Ledyard Public Schools

The federal No Child Left Behind (NCLB) Act of 2001 requires a statewide school accountability system. As part of this system, school districts receiving federal dollars based on the percentage of district students (referred to as Title I funds) must prepare and disseminate annual accountability reports for each school in the district. In Connecticut, the reports for elementary and middle school students present the performance of students in mathematics and reading on the Connecticut Mastery Test (CMT), as well as information about the qualifications of teachers based on the federal definition of "highly qualified" teachers.

The state is required to determine annually if every school is making adequate yearly progress (AYP) toward reaching the goal, by 2014, of having 100 percent of its students scoring at or above the Proficient level in mathematics and reading on the CMT. For a school to have made AYP, the following criteria must have been met by all students in the school and by each subgroup (major racial and ethnic groups, students in poverty, students with disabilities and English language learners): (1) 95 percent participation on both the mathematics and reading CMT; (2) achievement of the AYP target percentage at or above Basic on the writing subtest of the CMT or improvement from the previous year. If a school does not make AYP for two consecutive years, it will be identified as "in need of improvement." More information about AYP can be found on Page 2 of this report.

Adequate Yearly Progress (AYP) Status Data for the 2006-07 School Year
Based on the spring 2007 Connecticut Mastery Test (CMT)

The table below shows this school's performance on the AYP indicators. A "No" under the AYP Target Met column indicates an area in which the AYP criteria was not met. Only students who were enrolled in this school for the full academic year were included in these calculations.

* It is possible for a subgroup to be of sufficient size (40 or greater) for the calculation of the participation rate, but not of sufficient size (fewer than 40) for the calculation of the percent at or above proficient. This is due to the omission of absent students from the calculation of the percent at or above proficient. If a school does not have the required 95 percent participation with 40 or more students, it will not have made AYP, regardless of the subgroup size for the percent at or above proficient calculation.

** For any school or subgroup that did not meet the 95 percent participation rate criterion, a two- and three-year average participation rate using 2006, 2004, and 2003 CMT is calculated. If the two-year or three-year average was greater than the current participation rate, it was used for the AYP analysis.

2007 Connecticut Mastery Test (CMT) Achievement Data
Juliet W. Long School

NCLB requires assessment data to be reported by different achievement levels. The table below shows the percentage of students scoring at or above the Basic, Proficient, and Advanced levels on the spring 2007 CMT. The numbers on this page were calculated only for groups of 20 or more. The percentage at or above Proficient will not be the same number as on the previous page. The number on the previous page is based on a federally approved AYP calculation used to analyze the adequate yearly progress of schools and districts. In addition, it includes only those students who were in the school for a full academic year; the number on this page includes all students, regardless of their length of time in the school.

	Math						Reading						Writing
	Total # Students	# Students Tested in Subject	% Students Tested in Subject	% of Students Scoring At or Above			Total # Students	# Students Tested in Subject	% Students Tested in Subject	% of Students Scoring At or Above			% of Students Scoring At or Above Basic
	Total # Students	# Students Tested in Subject	% Students Tested in Subject	Basic	Proficient	Advanced	Total # Students	# Students Tested in Subject	% Students Tested in Subject	Basic	Proficient	Advanced	% of Students Scoring At or Above Basic
Whole School	410	410	100	96	92	31	410	410	100	91	83	20	94
Subgroup Achievement
American Indian	5	5	Fewer than 20 students in this subgroup				5	5		Fewer than 20 students in this subgroup
Asian American	18	18	Fewer than 20 students in this subgroup				18	18		Fewer than 20 students in this subgroup
Black	28	28	100	93	75	25	28	28	100	82	71	18	93
Hispanic	18	18	Fewer than 20 students in this subgroup				18	18		Fewer than 20 students in this subgroup
White	341	341	100	97	94	32	341	341	100	92	84	21	95
Students with Disabilities	33	33	100	70	58	12	33	33	100	52	48	6	61
English Language Learners	3	3	Fewer than 20 students in this subgroup				3	3		Fewer than 20 students in this subgroup
Economically Disadvantaged	20	20	100	80	75	20	20	20	100	75	70	<5%	85
Male	214	214	100	93	91	34	214	214	100	88	81	19	99
Female	196	196	100	97	92	28	196	196	100	92	85	22	89
District Achievement	1295	1292	100	92	87	29	1295	1292	100	85	78	22	92
State Achievement	259681	258542	100	92	82	27	259683	258351	100	83	74	19	92

Qualifications of Teachers Teaching in the Core Academic Areas
Juliet W. Long School

Table 1. General School Information

These data are provided to describe your school because the NCLB law requires that poor or minority students are not taught by inexperienced, unqualified, or out-of-field teachers at a higher rate than other students. In the CSDE teacher quality analysis, each public school was assigned to a quartile based on the percentage of students in poverty, the percentage of minority students, and the percentage of teachers with two or less years of experience. The state percentage of inexperienced teachers is 16.6 while the percentage in high poverty/minority schools is approximately 22. The percentage in low poverty/minority schools is approximately 15.
Is this school in the high poverty quartile?:	No
Is this school in the low poverty quartile?:	Yes
Is this school in the high minority quartile?:	No
Is this school in the low minority quartile?:	No
Is this school in the high inexperience quartile?:	No
Is this school in the low inexperience quartile?:	Yes
School Percent Poverty:	5.2
School Percent Minority:	16.7
Percent of Teachers 2 or less years of experience:	8.0

Table 2. General Teacher and Class Information

These data are your highly qualified and not highly qualified teacher FTEs as well as the number of classes taught by highly qualified and not highly qualified teachers.
Total Teacher FTE:	23.6
Highly Qualified Teacher FTE:	23.6
Not Highly Qualified FTE:	0
Total Number of Classes:	46
Number of Classes Taught by Highly Qualified Teachers:	46
Number of Classes Taught by Not Highly Qualified Teachers:	0

Table 3. School Classes Taught by Highly and Not Highly Qualified Teachers


Percent of Classes Taught by Highly Qualified Teachers		Percent of Classes Taught by Not Highly Qualified Teachers
2005-06	2006-07	2005-06	2006-07
100.0	100.0	0.0	0.0

Table 4. Connecticut Classes Taught by Highly and Not Highly Qualified Teachers

	Percent Of Classes Taught by Highly Qualified Teachers		Percent of Classes Taught by Not Highly Qualified Teachers
	2005-06	2006-07	2005-06	2006-07
State Overall	96.8	98.0	3.2	2.0
State High Poverty Schools	93.4	95.9	6.6	4.1
State Low Poverty Schools	98.1	98.9	1.9	1.1
State High Minority Schools	93.1	95.8	4.2	4.2
State Low Minority Schools	97.9	98.6	1.4	1.4

Subject	Grade 3		Grade 4		Grade 5		Grade 6		Grade 7		Grade 8
Subject	2005-06	2006-07	2005-06	2006-07	2005-06	2006-07	2005-06	2006-07	2005-06	2006-07	2005-06	2006-07
Mathematics	83	76	88	82	77	82	87	86	No Students in Grade	No Students in Grade	No Students in Grade	No Students in Grade
Reading	71	74	75	72	66	76	78	80	No Students in Grade	No Students in Grade	No Students in Grade	No Students in Grade