level were fairly stable in Lander County. For first grade, 1 teacher to 17 students were reported; second grade ratio, 16:1; third grade, 21:1; fourth grade, the district’s highest ratio of 27:1; fifth grade, 25:1; and sixth grade 22:1. The largest change was found in kindergarten, which declined from 23:1 to 19:1 from the previous year. At the secondary level, student/teacher ratios were significantly below the state averages. Average class sizes of 15 for English, 9 for math, 11 for science, and 15 for social studies were reported.

Student/Counselor Ratio.

Consistent with the decline in district enrollment, the counselor/student ratio was reduced from 619 students per counselor in 1997-98 to 568 students per counselor in the 1998-99 school year. The highest ratio – 1:1630 – was at Pierce Elementary School.

Suspension/Expulsion rate

The most frequently reported reason for suspension or expulsion of students was violence to other students. While 44 cases were reported district-wide in 1997-98, the number was reduced to 22 for the 1998-99 school year. Particularly noteworthy was that Battle Mountain Junior High School reduced the number of incidents of violence to students from 31 in the previous year to three during the current year.

State Mandated Test Results: TerraNova: Fourth Grade

Terra Nova Results

4^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	22	17	24.2	21	22	15.8	50	54	48
Language	14	13	20.8	28	27	18.3	57	56	49
Math	14	20	24.4	17	17	9.2	53	49	42
Science	16	8	13.8	21	23	22.8	54	59	52

Fourth grade Terra Nova scores for Lander County were reported only for LeMaire Elementary School. Due to the small size of Austin Elementary School, they were not reported as a separate program. In the area of reading, the average percentile rank declined from 54 in 1998 to 48 in the 1999 testing. TerraNova scores in language declined in average percentile rank from 56 the previous year to the 49^th percentile in 1999. The average percentile rank for the fourth grade group also dropped in mathematics from 49 to 42 for the current year. Finally, the fourth grade scores in the science tests decreased from an average percentile rank of 59 to 52. It should be noted that there were inconsistencies of several average percentile ranks between the district’s accountability report and the state-wide published data tables. Over 99% of eligible students were tested.

State Mandated Test Results: TerraNova: Eighth Grade

Terra Nova Results

8^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	14	17	21.8	25	21	21.8	57	51	50
Language	9	17	11.9	26	27	28.7	62	56	57
Math	12	23	22.7	17	17	18.6	54	47	49
Science	21	9	24.5	22	15	22.4	49	54	52

Average eighth grade TerraNova test scores in reading declined over the three-year period reported. The average reading percentile ranks were 57 in 1997, 52 in 1998, and 50 in 1999. The average language and math scores also declined, dropping from the 62^nd percentile in 1997, to the 57^th percentile in 1999 in language and from the 55^th percentile in 1997 to the 49^th percentile in 1999.

Science scores for eighth grade at Battle Mountain Junior High School increased slightly, from an average percentile rank of 49 in 1997 to the 52^nd percentile in 1999.

As in the fourth grade reports, there were inconsistencies between the district’s accountability report scores and the state-wide published school accountability tables. Over 94% of eligible students were tested.

State Mandated Test Results: TerraNova: Tenth Grade

Terra Nova Results

10^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	17	13	12.9	26	27	22.6	55	60	57
Language	12	13	14.0	10	28	26.9	51	60	57
Math	12	19	24.0	23	30	26.0	58	57	53
Science	13	3	14.4	26	20	18.6	57	61	53

The tenth grade reading scores at Battle Mountain High School on the TerraNova test continued to be above the national averages. The average percentile rank in 1997 was 55, in 1998, 60, and in 1999, 57. On the language test in tenth grade, the average percentile rank was 57, a four point drop from the previous year. In mathematics, tenth graders’ average scores were at the 57^th percentile in 1997 but decreased to the 53^rd percentile in 1999. The science test scores dropped from the 56^th percentile in 1997 to an average percentile rank of 53 in 1999. Tenth grade scores reported by the district were also inconsistent with the state-wide data tables. Over 96% of eligible students were tested.

State Mandated Test Results: Writing Exam

Writing Examination

4^th and 8^th Grade

MEASURED TRAIT	PERCENT PROFICIENT
	4^TH GRADE			8^TH GRADE
	97-98	98-99	99-00	97-98	98-99	99-00
Ideas	NA	NR	71.0	70.7	80.2	79.8
Organization	NA	NR	59.7	66.7	77.6	77.8
Voice	NA	NR	60.5	63.3	76.7	64.6
Conventions	NA	NR	64.5	69.3	72.4	75.8

The percentage of fourth graders demonstrating proficiency on the state writing examination ranged from 71% in ideas to 59.7% in organization. Eighth grade writing proficiency ranged from the 79.8% in ideas to 64.6% in voice. Only one area, Voice, showed a significant change from the previous year dropping over 12 percentage points.

State Mandated Test Results: High School Proficiency Exam

High School Proficiency Examination

PERCENT PASSING									% DENIED DIPLOMA
READING			MATH			WRITING
96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99
97.1	96.0	97.2	95.1	95.1	88.2	97.0	96.9	95.6	NA	NA	8.1

On the high school proficiency examination, 97.2% of the students were successful in reading, an increase from last year’s 96% success rate. Only 88.2% passed mathematics, which is the lowest success rate, reported by any district in the state. During the previous two years scores for math proficiency were at the 95% level. Writing proficiency was at the 95.6% level in Lander County in 1998-1999. Eight point one percent of the district’s students were denied a diploma for examination failure. This is the highest failure rate reported in the state by any school district in 1998.

ACT/SAT Results

ACT Results

% SENIORS TAKING ACT

ACT COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

20.0

20.7

SAT Results

% SENIORS TAKING SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

700

530

While 61% of the graduating class took the ACT exam, only 1% took the SAT exam, which is, the lowest percentage reported on the state data table. During the two prior years no students participated in the SAT exam. The average ACT score for Lander County School district for 1998-1999 was 20.7. The district report contained an apparent clerical error as 1937 was reported as the average ACT score.

Special Programs

Most elementary students participated in music education in Lander County. About half the students participated in art and physical education at Pierce Elementary School, which serves kindergarten through second grade. Black Elementary and Austin Elementary Schools reported 100% participation in those areas. The new LeMaire Elementary School did not offer an art program, but had 100% participation in physical education. The only computer use reported at the elementary level, was 100% at Austin Elementary School. At the secondary level music participation ranged from 25% to 29% across Lander County’s three programs. Art class participation ranged from 29% at Austin High School to 100% participation at Battle Mountain Junior High School. Participation in occupational education ranged from 48% to 59%. Twenty-seven percent of the students at Battle Mountain High School participated in foreign language classes. While 100% of Austin High School students participated in athletics, and 33% at Battle Mountain High School did so. Participation in elementary special education ranged from 6% at Black Elementary School to 29% at Austin Elementary School with a district average of 9.3%. Secondary school participation in special education was reported at 8.9%. Free- or reduced-price meals were available for 23.7% of elementary students and 13.7% of secondary students, with the highest concentration of 30.7% at LeMaire Elementary School. Enrollment in English as a Second Language programs included 2.6% participation at the elementary level and .3% participation at the secondary level.

Teachers

Lander County School District reported that 86% of the teachers had bachelor’s degrees and 14% held master’s degrees. While 95% of the teachers were teaching in their area of licensure, 18% of science classes are taught outside teachers’ areas of license. Sixty-four percent of the teachers in Lander County had 10 or more years of experience, which is the second highest level of teacher experience reported in the state.

Technology/Computers

The student- to-computer ratio at the elementary level varied from 4:1 at Austin Elementary School to 33:1 at Black Elementary School. No computer availability was reported for Pierce Elementary School, which served students from kindergarten through second grade. Internet access for the elementary programs was not reported for the 1998-99 school year. The student-to-computer ratios for secondary programs ranged from 4 students per computer at Austin High School to 9 students per computer at Battle Mountain Junior High School. Internet access was reported at Austin High School and not reported at the Battle Mountain and Austin elementary schools. The district-wide ratio of students to computers increased significantly over the previous year when 20 to 1 was reported. The 1998-99 ratio was reported at 9 to 1, across the district.

Remedial College Courses (UCCSN Class Enrollments)

The Lander County School District reported that 7% of their recent graduates enrolled in remedial courses.

Expenditures

Lander County School District’s per-pupil expenditure for instruction averaged $3,742 for the 1998-99 school year. This represented a moderate increase from the $3,466 reported for the 1997-98 school year. Lander County received $85,502 in Title I remedial education funds. With a small student population, Austin High School’s per-pupil instructional expenditures were the highest in the state at $9,555. Significant per-pupil operations cost of that rural location were $2,043, and the district reported a total per-pupil expenditure of $14,962 for Austin High School.

Parental Involvement

Attendance at parent/teacher conferences improved one percentage point over the previous year, with a 1998-99 rate of 87%.

Areas of exemplary achievement at the school site and areas of improvement in outcomes for Lander County are reported as follows:

¨ School improvement teams at the elementary level coordinating programs for the purpose of improving TerraNova scores.

¨ Enlistment of community volunteers to work with students one-on-one.

¨ After school programs providing students with homework assistance and enrichment activities.

¨ Initial efforts to map curriculum and bring alignment with new standards.

¨ Training of staff and students at the secondary level to recognize the warning signs to keep schools free from weapons and violence.

The items reported related generally to achievement and improvement in outcomes rather than any specific analysis of assessment data. A review of evidence of exemplary achievement and/or performance improvements at the school site level referred the reader to Part I of the accountability report for test score results in grades 3, 4, 5, 6, 8 and 10. Model programs or activities at the site level that are believed to be responsible for areas of exemplary performance are reported as “see E above” which listed the identification of areas of exemplary achievement.

1. To establish a stronger tie between the analysis of assessment data and areas in need of improvement and subsequent plans for improvement. Similar concerns have been expressed in the past and the district has reported that the lack of resources and personnel make this difficult. The use of discrete building reports, in addition to the district report, maybe helpful in addressing this challenge. The report submitted is primarily a district-wide report where building level assessment data is identified. The integration of building reports would provide an opportunity for more specific goals and objectives at each building that can be tied directly to evidence within the context of each buildings test results.

2. Attention and priority be given to the accurate and consistent data reporting in the district reports. Accurate data gives the district cliental a true picture of schools’ performance. In several instances the test score data was actually higher than that reported.

Lincoln County School District

Accountability Analysis

T~~For the school year, 1998-1999,~~ the Lincoln County School District Report was complete. There is clear evidence that this district utilizes accountability data for school improvement. There are some inconsistencies between district reports and the Statewide Data Tables, which is due to small numbers being tested. Of additional note is a remedy for Lincoln County’s condemned educational facilities was been accomplished through a special legislative initiative that provided fiscal assistance for the building of two new facilities.

~~Accountability Analysis~~

~~Section 1~~

Summary of the student performance and school characteristics deemed relevant to evaluation of the district’s school performance based on data submitted by the District tot he State Board of Education in Part I School Reports and Part II District-Wide Reports.

Number of Pupils.

The number of students enrolled in Lincoln County Schools in 1998-99 was 1,052. Though this enrollment was reported in both state data tables and the district’s report, the state data tables showed this as a 2.7% decrease in enrollment from the previous year while the district accountability report reported it as a decrease of 5.6%.

Student Attendance Rate.

The attendance rate for students increased slightly, from 93.1% the previous year, to 94% during 1998-99.

Teacher Attendance Rate.

The teacher attendance rate during 19998-1999 was reported at 95%, essentially the same as in the previous year.

Dropout and Non-Promotion Rates.

The Lincoln County School District reported zero dropouts for 1998-99. Three had been reported the previous year. In general, less than 1% of students were retained in grade level, rather than being promoted to the next grade level. The only exceptions were the sixth and eighth grades where the non-promotion rate was 1%.

Truancy Rate.

One percent of students were reported as having been truantin 1998-1999, representing a .6% improvement over the previous year.

Transiency Rate.

Lincoln County School District’s transiency rate increased to 18% in 1998-1999 from 11.1% the previous year.

Student/Teacher Ratios.

Elementary grade class size in Lincoln County was generally smaller than the state average with the highest ratio – 20 to 1 – in third grade. Average class sizes in secondary grade level core subjects were all below 20. English classes were the largest classes at 18 students.

Student/Counselor Ratio.

While the counselor to student to ~~counselor~~ ratio increased from 1:363.0 the previous year to 1:406.0, it remained below the state average. Some schools did not have counselors, however, according to the state data tables.

Suspension/Expulsion rate.

Violence to students resulting in suspension/expulsion increased from zero to eight at the elementary level and decreased from 25 to 11 incidents at the secondary level. O~~There was o~~ne case of weapon possession and two cases of drug possession in Lincoln County were reported during 1998-99.

State Mandated Test Results: TerraNova: Fourth Grade.

Terra Nova Results

4^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	24	16	12.3	15	16	20.0	48	52	54
Language	28	32	12.1	22	11	27.3	47	40	59
Math	20	23	10.8	18	20	27.7	50	49	63
Science	21	19	10.8	25	17	29.2	52	54	62

The fourth grade TerraNova test results were reported separately in the statewide data tables for all four content areas at Caliente and Pahranagat Valley Elementary Schools and for math and science at Panaca Elementary. The district-wide report also included scores of students at – Pioche. According to accountability regulations, when fewer than ten students are tested at a school, the school’s scores are not reported separately. In small districts this factor can create district-wide averages that may not appear to be consistent with individual building scores.

Fourth grade achievement increased in every area tested at Caliente Elementary. The average reading achievement increased from the 37^th percentile in 1997, to the 46^th percentile in 1998, to the 58^th percentile in 1999. In language, average percentile ranks at Caliente increased from the 28^th percentile in 1997 to the 52^nd percentile in 1999. This improvement was also reflected in declining percentages of students in the bottom quarter on national norms in language achievement, dropping from 44% in 1997 to only 15% in 1999. Caliente’s average percentile rank in math rose from the 49^th percentile in 1997 to the 63^rd percentile in 1999, when only 5% scored in the bottom quarter. Increased achievement was also evident in science scores at Caliente, which rose from the 39^th percentile in 1997 to the 60^th percentile in 1999.

Pahranagat Valley’s average percentile rank in language increased from 48 to 61. In the area of mathematics, Pahranagat Valley Elementary School also increased their math performance from the 42^nd to the 58^th percentile. Panaca Elementary School reported in the math section the highest average percentile rank of 68 in 1999. Percentile ranks in science at Caliente, Pahranagant Valley and Panaca were all 60 or greater in 1999.

It might be well to note that state’s reports indicate that, in 1999, Panaca Elementary School tested only 81.3% of eligible students, missing the state’s target of 90%. The fourth grade enrollment at the school was only 16 students. One of these was not eligible for testing due to limited English ability and absences due to illness and a funeral resulted in testing a smaller percentage of the enrollment. Small rural schools suffer such statistical vulnerability and are more likely to experience fluctuations in average performance from year to year.

~~Insert table here...~~

State Mandated Test Results: TerraNova: Eighth Grade

Terra Nova Results

8^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	31	28	18.2	20	16	32.7	44	44	61
Language	19	29	20.0	16	16	34.5	43	40	66
Math	43	38	14.5	15	17	41.8	34	38	66
Science	27	17	7.3	21	15	47.3	47	50	69

Comparisons of 1999 scores with those in 1998 showed that TerraNova test scores for eighth grade students improved in reading at both Meadow Valley Middle School and Pahranagat Valley Middle School. Meadow Valley’s average score rose from the 43^rd to the 66^th percentile, and Pahranagat Valley’s from the 47^th to the 54^th.. Both schools also enjoyed significant improvements in the TerraNova language test when compared to the previous year. Meadow Valley Middle School reported a 30 percentile rank jump from the previous year, moving from the 38^th to the 68^th percentile. The math scores at both schools showed significant improvement. Percentages of students scoring in the bottom quarter reflected this change: Meadow Valley Middle School went from 47% of their students scoring in the bottom quarter to only 15%, resulting in an average percentile rank increase from the 34^th to the 73^rd . Pahranagat Valley Middle School reduced their bottom quarter percentage to 14 and increased their average percentile rank scores in math from 45 to 55. Consistent progress was also seen in eighth grade science scores. Meadow Valley School reported only 3% scoring in the bottom quarter, increasing the average score from the 50^th to the 71^st percentile rank, while Pahranagat Valley eighth graders improved from the 50^th to the 66^th percentile.

~~Insert table here...~~

State Mandated Test Results: TerraNova: Tenth Grade

Terra Nova Results

10^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	18	9	17.2	26	47	21.9	56	69	57
Language	19	7	17.2	26	32	14.1	51	62	51
Math	36	16	25.0	19	23	35.9	42	56	54
Science	12	7	10.9	34	42	31.3	63	69	65

The reading, language, and math scores for tenth grade students on the TerraNova test showed declines between 1998 and 1999 at both Lincoln High School and Pahranagat High School. Though still above national averages, reading scores fell from the 69^th percentile to the 55^th at Lincoln and from the 69^th to the 59^th at Pahranagat. Language scores went from the 61^st to the 42^nd percentile at Lincoln and from the 65^th to the 67^th percentile at Pahranagat. Math test scores for this group of tenth graders were also lower, falling from the 72^nd to the 49^th percentile at Pahranagat and from the 48^th to the 52^nd percentile at Lincoln. Science test scores for tenth graders at Lincoln High School were consistently at the 66^th percentile in 1998 and 1999, while at Pahranagat High School the scores dropped from the 76^th to the 64^th percentile. However, math and science scores were well above national averages in both years. As in the lower grades, average achievement score variations need to be interpreted with awareness of the small student populations tested.

~~Insert table here...~~

State Mandated Test Results: Writing Exam

Writing Examination

4^th and 8^th Grade

MEASURED TRAIT	PERCENT PROFICIENT
MEASURED TRAIT	4^TH GRADE			8^TH GRADE
	97-98	98-99	99-00	97-98	98-99	99-00
Ideas	NA	NR	54.0	73.0	NR	79.0
Organization	NA	NR	57.0	83.0	NR	75.0
Voice	NA	NR	56.0	86.0	NR	65.0
Conventions	NA	NR	59.0	82.0	NR	62.0

The percentages of fourth graders demonstrating proficiency on the writing exam in Lincoln County for the 1999-2000 school year ranged from 59% to 54% over the four domains. Comparison data for previous years was not available. Percentages of Lincoln County eighth graders showing writing proficiency showed improvement only in the area of writing ideas which increased from 73% in 98 to 79.0 in 1999. Eighth graders proficient in measures of organization, voice, and convention were 75%, 65%, and 62%, respectively.

State Mandated Tests Results: High School Proficiency Exam

High School Proficiency Examination

PERCENT PASSING									% DENIED DIPLOMA
READING			MATH			WRITING			% DENIED DIPLOMA
96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99
100	100	100	100	100	100	100	100	100	NA	NA	0.0

All of Lincoln County School District high school seniors demonstrated proficiency in all areas of the proficiency exam. During each of the three years reported, all students have passed the exams in reading, math, and writing proficiency.

ACT/SAT Results

ACT Results

% SENIORS TAKING ACT

ACT COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

21.8

21.5

SAT Results

% SENIORS TAKING SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

The percentage of seniors taking the ACT exam increased in Lincoln County from 63% the previous year to 71%. Their composite average score dropped very slightly from 21.8 to 21.5, which is also the state average for the current year. No seniors took the SAT examination during the three-year period reported.

Special Programs.

Pahranagat Valley Elementary School had the highest percentage of special education students at 13%. Other elementary schools were fairly stable at a single digit level. The percentage of students receiving free- or reduced-price lunches was~~ere~~ significant, with two of the four elementary schools having percentage participation rates that exceeded 50%. The percentages of secondary special education students were 13% at Pahranagat Valley High School, 11% at Meadow Valley Middle School, and 12% at Pahranagat Middle School. The only school to provide English as a Second Language is Meadow Valley Middle School where two percent of the students participated. No secondary students participated in migrant education, gifted program, or advanced placement in the Lincoln County School District.

Teachers.

More teachers in the Lincoln County School District have earned master’s degrees. The percentage of teachers with a master’s degree increased from 37% in 1998 to 43% in 1999. Ninety-seven percent of their teachers, taught within their area of licensure. Out-of-license placement was reported only in English where 8% of the classes were taught outside of license. Math, science and social studies all have 100% compliance with licensure requirements. Teachers with 10 years or more experience accounted for 57.3% of the faculty in Lincoln County. No new teachers were employed and only 9.4% had between one and three years of experience.

Technology/Computers.

Elementary schools had student-to- computer ratios that ranged from six students per computer to 33 students per computer. The 33:1 ratio at Panaca Elementary School was significantly higher than at the other elementary schools with one digit ratios. Internet access was not reported for any of the elementary schools. The student-to-computer ratios for secondary schools was significantly better and ranged from nine to three students per computer. Significant improvement was noted at Meadow Valley Middle School where the ratio improved from 41:1 to 6:1. Internet access was reported at all secondary schools.

Expenditures.

The Lincoln County Schools spend $5,448 per pupil for instruction. This is an increase over the previous year’s $5,112. This amount was the third highest in the state and reflected the higher costs found in small rural school districts with smaller class sizes. Per-pupil expenditure for administration was $1,460, compared to a state average of $611. Per-pupil expenditure for support staff was the lowest in the state at $6 compared to a state average of $265.90. The district received support of $161, 454 in Title I remedial education funds and $60,955 in Comprehensive School Reform Demonstration funds.

Parent Involvement.

The percentage of parents at parent/teacher conferences increased from 67% to 74% in the 1998-99 school year in the Lincoln County schools.

The Lincoln County School District cited specific examples of exemplary and/or improved achievement in its Part III Report. Caliente Elementary improved in all four areas on the TerraNova test. PahranagatValley Elementary improved in three of four areas. Also, Meadow Valley Middle School improved in all four areas as did Pahranagat Valley Middle School on the TerraNova Test. Increased ACT scores at Pahranagat Valley High Schools were cited with all students passing the proficiency exam. All seniors at the Lincoln County High School passed the reading and writing proficiency exam. State mandated achievement and proficiency exam results were presented in tabular form in Part III as evidence of the exemplary practices. The report stated that new reading and math programs initiated at Caliente and Pahranagat Valley Elementary Schools, have helped focus on gaps or missed areas for students in the lowest 25% of their class. Extra time was also spent on reading and math. At Meadow Valley and Pahranagat Valley Middle Schools, programs were implemented for students who failed classes. These remedial sessions were designed to prevent future failure and to re-teach missed concepts.

3. Areas the School Districts’ Part III Report identified as in need of improvement at the

school site(s) and evidence for any deficiencies addressed.

All four elementary schools have set goals to reduce the number of students scoring in the lowest quartile on the TerraNova test. Language scores have been specifically identified as in need of improvement at the elementary level. Meadow Valley Middle School has identified improvement of math scores and Pahranagat Valley Middle School has identified reading and math scores. The high schools have identified better teaching of the writing process and mathematics instruction.

4. Summary of the School Districts’ plan for improvement at the school site.

The elementary schools have begun to meet on a regular basis to formulate plans that address reducing the number of students in the lowest quartile in reading, math, language and science. Arranging extra teacher and aid time for those students seems to be an effective practice. Accelerated Math is being considered for all elementary schools and Accelerated Reader has been implemented at all four schools. The middle schools are arranging “extra time and extra help” for lower scoring or failing students. This also includes a district-wide emphasis on more one-on-one time with teachers. The high schools have established a “night school” for homework help and “recharge” (makeup for failed classes). Teachers are being provided inservice in “learning to learn” and “understanding by design.”

5. Sources of information to be used in determining effectiveness of the plan for improvement.

The sources of information relied upon in this report are predominantly those required in the Nevada State Accountability Program. This assessment information has been supplemented by the district-wide CAT5 testing program. In Part III of the accountability report, data is displayed logically in a comparative fashion that is supportive of the district’s conclusions and efforts.

Missing or incomplete data.

No missing data were noted.

7. Recommendations of Panel members for improving analysis and use of accountability findings at the school level and, if applicable, at the district level.

The Lincoln County School District has shown a good faith participation in the accountability process that demonstrates significant efforts and subsequent improvement in a small rural district. The only recommendation for improvement the reviewers would offer concerns the district-wide data table in the body of the main report. The format of the data table, which includes most of the required information, is somewhat difficult to manage by the reader because of its length. Groupings or sections could be included with headings that would make information easier to find for the reader.

Mineral County School District

Accountability Analysis

The Mineral County School district accountability report contains all required items but the testing data is erroneously reported in several categories. Recommendations are made for improving the data reporting as well and focusing on improving student achievement at the elementary level.

Number of Pupils

The Mineral County School District served 1,039 students during the 1998-1999 school year. This number represented a decline of 66 students (3.3%) from the previous year and continued a trend of declining enrollment within the district. The district reduced staff to deal with the consequent reduction in revenues.

Student Attendance Rate

The attendance rate for 1998-99 was reported as 93.7%, the same as in the previous year. The range among schools was quite small.

Teacher Attendance Rate

Teacher attendance for the 1998-99 year was 94%, up slightly from 93% in the previous year.

Dropout and Non-Promotion Rates

The district reported a 1998-1999 dropout rate of 4.6% at Mineral County High School. When students attending an alternative education program were included, the district dropout rate was reported as 6.5%. A trend toward a declining dropout rate was evident.

The highest rates of non-promotion in the district were in the seventh grade where 2.95% were retained and in the eighth grade levels where 2.53% were retained in the grade.

Truancy Rate

State data tables showed the district truancy rate for 1998-99 as 3.0%. The district reported the highest rate (5%) at Mineral County High School, an increase over the 1% truancy rate experienced in 1997-98.

Transiency Rate

The district-wide transiency rate for 1998-99 was 26%; this rate was 2% lower than in the previous year. The lowest rate shown was 25% at Hawthorne Elementary, while the highest was 34% at Hawthorne Primary.

Student / Teacher Ratios

Generally speaking, in the 1998-1999 school year , class sizes increased slightly across the district, but they still remained below state averages. Student/teacher ratios at the elementary level ranged from 13:1 for first grade, to 24:1 at fourth grade. There were some fairly wide ranges within grades that might be expected in a small, geographically dispersed district; for example, in the third grade, there was an 11:1 ratio at Schurz and an 18:1 ratio at Hawthorne. High school ratios in core subject ranged from 13:1 in eleventh grade science and twelfth grade math to 28:1 in eleventh grade English.

Student / Counselor Ratio

The district-wide counselor/student ratio increased significantly in the 1998-99 school year, from 1:327 to 1:522. The data suggest this change was principally evident at Hawthorne Elementary School, which saw an increase from 1:221 to 1:676.

Suspension / Expulsion Rate

The district reported 107 instances of suspension or expulsion of students during the 1998-99 school year. The largest category was violence to students (77 cases, or 72%), followed by possession or use of controlled substances (17 cases, or 16%). All of the “possession or use” disciplinary actions occurred at the high school level; the violence or fighting incidents occurred primarily at the elementary level – 41 such disciplinary actions at Hawthorne Primary and 19 at Hawthorne Elementary.

State Mandated Test Results: TerraNova: Fourth Grade

Terra Nova Results

4^th Grade

SUBJECT		%BOTTOM QUARTER				%TOP QUARTER				AVERAGEPERCENTILERANK
			97-98	98-99	99-00		97-98	98-99	99-00		97-98	98-99	99-00
	Reading		22	34	32.9		9	10	13.2		44	25	38
	Language		29	40	39.5		17	12	14.5		42	33	33
	Math		22	50	35.5		22	11	30.3		50	28	47
	Science		22	18	34.2		16	12	13.2		46	47	36

From 1997 through 1999, the district scores at the fourth grade level were generally below state averages; there were more students in the bottom quarter and fewer in the top quarter than for the state as whole. Average achievement scores in reading were from 4 to 14 percentile ranks lower, and percentile ranks in all subject areas showed a downward trend during the three-year period. Schurz has made significant gains over the previous year but still has a high percent of students scoring in the bottom quarter. Over 98% of those eligible were tested district-wide.

State Mandated Test Results: TerraNova: Eighth Grade

Terra Nova Results

8^th Grade

	SUBJECT		%BOTTOM QUARTER				%TOP QUARTER				AVERAGE PERCENTILE RANK
		97-98		98-99	99-00	97-98		98-99	99-00	97-98		98-99	99-00
Reading		29		28	34.2	29		20	23.3	50		46	43
Language		32		30	31.1	24		20	9.5	47		46	42
Math		32		40	30.1	24		11	11.0	44		36	38
Science		24		21	24.7	25		16	16.4	53		50	45

District scores for eighth graders showed a pattern similar to that of fourth graders. Here also, the district generally had more students at the low end and fewer at the top end; average percentile ranks were below the 50^th percentile in 9 of 12 instances, and there was a trend of declining achievement as measured by these examinations. Again, Schurz has made significant gains over the previous year but still has a high percent of students scoring in the bottom quarter at the 8^th grade level. One hundred percent of those eligible district-wide were tested.

State Mandated Test Results: TerraNova: Tenth Grade

Terra Nova Results

10^th Grade

SUBJECT		%BOTTOM QUARTER				%TOP QUARTER				AVERAGE PERCENTILE RANK
			97-98	98-99	99-00		97-98	98-99	99-00		97-98	98-99	99-00
	Reading		25	40	26.3		11	10	21.1		45	37	52
	Language		23	31	19.3		21	17	26.3		48	44	55
	Math		26	29	23.7		20	10	16.9		47	37	48
	Science		19	12	31.7		17	10	31.7		48	55	48

TerraNova scores at the tenth grade level remained generally stable in the three years reported. Scores were closer to state averages and even showed small increases from 1997 to 1999; for example, the average percentile rank in reading rose from the 45^th to 52^nd percentile, and language scores rose from the 48^th to the 55^th percentile in the same period. Over 96% of those eligible were tested.

State Mandated Test Results: Writing Exam

Writing Examination

4^th and 8^th Grade

MEASURED TRAIT		PERCENT PROFICIENT
			4^TH GRADE			8^TH GRADE
			97-98	98-99	99-00	97-98	98-99	99-00
	Ideas		NA	NR	56.0	52.0	68.5	75.0
	Organization		NA	NR	49.3	46.0	65.5	70.0
	Voice		NA	NR	52.0	70.0	61.5	70.0
	Conventions		NA	NR	50.7	66.5	61.5	70.0

Except in the area of conventions, percentages of fourth graders demonstrating writing proficiency in Mineral County were slightly above state averages, while eighth grade percentages of proficiency were slightly below in all four areas tested. There was substantial growth in 8^th grade proficiency during the three-year period covered in this report; for example, in the ideas section of the test, percentages of students demonstrating proficiency rose from 52% to 75%, and, in the organization section, from 46% to 70%.

State Mandated Test Results: High School Proficiency Exam

High School Proficiency Examination

PERCENT PASSING

DENIED DIPLOMA

READING

MATH

WRITING

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

95.5

95.8

100.0

98.5

97.2

100.0

95.5

98.6

100.0

0.0

During the 1998-99 year, all students at Mineral County High School passed all sections of the high school proficiency examination. This represented an improvement for the previous year.

ACT / SAT Results

ACT Results

%SENIORS TAKING ACT				ACT COMPOSITE SCORE
	1996-97	1997-98	1998-99		1996-97	1997-98	1998-99
	38	28	44		20.9	21.4	19.0

During the 1998-99 year, 44% of Mineral County seniors took the ACT; similar to the average participation rate in Nevada of 43.7%. The district average score was 19.0, compared with the state average of 21.5.

The percentage of seniors taking the SAT declined from 15% of those graduating in 1997 to 4% of 1999 graduates; generally about 30% of the seniors in Nevada take this examination. District participants generally scored about 30 point lower than the state average on the verbal section. For the three-year period covered in this report, scores on the math portion declined from 500 to 420, while at the same time the state average has increased from 509 to 517.

Special Programs

District-wide 14% of students received special education services. Twenty-nine percent participated in the free- and reduced-price meal program, including 78% at Schurz Elementary. There was no gifted/talent program in the district. District data indicated an effort to expand program offerings; for example, at Hawthorne Primary, 76% of students had instruction in art, music, and computers during 1998-99, as opposed to 0% the previous year. At Hawthorne Elementary, participation in music classes increased from 5% to 31%, and in art classes from 21% to 59%. At the high school level, the percentage taking foreign language grew from 15% to 18%, and the percentage in occupational education rose from 53% to 65%. On the other hand, advanced placement offerings declined from 15% to 0%.

Teachers

The percent of teachers in Mineral County with only a bachelor’s degree grew from 79% to 84%, while the percentage with a master’s degree dropped from 22% to 14%. The percentage of teachers working in their license area dropped slightly, from 93% to 92%; however, at secondary level, the district reported that unlicensed personnel teach 21% of English classes. The teaching staff in the district is skewed toward the high end of the seniority scale; 70% have seven or more years of experience, compared with fewer than 50% statewide.

Technology / Computers

The district report showed a high availability of computers in schools. The highest ratio of computers to students was at Hawthorne Primary (1:16) and the lowest was at the high school (1:3). Each classroom was said to have a computer with access to a local area network. The Mineral County School District has made a commitment to upgrading technology at all sites. For the 1998-1999 school year all school had Internet access.

Remedial College Courses (UCCSN Class Enrollments)

The Mineral County School District reported that 5.6% of their recent graduates enrolled in remedial courses.

Expenditures

For the 1998-99 school year, state data tables indicated that the district spent $4,415 on instruction, up from $4,213 the previous year. Per-pupil costs also increased in operations (from $73 to $820) and student support ($302 to $378). Declining per-pupil expenditures were evident in the areas of staff support (from $477 to $118) and administration (from $1,158 to $1,037).

These data were not presented in the district's report.

Parent Involvement

The district reported that 48% of parents attended the first conference in 1998-99, down from 57% the previous year. The high school was the only site to show an increase (from 43% to 53%). Declines were noted at Hawthorne Primary (from 80% to 61%); at Hawthorne Elementary (from 49% to 29%); and at Schurz Elementary (from 73% to 65%).

The district opened a new elementary school at Schurz. It made significant efforts to improve the availability of educational technology and to improve the attractiveness of all campuses. Considerable effort has been expended on school safety planning and curriculum mapping. High school students continued to do well in extra- and co-curricular activities. All of the seniors at Mineral County High School passed the state proficiency examination.

3. Areas the School Districts’ Part III Report identified as in need of improvement at the school site(s) and evidence for any deficiencies addressed.

The district report acknowledged the need to improve student achievement as measured by test scores, especially at the elementary level. Schurz Elementary, which was designated as a "school in need of improvement," reported 44% of its students in the bottom quarter in mathematics on the October 1999 TerraNova test. Although this was an improvement over the 60% shown in the state data tables for this category the previous year, it indicated a continuing challenge.

4. Summary of the School Districts’ plan for improvement at the school site.

The district and each school presented general plans for improvement. In many cases, the objectives were not at a level of specificity that facilitates easy measurement. For example, the high school report stated that "classroom learning climates will be monitored and assistance will be given to teachers as needed;" the Schurz Elementary plan noted that "parent membership will be encouraged in parent organizations, advisory groups and in the classroom." It might be expected that the state timeline for reporting would permit more precision about plans already being implemented for the 1999-2000 school year.

5. Sources of information to be used in determining effectiveness of the plan for improvement.

The district report relied on scores on state-mandated examinations, attendance rates, fiscal information, etc. The report indicated a good faith effort to comply with the requirements for public school accountability.

6. Missing or incomplete data.

There were a number of instances in which the district report presented information that was inconsistent with that available in the state data tables. The district showed enrollment for 1998-99 as 1,044, while the state showed it as 1,039. The district report of its 1998-99 expenditures appeared to be quite inaccurate; per-pupil expenditures were shown as only $89 and total per pupil cost at $1,766. The percentage of teachers with bachelor's degrees was shown as 54% rather than 84%. The average SAT score in math at Mineral County High School was shown in the district report both as 420 and 520.

TerraNova scores as presented by the district do not always correspond with those available from the state. See below for examples from fourth grade data:

% Bottom Quarter % Top Quarter Average Percentile Rank

	Area	Oct 97	Oct. 98	Oct. 99	Oct. 97	Oct. 98	Oct. 99	Oct. 97	Oct. 98	Oct. 99
State	Math	22	50	36	22	11	30	50	28	47
MCSD	Math	24	55	36	15	13	30	49	28	47

State	Lang.	29	40	39	17	12	14	42	33	33
MCSD	Lang.	25	40	40	16	12	15	45	33	33

Since some of these inaccuracies do not appear to be designed to show the district in a better light, they may have been the result of carelessness rather than of calculation.

7. Recommendations of Panel members for improving analysis and use of accountability findings at the school level and, if applicable, at the district level.

1. Elementary student achievement as measured by test scores continued to be low. The district needs to develop clear, measurable objectives to improve student learning in these foundational grades.

2. Parent involvement at both the primary and secondary levels remains a concern. The district might check with others where secondary schools have been more successful in attracting parents to school events focused on academic programs.

3. The district's data in its report were not always as accurate as might be hoped. Since goals and objectives will be driven be these data, they should be carefully reviewed internally as part of the district's plan for improvement.

4. As noted in last year's recommendations, the district should strive to develop improvement plans with clear, measurable objectives.

Nye County School District

Accountability Analysis

Nye County School District continues to comply with both the spirit and letter of the law regarding accountability reporting. The only area missing was a comparison of tests scores in high‑transiency schools. Low parental participation is a concern that the panel raised.

Number of Pupils

Enrollment for 1998-99 was 5,27465 students, a decrease of 0.2% over the previous year. The Nye County School District is located in central Nevada and encompasses 18,064 square miles. There are 16 schools district-wide: four elementary schools serving grades K-5, six elementary schools serving K-8, one middle school, three high schools, one junior/senior high school, and one K-12 school.

Student Attendance Rate

The student attendance rate was at 93% for both 1997-1998 and 1998-1999.

Teacher Attendance Rate

The teacher attendance rate was up slightly from 92% in the previous year to 94% in 1998-1999.

Dropout and Non-Promotion Rates

The overall high school dropout rate in 1998-1999 was 6% compared with 11% in the previous year. Nye County retained 4% of kindergartners; 7% of the first graders; 5% of grade two; 1% of grade three; 2% of grade four, and 1% of grade five. Grades six, seven, and eight retained 1% or less.

Truancy Rate

The 1998-1999 truancy rate rose to 9% compared with 5% in the previous year.

Transiency Rate

The reported transiency rate for the district’s elementary schools ranged from 22% to 44%. Two elementary schools, Johnson and Manse, reported rates higher than the state average of 37.5%. The secondary school rate ranged from 9% to 42%. Pahrump High School was above the state average.

Student/Teacher Ratio

In the year 1998-199 average class sizes for grade K ranged from 5:1 to 29:1. Grades one and two ranged from 11:1 to 19:1, and grade three had a range of 12:1 23:1. Classes in grades four, five, and six ranged from 13-28 students. Secondary class sizes for four the core subjects ranged from 4-24, averaging 13 in science and 19 in English.

Student/Counselor Ratio

The counselor/student ratio varied widely in 1998-1999. The elementary school ratio ranged from 1:318 to 1:615. Duckwater had no counselor. The average elementary ratio was 1:495. The secondary ratio ranged from 1:168 to 1:535. The average secondary ratio was 1:357. District-wide the number was lower than the statewide average in 1998-1999 and lower than the district average in the previous year.

Suspension/Expulsion Rate

Instances of suspension or expulsion due to violence to other students numbered 271 for all schools in 19988-1999. Clarke Middle School accounted for 175 of the cases. There were 5 cases of violence to school staff; 20 instances of possession of weapons; 4 cases of distribution of controlled substances; 7 instances of use of a controlled substance, and 3 cases of alcoholic beverage use. These figures represented a general decrease from 1997-98 school figures, except in the case of possession of weapons, which doubled, from 9 cases to 20 cases.

State Mandated Test Results: Terra Nova: Fourth Grade

Terra Nova Results

4^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	23	21	21.7	17	14	16.0	47	48	48
Language	31	29	22.7	18	15	23.0	44	42	52
Math	26	33	17.4	16	15	25.6	45	41	57
Science	23	13	23.4	15	19	16.3	47	53	47

Fourth grade reading scores remained at the state average (48^th percentile). Language scores showed improvement, from the 42^nd percentile to the 52^nd percentile, in the last two reported years, but the district was still below the state average of the 56^th percentile. Math performance showed a gradual improvement, and the 1999 scores (57^th percentile) were slightly above the state average. The science scores for the district mirrored exactly the state average scores. Only Aramagosa Valley Elementary School scored consistently low with average percentile scores of 17, 27, 23, and 26 in reading, language, math, and science. Eligible students tested in the elementary schools ranged from 100% to a low of 84.2% at Round Mountain.

State Mandated Test Results: Terra Nova: Eighth Grade

Terra Nova Results

8^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	30	23	24.4	21	19	18.6	46	49	45
Language	29	25	28.5	16	17	16.2	43	46	43
Math	37	41	35.8	8	12	14.7	35	34	39
Science	29	14	27.8	13	19	15.2	42	52	43

District reading, language, math, and science average percentile scores over the three-year period have remained well below the state average as shown in the table. Reportedly 97.6% to 100% of the students were tested at the various school sites. In reading, Beatty Elementary scored at the 60^th percentile and Tonopah Elementary at the 57^th percentile. Clarke Middle School scored low in all subject areas.

State Mandated Test Results: Terra Nova: Tenth Grade

Terra Nova Results

10^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	17	25	25.1	24	25	25.1	56	50	50
Language	20	23	22.3	20	17	21.9	51	49	52
Math	31	27	22.7	17	18	19.6	43	44	48
Science	13	7	17.0	27	23	24.7	58	59	56

Reading scores for 1998 and 1999 at the 50^th percentile were 3 percentile ranks below the state average of 53^rd percentile. Language scores were slightly below the state average and math scores were well below the state average. Only in science did Nye tenth graders perform better than the state average. Reportedly the percent of eligible students tested ranged from a low of 89.4% at Pahrump High to 100% at Beatty High.

State Mandated Test Results: Writing Exam

Writing Examination

4^th and 8^th Grade

MEASURED TRAIT	PERCENT PROFICIENT
	4^TH GRADE			8^TH GRADE
	97-98	98-99	99-00	97-98	98-99	99-00
Ideas	NA	NR	49.0	57.0	77.0	75.0
Organization	NA	NR	44.0	54.0	80.0	70.0
Voice	NA	NR	44.0	50.0	79.0	66.0
Conventions	NA	NR	50.0	66.0	68.0	67.0

Percentages of Nye County fourth graders demonstrating proficiency on the writing exam in 1999 ranged from 44% in organization and voice to 50% in writing conventions. Their writing proficiency was slightly below state averages in each area.

Writing of Nye County eighth graders improved from 1997-98 to 1998-99 in all categories, but proficiency percentages were still below the state average in each of the four categories.

State Mandated Test Results: High School Proficiency Exam

High School Proficiency Examination

PERCENT PASSING									% DENIED DIPLOMA
READING			MATH			WRITING
96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99
100.0	99.0	99.0	100.0	99.0	99.0	100.0	100.0	100.0	NA	NA	0.0

Nye County has a solid record in this area of achievement. Nye students have passed at the rate of 99% or 100% in the reading, math, and writing sections of the high school proficiency exam for each year from 1997 to 1999.

ACT/SAT Results

ACT Results

% SENIORS TAKING ACT

ACT COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

SAT Results

% SENIORS TAKING SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

498

497

467

498

491

475

The percent of seniors taking the ACT college admissions test declined from 47% in 1997 to 31% in 1999. The ACT composite averages were 21, 20, and 20 for this three-year period. The percent of seniors taking the SAT admissions test declined from 15% in 1997 to 5% in 1999. The SAT verbal average score declined over the three-year period from 498 to 467. The SAT math average score showed a similar decline, from 498 to 475.

Special Programs

District-wide, 42% of students in Nye County schools participated in the free- and reduced-price meal program in 19989-1999. Thirteen percent of the students participated in special education programs at both the elementary and the secondary level. Four percent of the elementary students and 2% of the secondary students were enrolled in the English as a Second Language curriculum, and less than 1% in the migrant education program. One percent participated in programs for the gifted and talented, with slightly less participation at the secondary level. Art, music, and physical education classes were provided for all elementary students district-wide while only 46% of the secondary students enrolled in music or art classes. Computer education was provided for all elementary and secondary students. Fifty-four percent of secondary students were enrolled in occupational education and 41% in foreign language classes. Less than 1% participated in the advanced placement classes.

Teachers

Of the teachers in the district in 1998-1999, 76% held bachelor’s degrees and 24% held master’s degrees. Eight percent were new teachers, 21% had one to three years of experience, 15% had four to six years of experience, 18% had seven to nine years of experience, and 38% had ten or more years of experience. Ninety-three percent of Nye County teachers taught within their areas of licensure or endorsement.

Technology/Computers

The district computer-to-student computer ratio at the secondary level in 1998-1999 ranged from 1:7 to 1:80 among the secondary schools. Students in kindergarten through sixth grade had one-half hour per week for computer use to further instructional goals. Two elementary schools had Internet access. Access was available in the computer lab and library. Three elementary schools had no computers, and only one secondary school reported Internet access.

Remedial College Courses (UCCSN Class Enrollments)

The Nye County School District reported that 6% of their recent graduates enrolled in remedial courses.

Expenditures

The school district per-pupil expenditure for instruction rose from $3,564 to $4,245 in 1998-99. Nye County received $42,686 in state remediation funds during 1998-99 for before- and after-school programs.

Parent Involvement

Attendance at parent-teacher conferences for the two-year period remained at a modest 48%. This is well below the average of most districts and should be viewed as a concern by the district.

The Nye County School District identified exemplary and improved achievement in a number of areas. Perhaps the most notable achievement was passing the school bond for capital improvements (AB 353, $14 million) coupled with over $3 million in grant money. Also notable was the new elementary language arts program and subsequent teacher training. In addition, a standards document for the district was developed. The proposed High Tech Center in Pahrump is an exciting venture, coupled with the ongoing construction of a new middle school in the same town. Criterion Referenced Tests were developed for grades three through eight, and Reading Recovery was a continuing effort. Exemplary activities for each school in the district were also cited. Also a mission statement for the district was given on page one in the Nye County 1998-99 Report.

4. The Panel recommends that the district continue moving forward to complete its strategic planning process. In addition, plans to complete the process of curriculum alignment (scope and sequence) should be given priority. Continued attention should also be given to the continuing implementation of the district’s technology plan.

Pershing County School District

Accountability Analysis

Near the end of April, 2000, an "Adjusted Information to the 1998-99 Report" was issued which corrected test results and added a course listing for the high school to the original Accountability Report of the Pershing County School District. TerraNova test scores for the two elementary schools were disaggregated in that supplemental report. All other data for the elementary schools were combined and reported as one throughout the report.

The Pershing County School district has made progress in its accountability reports over the past three years but need to continue this focus as several items were omitted. Several recommendations are made for improving future reports.

Number of Pupils

The Pershing County School District enrolled 999 students in 1998-99, reflecting a drop in enrollment of 1.4%. These students attended two elementary schools, a middle school and a high school.

Student Attendance Rate

The district-wide average daily attendance rate in 1998-1999 was 92.8%, essentially the same as the previous year. The elementary school attendance rate was 94% while at the middle school it was 93% and the high school 90%.

Teacher Attendance Rate

The average teacher attendance rate in 1998-1999 was 95.5%, with a low of 93.2% at the elementary schools and a high of 96% at Pershing County High School. On a district-wide basis, the daily attendance of teachers was slightly better than teachers statewide.

Dropout and Non-Promotion Rates

No dropouts were reported at any level in Pershing County School District in 1998-99. This compared with a 7.8% dropout rate for all schools statewide.

No data on non-promotion of students at the various grade levels were contained in the district’s reports.

Truancy Rate

The truancy rate in 1998-99 was 6% across the district, making it the third highest in the state according to the School Accountability Data Tables for 1998-99. Predictably the highest truancy rate within the district was at the high school where a 10% rate of truancy was reported.

Transiency Rate

The district-wide transiency rate was 20.5%, down 6.5% from the year before. This district’s transiency rate was 12% below the statewide average.

Student/Teacher Ratios

The average class size in the elementary schools was 16:1 for the first and second grades, 18:1 for the third grade, and 24:1 in the fourth and fifth grades. Secondary class sizes in the core subjects averaged about 20:1 but varied from 8:1 in tenth grade social studies classes to 25:1 in ninth grade mathematics.

Student/Counselor Ratios

The counselor to student ratio on a district-wide basis was 1:318, which represented a more favorable figure than in the previous year and was considerably better than the state ratio of 1:494.5. The Pershing ratio ranged from 1:225 at the middle school through 1:261 at the high school to 1:467 at the elementary schools.

Suspension/Expulsion Rates

Forty-five suspensions or expulsions were reported, with 39 of those listed as violence between students. This was a slight increase over the previous year. Of the instances of violence between students, 32 occurred at Pershing County Middle School, an increase of 17 over the previous year. An explanation was offered in the District Accountability Report:" a change in principals has occurred at the middle school and the methods and descriptions used to classify incidents may have changed." The number of such incidents at Pershing County High School was reduced from 18~~eleven~~ the year before to seven in 1998-99. The six instances of possession of controlled substances were at the high school. There were no violence to staff cases reported anywhere in the district.

State Mandated Test Results: TerraNova, Fourth Grade

Terra Nova Results

4^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	25	19	29.5	7	12	11.5	37	48	44
Language	31	25	31.1	6	11	9.8	36	43	39
Math	44	43	32.3	3	8	3.2	32	34	34
Science	33	11	21.0	6	15	11.3	41	52	44

All fourth grade students were either tested or exempt because of their Individual Education Plan. On the TerraNova, the average scores for Pershing County fourth graders in 1999 were at the 44^th percentile in reading, the 39^thpercentile in language, the 34^th percentile in mathematics, and the 44^th percentile in science. The two elementary schools in the district, performed at very different levels. Lovelock Elementary School students attained close to average percentile ranks scores of 48 in reading, 45 in language, 38 in math and 48 in science. The performance of fourth graders at Imlay Elementary School was much less favorable. The average percentile ranks of scores for Imlay fourth graders were 24 in reading, 14 in language, 17 in math, and 24 in science. At Imlay Elementary School the percentages of students scoring in the bottom quarter of national norms was 70% in both reading and language, 60% in mathematics and 50% in science. This caused Imlay Elementary School to be cited by the State Department as a "Low Performing School" and qualified the school for special state funding for the 1999-2000 school year in order to improve student performance. Overall, scores have fluctuated over three-year period but there has not been much change. Over 98% of those students eligible were tested.

State Mandated Test Results: TerraNova, Eighth Grade

Terra Nova Results

8^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	23	32	24.1	17	22	24.1	49	44	49
Language	20	32	25.3	24	22	16.5	52	44	45
Math	30	42	38.0	2	5	5.1	34	32	34
Science	21	14	26.6	11	19	22.8	47	53	45

On the eighth grade TerraNova tests, Pershing County students performed closer to the national norms except in math. Their average reading scores were at the 49^th percentile , their language scores at the 45^th percentile, math at the 34^th , and science at the 45^th percentile. In mathematics, 5% of Pershing students were in the top quarter of national norms and 38% were in the lowest quarter. As was the case with fourth graders, there has been some fluctuation over the three year period but little true change. All eighth grade pupils who were eligible took the TerraNova tests in the fall of 1999.

State Mandated Test Results: TerraNova, Tenth Grade

Terra Nova Results

10^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	8	19	27.6	25	17	20.7	62	49	47
Language	10	17	22.4	29	14	20.7	63	48	51
Math	19	28	24.1	16	9	12.1	51	40	41
Science	4	11	20.7	28	19	22.4	64	55	52

TerraNova assessments of tenth graders in 1999 showed average percentile rank performances of 47^th in reading, 51^st in language, 41^st in math and 52^nd in science. Only 12% of Pershing tenth graders students ranked in the top quarter in math this year; otherwise the distribution of scores in the top and bottom quarters roughly approximated national patterns in all areas. The scores have gone down over the three-year period. Over 98% of the eligible students were tested.

State Mandated Test Results: Writing Examinations

Writing Examination

4^th and 8^th Grade

MEASURED TRAIT	PERCENT PROFICIENT
	4^TH GRADE			8^TH GRADE
	97-98	98-99	99-00	97-98	98-99	99-00
Ideas	NA	NR	32.2	63.3	69.7	85.3
Organization	NA	NR	32.2	62.8	59.1	81.3
Voice	NA	NR	33.9	59.8	53.0	69.3
Conventions	NA	NR	33.9	67.3	57.6	73.3

Fourth Grade: On the fourth grade writing examination percentages of students demonstrating proficiency were 32.2 % in both Ideas and Organization and 33.9% in Voice and Conventions in 1999. This data was not included in the district report.

Eighth Grade: On the eighth grade writing examination, much larger percentages of students demonstrated proficiency: 85% in Ideas, 81% in Organization, 69% in Voice, and 73% in Conventions in 1999. The proficiency rates were considerably higher than in the previous year in each area, surpassing the previous marks from between 15% to 21%. They exceeded statewide averages in Ideas and Organization by approximately six percentage points each, and were six percentage points lower in Voice.

State Mandated Test Results: High School Proficiency Examination

High School Proficiency Examination

PERCENT PASSING									% DENIED DIPLOMA
READING			MATH			WRITING
96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99
100.0	100.0	100.0	100.0	100.0	100.0	98.0	100.0	100.0	NA	NA	0.0

All senior students in the Pershing County School District passed the Nevada High School Proficiency Examination Therefore no student was prevented from graduating because of performance on this exam.

ACT/SAT Results

ACT Results

% SENIORS TAKING ACT

ACT COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

19.6

19.1

SAT Results

% SENIORS TAKING SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

598

580

425

545

550

460

Of those eligible, 71% took the ACT with an average score of 19.1 for the district, which was lower than the two previous years. Only 4% took the SATs. They attained an average score of 425 on the verbal portion and 460 on the math portion. (A cautionary note that low numbers taking any exam makes year to year comparisons problematic.) All these college entrance examination scores were below state and national averages.

Special Programs

Participation in special programs in 1998-199 included 18.1% of students participating in special education. At the elementary level, 23% participated, in the middle school 20%, and at the high school, 12%. In response to a question raised in last year's Accountability Analysis, assurances were provided by Pershing County School District that special education students were being meticulously screened and all I.D.E.A. regulations were being adhered to in a careful fashion. No students were enrolled in classes for English as a Second Language, student parenting, or Advanced Placement. Only 1% were enrolled in migrant education and in gifted and talented programming. Forty-two percent of all Pershing pupils qualified for free- or reduced-price meals. This represented an increase of 8% over 1997-98. At the elementary level, 92% enrolled in art, 94% participated in music, 76% were in computer education, and 97% were in physical education. The latter category showed the most change, being up 13%.

At the middle school, 1998-1999 participation figures received attention because wide fluctuations from the year before. Thirty-two percent were enrolled in art classes (up 12%), 14% in music (down 22%), 58% in athletics (up 3%), 54% in occupational education (up 16%), and foreign language 0%, (down from 28%). The high school reported 44% of its students involved in art, 25% in music, 61% in athletics, a strong 79% in occupational education, and 9% in foreign language.

Teachers

Of Pershing County teachers, 88.5% had earned bachelor's degrees and the remaining 11.5% master's degrees. This highly-experienced staff included 42% having taught for ten years or more, another 18% for 7 to 9 years, and 15% for 4 to 6 years. Only 6% were new teachers. None of the teachers were assigned outside their license or endorsement areas at any level of instruction.

Technology/Computers

Student access to technology was increased. At the high school multi-media center, computers loaded with multiple programs and online connections provided research support in every discipline. Professional development helped teachers to become more technology-proficient to include technology in student assignments and tasks. The technology center hosted students throughout the day. A wide array of technological resources was used in the delivery of the secondary curriculum. No ratios of computers to students were reported at either the elementary or secondary level.

Remedial College Courses (UCCSN Class Enrollments)

The Pershing County School District did not report this number.

Expenditures

The average per-pupil expenditure included $5,133 for instruction, $843 for administration, $1,170 for operations, $446 for staff support, and $583 for student support. These figures represented increases in every category from the previous year.

The sources of revenue were 52% from state funds, 26% from local funds, 6% from federal funds, and 16% from opening balances. Both Part I and Part III of the district’s accountability report included comments anticipating reduced funding. However, the fiscal health of Pershing County School District this year appears to be strong.

Parent Involvement

Parental involvement as reflected in attendance at initial parent/guardian and teacher conferences was reported as 93% in the elementary schools, an improvement of 14% over the previous year. At the middle school this rate was 44% (up 7%). Nineteen percent of high school parents or guardians attended the initial conference. Parents were also involved in other ways. Each school hosted an active site council consisting of teaching staff, parents, community members, and, in some instances, students. These councils addressed issues of program needs, curriculum improvement, students performance, and program delivery. Plans were underway to create an advisory council at the district level that would mirror the roles and functions of these site councils.

State Mandated Test Results: Terra Nova: Tenth Grade

Terra Nova Results

10^th Grade

SUBJECT	% BOTTOM QUARTER				% TOP QUARTER			AVERAGE PERCENTILE RANK
		97-98	98-99	99-00	97-98	98-99	99-00		97-98	98-99	99-00
Reading		30	10	12.1	23	23	45.5		47	58	72
Language		33	21	15.2	17	21	30.3		40	47	56
Math		33	20	19.4	27	17	25.8		43	47	57
Science		31	6	12.1	28	34	51.5		41	66	73

Reading scores improved over the three-year period and were well above the state average in 1999. Language and math scores improved and rose above the state average percentile in 1999. Science scores for the last two years of this period were well above the state average percentile. Virginia City High School tested only 87.2% of eligible students.

State Mandated Test Results: Writing Exam

Writing Examination

4^th and 8^th Grade

MEASURED TRAIT	PERCENT PROFICIENT
	4^TH GRADE			8^TH GRADE
	97-98	98-99	99-00	97-98	98-99	99-00
Ideas	NA	NR	NR	64.6	72.1	82.9
Organization	NA	NR	NR	68.8	72.1	71.4
Voice	NA	NR	NR	54.2	65.1	80.0
Conventions	NA	NR	NR	72.9	67.4	74.3

No scores were reported for the state-mandated writing exam for fourth graders. At the eighth grade level, percentages of students demonstrating proficiency in ideas, organization, and voice all showed a substantial improvement over a three-year period. Performance in writing Conventions scores were mixed with proficiency levels of 72.9%, 67.4%, and 74.3% for the 1997 to 1999 period -- all above the state average.

State Mandated Test Results: High School Proficiency Exam

High School Proficiency Examination

PERCENT PASSING									% DENIED DIPLOMA
READING			MATH			WRITING
96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99
93	96	96	93	96	96	93	96	96	NA	NA	0.0

All seniors demonstrated proficiency in all three areas of the Nevada High School Proficiency exam in 1999. This represented improvement over 96% in 1998 and 93% in 1997. In each year the percent passing was the same for math, reading, and writing.

ACT/SAT Results

ACT Results

% SENIORS TAKING ACT

ACT COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

41.0

43.5

13.1

22.4

19.2

20.9

SAT Results

% SENIORS TAKING SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

17.0

13.0

3.6

568

592

508

518

580

456

The percentage of seniors taking the ACT exam declined from 41% in 1997 to 13.1% in 1999, and the ACT composite average showed a decline in this period, falling from 22.4% to 20.9%. The percentage of seniors taking the SAT exam showed a similar decline in the three-year period, from 17% to 3.6%. The SAT verbal average dipped from 568 to 508; the SAT math average declined from 518 to 456. In most of the above categories, 1997-98 was a superior year. A very small number of students are involved in these categories, so fluctuations in scores are not unexpected.

Special Programs

Participation in special education included about 21% of elementary students and 23% of secondary students. Twenty-one percent of elementary students and 35% of middle school students received free- or reduced-price meals. All elementary students participated in art, music, and physical education classes, and 65% were in computer education classes. Gifted and talented education was provided for 3.5% of elementary students and 10.5% of secondary students, but no advanced placement classes were reported. Occupational education was provided to one-third of the secondary students, and roughly one-third were involved in athletics. Secondary participation levels were 27.5% in music; 15% in art, and 19% in foreign language classes. After-school care was provided for 8.5% of the elementary students.

Teachers

The percentage of teachers holding only a bachelor’s degree increased from 60% to 73% from 1997 to 1999, while the proportion of teachers with master’s degrees declined from 38% to 27%. The percentage of new teachers dropped from 18% to 4%. About one-fifth of the teachers had 1-3 years of experience; 18% had 4-6 years; 25% had 7-9 years; and the remaining one-third had taught 10 years or more. Percentages are somewhat misleading in this category because of the low number of teachers in the district. One hundred percent of the teachers were reported teaching in their area of license. However, 6% of the math and science classes, and 12% of the social studies classes were taught by teachers out of license.

Technology/Computers

No student-to-computer ratio was found. Two-thirds of the district’s students had computer classes. There was one computer in each classroom, computers in administrative offices and libraries, and a computer lab in each school. Internet access and a filter for computer lab have been provided. This effort represented considerable progress in this area.

Remedial College Courses (UCCSN Class Enrollments)

The Storey County School District reported that 1% of their recent graduates enrolled in remedial courses.

Expenditures

Expenditure per-pupil for instruction for 1998-99 was $3,663, a considerable decrease from the previous year’s total of $5,116. Storey County did not receive any state remediation funds for the two-year period. However, the Nevada Gaming Control Board provided $80,000 for after-school transportation in 1998-99. Grants and donations provided funds for improving school grounds, facilities, and technology purchases.

Parent Involvement

The attendance at parent-teacher conferences in 1998-1999 dipped to 50% compared with the previous year’s 68%.

Last year Storey County submitted a cursory Part III. For 1998-99, a similar Part III report was filed. The shifts in key personnel and school board issues are well known, and, no doubt, these factors contributed to the quality of the report. An interim superintendent was hired for 1998-99. However, a new superintendent was been hired in June of 2000. The district’s Part III report did list some exemplary programs such as artists in residence, increased access and use of technology, a summer-school program, and a Pearl Harbor program. No Part III report was submitted by Virginia City High School.

3. Areas the School Districts’ Part III Report identified as in need of improvement at the school site(s) and evidence for any deficiencies addressed.

The 1998-99 report described areas in need of improvement district-wide as well as for each school site. Technology purchase and utilization were cited as district-wide concerns and computer training was viewed as a general need.

Music instruction (lack of an instructor) was reported as a problem at Hillside Elementary. Landscaping and outside lighting were reported to be areas needing improvement at Virginia City Middle School. No specific academic areas were noted to be of concern. No information on Virginia City High School was found in the Part III reports.

4. Areas the School Districts’ Part III Report identified as in need of improvement at the school site(s) and evidence for any deficiencies addressed.

A satellite system for educational programming was installed at one elementary school. An early childhood program as well as a summer reading program were offered at another elementary school. The middle school improved the physical plant and grounds, increased parent participation and communication. The language arts curriculum was revised to comply with state standards, and successful fund raisers were held. The high school improved parent communication, implemented a new schedule (75-30-75), and featured staff development in technology use.

5. Summary of the School Districts’ plan for improvement at the school site.

Not really addressed other than identifying the needs.

6. Sources of information to be used in determining effectiveness of the plan for improvement.

No specifics measures of effectiveness were offered. However, it is assumed that test scores, attendance rates, etc. will be used.

7. Missing or incomplete data.

The TerraNova scores in the district report varied widely from the state accountability data. District-provided scores were lower.

The ACT/SAT exam scores provided by the district varied in percentage taking the ACT exam, and SAT verbal and math average scores appeared to have been reversed in the district report.

No computer/student ratios were provided.

No data were provided regarding student retention.

No analysis of the effect of transiency upon the test scores at Hillside Elementary School was found in the district report.

4. The district must ensure that omitted data are included in future reports and that data throughout the report be correct.

Washoe County School District

Accountability Analysis

The Washoe County School District continues to make progress in complying with state accountability laws. The district repot contains most of the required data and is comprehensive. Some building reports are concise but others continue to deal in broad generalities, which fail to use appropriate data for planning and improvement.

Number of Pupils

In 1998-99, the Washoe County School District enrolled 52,813 students in 58 elementary schools, 11 middle schools, and 12 high schools, representing a growth rate of 3.1% from the previous school year. One new elementary school and one charter high school were opened.

Student Attendance Rate

The district-wide attendance rate was 92.9%, an increase of approximately 1% from the previous year. The attendance rate ranged from 85% to 99%, with the exception of Washoe High School, an alternative school, with a low rate of 79%. However, this was a dramatic increase from the 55% rate at Washoe High the previous year.

Teacher Attendance Rate

The district-wide daily teacher attendance rate was 95.3%, an increase of approximately 1% from the previous year’s average of 94.4%. The teacher attendance rates ranged from 92.6% to 97.4%.

Dropout and Non-Promotion Rates

The district-wide high school dropout rate was 7.3%, the same rate as that of the previous year. However, this still was a significant drop in rates over during the previous four years (1993-1997).

In general, the district-wide rate of non-promotion for each grade was slightly higher than the state average except for the kindergarten and sixth grade. Percentages of students retained were 0.7% in kindergarten, 3.8% in first grade, 1.6% in second grade, 1.4% in third grade, 1.1% in fourth grade, 0.6% in fifth grade, 0.5% in sixth grade, 2.0% in seventh grade, and 1.3% in eighth grade.

Truancy Rate

The average secondary school truancy rate in 1998-1999 for the district was 7.3%, about a 2% increase from the previous year’s rate of 5.5%. Middle schools reported a lower rate (2.5%) than high schools (10.1%). As was the case in the previous year, the average truancy rate for the elementary level was not reported.

Transiency Rate

The transiency rates varied widely among schools, ranging from 10% to 77%, with a district-wide average of 33%. This average rate was the same as in the previous year. Twenty-one of 58 elementary schools and six of 23 secondary schools reported transiency rates over 40%.

Student/Teacher Ratio

The average class sizes for elementary and secondary levels in 1998-1999 were similar to statewide averages, ranging, at the elementary level, from 16:1 to 26:1, and, at the secondary level, for four core subjects from 23:1 to 256:1. The number of elementary schools with the class sizes over 30 were: seven in kindergarten (5 of these were 40 or above), eight in fourth grade, seven in fifth grade, and eight~~six~~ in sixth grade. Class sizes of secondary classes in the four core areas ranged from 6 to 32. Pine Middle School reported the highest average class sizes, with 27 in English classes, 30 in math classes, 32 in science classes, and 31 in social studies classes.

Student/Counselor Ratio

The 1998-1999 district-wide counselor/student ratio of 1:1432 was slightly lower than the 1:443 ratio in the previous year and lower than the average statewide ratio of 1:494.5 in this reporting year. The ratios at the elementary level ranged from 1:263: to 1:1326~~1270~~, with an average ratio of 1:762. However, 154 elementary schools reported over 1000 students per counselor. The ratio at the secondary level ranged from 1:79 to 1:356, with an average ratio of 1:295 for the middle schools and 1:252 at the high schools.

Suspension/Expulsion Rate

The 1998-1999 reported instances of suspensions or expulsions due to violence declined in general, compared to those of the prior year. In relation to the student population, instances of violence against other students in elementary schools were high in Lemmon Valley with 52 instances, Stead with 34, Desert Heights with 27, and Corbett with 24. Most of these schools reported fewer instances of violence than in the previous year.

Two of the 11 middle schools (Pine and Traner) reported having suspended, expelled, or referred to alternative or homebound education more than 10% of their students due to violence against other students. This showed a decline from the previous year when five schools reported more than 10% of students in this category. Six incidences of violence to school staff occurred in Traner. Two schools, Mendive and Pine, also reported cases involving possession of a dangerous weapon (1 incident each). Billinghurst and Sparks reported 22 and 11 incidences, respectively, of possession or use of controlled substance.

A dramatic decrease occurred in the district in suspensions or expulsions for weapon-related offenses, from 67 in the prior year, to 14 in 1998-1999. Reno High School, for example, had no incident in this category during the year, compared to five in the previous year. The district-wide number of students suspended, expelled, or referred to an alternative educational setting for possession of a dangerous weapon has declined steadily over a four-year period (from 85 to 76 to 67 to 14 instances).

Nine secondary schools reported experiencing more than 10 incidents of drug possession. Galena reported the highest number with 35 incidents. Four high schools also reported more than 10 incidents of alcohol possession. The district reported a 26% reduction in the number of incidents in which students sere suspended or expelled for fighting from the prior year. Likewise, the number of instances involving dangerous weapons dropped from 68 to 14, a 79% improvement.

State Mandated Test Results: TerraNova: Fourth Grade

Terra Nova Results

4^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	26.3	18.6	22.7	21.0	20.8	21.9	48	53	51
Language	26.1	22.0	20.3	25.9	24.8	31.2	50	52	57
Math	27.8	22.6	23.1	16.7	21.3	22.1	45	50	51
Science	22.1	11.3	20.7	22.5	26.8	23.1	51	60	53

The district-wide performance of fourth graders in Washoe County on the TerraNova tests in 1999-2000 showed improvements from the previous year in the two of the four areas measured (language and math). Achievement in reading, language, math, and science ranked at the 51^st, 57^th, 51^st, and 53^rd percentiles, respectively. Only the average math score was lower than the statewide average of the 56^th percentile. The language score at the 57^th percentile was a large improvement from the previous year's 52^nd percentile. Over 99% of eligible fourth grade students in Washoe County took the tests, an increase of approximately 2% from the previous year.

Two schools reported major changes in the testing period in the Fall of 1999, Lenz Elementary School showed a dramatic increase in student achievement in all four areas of the TerraNova tests. Lenz had an average national percentile rank at the 76th in reading, the 86th in language, the 84th in math, and the 78th in science, with more than 50% of students scoring in the top quarter in all four areas. Loder Elementary School scored an average national percentile ranks between 20th and 30th in all four areas, with more than 50% of students scoring in the bottom quarter in the four areas.

State Mandated Test Results: TerraNova:Eighth Grade

Terra Nova Results

8^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	20.6	16.9	18.5	29.3	32.0	30.9	56	59	58
Language	20.7	19.1	18.6	27.0	29.4	27.6	55	57	56
Math	31.8	28.3	26.5	20.9	23.7	25.1	45	48	50
Science	20.5	12.1	19.0	25.1	25.9	26.4	54	58	55

The performances of eighth graders on the fall 1999 TerraNova testing were similar to those of the previous year in all four areas. Their average percentile ranks, at the 58th percentile in reading, the 56th in language, the 50th in math, and the 55th in science were all at or above both national and state averages. Although the average percentile ranks in some subject matters were slightly lower than in the previous year (reading from 59^th in 1998 to 58^th in 1999; language from 57^th to 56^th; science from 58^th to 55^th), the average math score was up to the 50^th percentile this year from the previous year’s 48^th percentile rank. More than 98% of eighth graders were reported as having taken the tests in 1999.

State Mandated Test Results: TerraNova: Tenth Grade

Terra Nova Results

10^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	17.1	20.4	19.2	32.9	31.6	31.3	61	59	59
Language	15.5	14.1	17.2	31.0	31.0	29.6	59	61	58
Math	21.8	21.1	22.2	31.7	29.7	31.5	57	57	57
Science	16.4	7.1	18.2	35.5	30.3	33.9	62	63	60

The tenth graders' achievement scores on the fall 1999 TerraNova tests were also similar to those of the previous year, with scores at the 59^th percentile in reading, the 58^th percentile in language, the 57^th percentile in math, and the 60^th percentile in science. These average scores were well above the national and state averages. The reported percentage of tenth graders taking the test was 92.1%.

The new charter high school (ICDA) reported low performance in all areas, with the average national percentile ranks ranging from the 20th to 29th. Over 40 percent of ICDA students' scores fell in the bottom quarter except in science. ICDA also reported a remarkably high transiency rate (105%). Students at Reno High School continued to demonstrate the highest average performance among the district high schools, with scores in the 72nd percentile in reading, the 71st in language and math, and the 72nd in science. Over 40% of students at Reno and McQueen high schools scored in the top quarter in all four areas. The achievement level of the alternative school (Washoe High School) was the lowest among the district's high schools.

State Mandated Test Results: Writing Exam

Writing Examination

4^th and 8^th Grade

MEASURED TRAIT	PERCENT PROFICIENT
	4^TH GRADE			8^TH GRADE
	97-98	98-99	99-00	97-98	98-99	99-00
Ideas	NA	66.5	56.7	69.5	80.0	84.7
Organization	NA	59.8	51.7	68.6	74.9	81.0
Voice	NA	61.6	49.5	68.1	75.9	79.5
Conventions	NA	58.6	50.9	70.3	66.9	74.6

Average scores for the fourth grade writing exam in 1999-2000 were above the state average except for one area (writing conventions). Average percentages of proficiency in writing (Ideas, Organization, Voice, and Conventions) were 56.7%, 51.7%, 49.5%, and 50.9%. Average scores for the eighth grade writing exam were above the state average in all four categories. Percentages of proficiency ranged from 74.6% to 84.7%, showing continued improvements from the prior year in all four categories.

State Mandated Test Results: High School Proficiency Exam

High School Proficiency Examination

PERCENT PASSING									% DENIED DIPLOMA
READING			MATH			WRITING
96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99
95.3	98.7	97.1	94.5	98.6	97.4	96.2	99.2	99.3	NA	NA	3.3

Students taking the Nevada High School Proficiency Exam in 1998-1999 averaged a passing rate of 97.1% in reading, 99.3% in writing, and 97.4% in mathematics, showing a slight decline in reading and math from the prior year and maintaining a similar level in writing. However, compared to the passing rate from the year before, these scores show that the district largely maintained a high level of performance.

ACT/SAT Results

ACT Results

% SENIORS TAKING ACT

ACT COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

21.5

22.2

22.3

SAT Results

% SENIORS TAKING SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

514

528

524

511

529

531

Forty-four percent of the high school seniors in the district took the ACT, and 36% took the SAT exam. Average scores were above the state average on the ACT (22.3) and on SAT verbal (524) and on SAT math (531). These scores were similar to those of the previous year. Gerlach, ICDA, and Washoe High did not report both ACT and SAT due to the small number of students having taken the tests.

A district-wide average of 15.8% of the graduating class enrolled in either a remedial mathematics or English course at UCCSN. Among the 326 Nevada high school advanced placement scholars, 101 students were from Washoe County.

Special Programs

Wide variations in enrollment in special education classes and ESL classes continued in the 1998-99 school year. Enrollment in special education classes varied from school to school: elementary schools ranged from 4.5% to 24% and secondary schools from 0% to 20.5%, with a district-wide average of 10.7%. The proportions of students receiving instruction in English as a Second Language also varied widely, ranging from 0% to 42.6% at the elementary level and from 0% to 12.1% at the secondary level, with a district average of 8.2%. Loder Elementary School, ~~that~~ scoringed at low levels on the TerraNova test, reported higher percentages of students receiving instruction in English as a Second Language (42.6%). Loder also reported a higher percentage of students receiving free- or reduced-price meals (85.5% in comparison with the district average of 29.5%). Similar to the prior year, among the middle schools, Traner Middle School reported the highest rates of participation in both special education (20.5%) and English as a Second Language (12.1%), as well as in the free- and reduced-price meal programs (72.4%).

One hundred percent of elementary school students participated in art, music, physical education, and computer education classes. At the middle school level, average participation rates were 34% in music, 28% in art, 35% in foreign language, and 29% in athletics. At the high school level, average participation rates were 15% in music, 33% in art, 34% in foreign language, 27% in athletics, and 47% in occupational education. At the high school level, almost 14% of students participated in advanced placement courses.

An average of 3.1% of elementary students participated in gifted and talented education, with the percentages at each school ranging from 0% to 15.5%. District-wide, 0.2% of students participated in migrant education programming.

Teachers

Thirty-four percent of Washoe County teachers had more than ten years of experience. Ten percent were new teachers, 23% had taught from 1 to 3 years, 16% from 4 to 6 years, and 17% from 7 to 9 years. An average of 0% to 2.1% of the four core subjects at the secondary level were taught by teachers outside license areas, with 96% of the teachers teaching within their area of licensure. Forty-nine percent of teachers held a bachelor’s degree, and 51% a master’s degree.

Technology/Computers

With the exception of only one elementary school, all elementary schools and all secondary schools had access to the Internet. The student-to-computer ratio varied widely, from 2:1 to 35:1 at the elementary level where the median ratio was 130:1. The ratio varied from 3:1 to 20:1 at the secondary level with a median ratio of 8:1. These ratios were similar to those of the previous year.

Remedial College Courses (UCCSN Class Enrollments)

The Washoe County School District reported that 15.8% of their recent graduates enrolled in remedial courses.

Expenditures

At the elementary and middle school levels, per-pupil expenditures were fairly uniform, with approximately 66% spent on instruction (a district-wide average of $3,370). At the high school level, a remote rural high school (Gerlach) reported a high of $10,314 per-pupil costs, with $5,596 expended on instruction. Incline and Washoe High Schools, with smaller enrollments, also reported higher per-pupil expenditures than other schools. The pattern of per-pupil expenditures was very similar to that reported in the previous year.

Parent Involvement

The district reported an overall rate of 93.6% in fall 1998 and 93% in spring 1999 in parent involvement at the elementary level, very similar to participation rates in the prior year. Activities related to parental and community involvement were highlighted in both the district and individual school reports. Parental involvement data were not provided for the secondary level because parent/teacher conferences were not scheduled at the secondary level.

2. In general, the district’s schools maintained similar achievement levels in all areas, reflecting not only a large student population but also continued efforts for improving student achievement. Mathematics scores at both fourth- and eighth-grade levels had been below the state average in prior years. While average percentile ranks for both grades slightly improved, the fourth-grade district math score (51^st percentile) was still lower than the state average percentile rank (56^th), and the eight-grade math (50^th) was slightly over the state average (49%). That is, compared to other subject matters tested, math remained the lowest. Although math achievement scores showed some improvement from the prior year, continued district-wide efforts for improvement in mathematics achievement is needed.

White Pine County School District

Accountability Analysis

The White Pine County School District Part II District‑Wide School Accountability Report included most of the state mandated reports on general statistics but omitted some basic information and statements on district goals, progress toward goals, secondary curriculum, district level student achievement, retention, revenue sources, superintendent's review, superintendent's name, and district telephone number. This section of the analysis highlights specifics from the District's report on general statistics and attempts to provide missing district‑level data using the State prepared School Accountability Data Tables: 1998‑99 School Year.

1. A summary of the student performance and school characteristics deemed relevant to the evaluation of the district’s school performance based on data submitted to the State Board of Education and LeBEAPE in Part I school reports and Part II district-wide reports.

Number of Pupils

Students attended a kindergarten school, four elementary schools, one middle school, and two high schools. The School Accountability Data Tables: 1998-1999 School Year reported that the current year enrollment was 1,854 and the previous year's enrollment was 1,876. The 22-student decline in enrollment was about 1%. These figures differ somewhat from the district report.

Student Attendance Rate

The student average daily attendance rate in 1998-1999 was 92.9%, very similar to the 92.8% rate in the previous year.

Teacher Attendance Rates

The teacher attendance rate in1998-1999 was 94.4%, which was 1.1% higher than in the previous year.

Dropout and Non-Promotion Rates

The 1998-1999 dropout rate for grades 9-12 was reported as 10.5%, almost double the 6% dropout rate for the previous year. No report on pupils retained in grade was located in the district or individual school reports. Neither did the state data tables show any report on non-promotion.

Truancy Rate

High school truancy was reported as 2.7% for the 1998-1999 school year, representing a considerable improvement over the 13.6% rate reported in the previous year. Truancy rates for elementary school was not available.

Transiency Rate

The rate of transiency was 16.4% in 1998-1999, essentially the same as the 16% transiency rate in the previous year.

Student / Teacher Ratio(s)

The average student/teacher ratios in the elementary grades were 10:1 in kindergarten, 11:1 in first and second grades, 15:1 in third, fourth, and fifth grades, and 13:1 in grade six. Average class sizes at the secondary level were 17 for English classes, 15 for math and science classes, and 18 for social studies classes.

Student / Counselor Ratio

The report of counselor/student ratio for elementary schools ranged widely in 1998-1999. No counselors were reported for two elementary schools (Baker and Lund). While the ratios were 1:102 at McGill, 1:149 at Murry Street, and 1:511 at Norman. The middle school ratio was 1:401. The ratios in the two high schools were very different – 1:68 at one high school and 1:232 at the other. The district-wide ratio was reported as 1:182.

Suspension/Expulsion Rate

Instances of suspension or expulsions due to violence, possession of weapons, and distribution of controlled substances were greater in 1998-99 than in the previous year. Such disciplinary actions for violence to other students rose from 61 to 95 and for violence to staff rose from five to nine. Suspensions or expulsions resulting from possession of weapons rose from zero to three, and those resulting from distribution of a controlled substance rose from zero to twelve. In neither year were there any suspensions or expulsions resulting from possession of a controlled substance. Suspension or expulsions resulting from possession of alcohol fell from five to zero between the 1997-98 and 1998-99 school years.

State Mandated Test Results: TerraNova: Fourth Grade

Terra Nova Results

4^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	27	14	18.3	15	17	13.3	43	53	49
Language	32	18	20.7	19	25	18.2	43	52	49
Math	37	19	21.3	11	21	18.9	35	49	49
Science	23	8	16.0	20	26	20.8	46	60	50

Improvements in fourth grade TerraNova test score averages over the years reported were noted in all subject areas with the largest gain of fourteen percentile ranks in mathematics.

The percent of eligible fourth graders completing the TerraNova tests was not reported at the district level but was present in reports from three of the four elementary schools. Norman, McGill, and Lund elementary schools reported that 100% of eligible students were tested.

State Mandated Test Results: TerraNova: Eight Grade

Terra Nova Results

8^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	32	20	22.4	20	19	25.9	44	49	53
Language	35	27	21.2	14	18	24.7	38	45	52
Math	45	29	23.0	10	12	28.7	32	42	54
Science	34	10	23.3	27	27	27.8	47	60	55

Strong gains in average performance from 1997 to 1999 were evident for all subject areas in eighth grade. Greatest improvements were in language and mathematics with gains of fourteen and twenty-two percentile ranks, respectively.

The percent of eligible eighth graders completing the TerraNova tests was not reported at the district level but was present in the White Pine Middle School report, which showed that 100% of eligible students were tested.

State Mandated Test Results: TerraNova: Tenth Grade

Terra Nova Results

10^th Grade

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	20	21	25.5	22	26	23.5	52	53	52
Language	27	15	16.8	16	19	18.8	43	54	49
Math	32	22	30.1	16	24	25.2	40	50	48
Science	20	4	21.1	26	21	27.5	53	60	53

Tenth grade TerraNova results showed no change in reading or science performance over the years reported. There were gains of six and eight percentile ranks for language and mathematics, respectively.

The percent of eligible tenth graders completing the TerraNova tests was not reported at the district level but was present in the White Pine High School and Lund High School reports. These showed that 86.7% of eligible Lund tenth graders and 100% of eligible White Pine High School tenth graders were tested.

State Mandated Test Results: Writing Exam

Writing Examination

4^th and 8^th Grade

MEASURED TRAIT	PERCENT PROFICIENT
	4^TH GRADE			8^TH GRADE
	97-98	98-99	99-00	97-98	98-99	99-00
Ideas	NA	NR	69.5	51.0	NR	69.4
Organization	NA	NR	65.2	56.0	NR	69.4
Voice	NA	NR	56.5	55.0	NR	68.2
Conventions	NA	NR	73.9	61.0	NR	64.7

Fourth grade Writing Proficiency Examination results were well above state averages for in 1999-2000 all traits. Eighth grade results showed solid improvement over prior years, but the scores remained below state averages.

The percent of eligible fourth and eighth graders completing the Writing Proficiency Examination was not reported at the district or school levels.

State Mandated Test Results: High School Proficiency Exam

High School Proficiency Examination

PERCENT PASSING									% DENIED DIPLOMA
READING			MATH			WRITING
96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99	96-97	97-98	98-99
95	100	100	95	100	99.2	100	100	100	NA	NA	NR

One hundred percent of the eligible students in the White Pine District passed all three areas of the high school proficiency exam.

ACT/SAT Results

ACT Results

% SENIORS TAKING ACT

ACT COMPOSITE SCORE

1996-97

1997-98

1998-99

1996-97

1997-98

1998-99

19.8

21.2

19.8

SAT Results

% SENIORS TAKING SAT

SAT

VERBAL AVERAGE

SAT

MATH AVERAGE

96-97

97-98

98-99

96-97

97-98

98-99

96-97

97-98

98-99

599

507

503

539

503

430

The average performance on the ACT exam in 1998-1999 at Lund High School was not reported, though 66% of students took the test. No Lund High School students took the SAT.

At White Pine High School, the participation rate on the ACT exam was 35%. The average score was 19.8, in comparison with a national average of 21. Fifteen percent of White Pine students took the SAT. Their average verbal score was 503, close to the national average of 505. However, their average score on the math portion was 430, substantially lower than the national average of 512.

Special Programs

Participation in elementary special programs included 14.3% in special education programs and 15.8% in the free-and-reduced price meal program. All elementary students took classes in music, physical education, and computer applications. Eighty percent had art instruction and 1.4% percent of students were in the gifted and talented program. At neither the elementary nor the secondary levels, were there classes in English as a Second Language.

Fifteen percent of secondary students participated in special education. Music classes enrolled 32% of secondary students and art classes 47%. Two percent of White Pine High School students were enrolled in advanced placement courses, but none at Lund High School. Thirty percent of secondary students had foreign language instruction, and 28% took occupational education courses. No participation of secondary students in the free-and-reduced price meal program was reported.

Sixteen percent of graduates from White Pine High school were reported as enrolled in remedial UCCSN classes. No such enrollments were reported for Lund High graduates; the district average was reported as five percent.

No listings of middle and high school course offerings were presented in the report for the1998-99 school year.

Teachers

Of teachers in White Pine County, 77 percent had bachelor’s degrees and 23 percent held master’s degrees. Forty eight percent of teachers had ten or more years of experience, and all teachers were teaching totally within their areas of endorsement.

Technology/Computers

A tabular presentation on technology resources in 1998-1999 reported elementary school ratios of students to computers ranging from zero for Murry Street Kindergarten to 6:1 for Norman Elementary. The middle school reported a 10:1 ratio, and the two high schools reported ratios of 10:1 and 3:1.

Internet access was available in all but one school, Murry Street Kindergarten. The remaining four elementary schools had Internet access in their library and all classrooms. Two elementary schools also had Internet access in computer labs. White Pine Middle School had Internet access in the library, computer lab, and in the classroom. The two high schools had Internet access in the library and all classrooms. White Pine High School also had Internet access in a computer lab.

Four of the elementary schools provided all students at least one-half hour of computer access per week while one school, Murry Street Kindergarten, had no student access to computers. White Pine Middle School and Lund High School allowed 100% of students at least 30 minutes per week of computer access, while White Pine High School provided 80% of its students a minimum of 30 minutes per week of computer access.

Remedial College Courses (UCCSN Class Enrollments)

The White Pine County School District reported that 5.3% of their recent graduates enrolled in remedial courses.

Expenditures

Average per-pupil expenditure was reported as $3,654 for instruction, $797 for administration, $735 for building operation, $82 for staff support, and $518 for student support. Total per-pupil expenditure was not reported but the sum of the five areas of expenditure that are reported was $5,786. This is a reduction from the previous year of approximately $400.

No information on revenues/resources was provided.

Parent Involvement

Parent participation in the 1998 fall conferences were 95 to 100% for the elementary schools and 48 to 88% for secondary schools, with a district average participation rate of 87% down slightly from the previous year.

The Part III report provided little direct reference to examples of exemplary achievement at the district or individual school levels. Part III individual school reports included mention of high achievement press releases by White Pine High School and TerraNova score increases at Norman Elementary School.

SUBJECT	% BOTTOM QUARTER			% TOP QUARTER			AVERAGE PERCENTILE RANK
	97-98	98-99	99-00	97-98	98-99	99-00	97-98	98-99	99-00
Reading	37	21	18.9	15	15	22.6	39	49	54
Language	39	28	23.8	18	19	28.6	39	44	53
Math	35	22	17.4	12	23	29.5	39	52	59
Science	31	13	14.9	17	22	24.1	42	56	57

Introduction

Background

Analysis of the Accountability Reports

Recommendations from Previous Reviews

Number of Pupils

Dropout and Non-Promotion Rates

Transiency Rate

Student/Teacher Ratios

Terra Nova Results

SUBJECT

BOTTOM QUARTER

Terra Nova Results

SUBJECT

BOTTOM QUARTER

Terra Nova Results

SUBJECT

Writing Examination

MEASURED TRAIT

PERCENT PROFICIENT

High School Proficiency Examination

PERCENT PASSING

READING

ACT Results

ACT COMPOSITE SCORE

SAT Results

Terra Nova Results

SUBJECT

TOP

Terra Nova Results

SUBJECT

Terra Nova Results

SUBJECT

Writing Examination

MEASURED TRAIT

PERCENT PROFICIENT

Voice

High School Proficiency Examination

READING

ACT Results

ACT COMPOSITE SCORE

SAT Results

Technology / Computers

Accountability Analysis

Number of Pupils

Student Attendance

Teacher Attendance Rate

Dropout/Retention Rate

Truancy Rate

Transiency Rate

Student/Teacher Ratio(s)

Student Counselor Ratio

Suspension/Expulsion Rate

State mandated testing results

State Mandated Test Results: TerraNova: Fourth Grade

Terra Nova Results

SUBJECT

Terra Nova Results

SUBJECT

State Mandated Test Results: TerraNova: Tenth Grade

Terra Nova Results

SUBJECT

State Mandated Test Results: Writing Exam

Writing Examination

MEASURED TRAIT

PERCENT PROFICIENT

State Mandated Test Results: High School Proficiency Exam

High School Proficiency Examination

READING

ACT/SAT Results

ACT Results

ACT COMPOSITE SCORE

SAT Results

Technology/Computers

Remedial College Courses (UCCSN Class Enrollments)

Supplemental Assessments

Expenditures

Douglas County School District

Terra Nova Results

Terra Nova Results

State Mandated Test Results: TerraNova: Tenth Grade