Ledyard Public Schools

A Message from the Assistant Superintendent of Schools

No Child Left Behind (NCLB) School Report: 2007-08 School Year

Ledyard School District
Ledyard High School

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 in poverty (referred to as Title I funds) must prepare and disseminate annual accountability reports for each school in the district. In Connecticut, the report for high schools presents the performance of students in mathematics and reading on the Connecticut Academic Performance Test (CAPT), as well as information about the qualifications of teachers based on the federal definition of "highly qualified" teachers.

Adequate Yearly Progress

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 CAPT. 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 CAPT; (2) achievement of the AYP target percentage at or above Proficient in mathematics and reading on the CAPT; and (3) achievement of the AYP target for an additional academic indicator, 70 percent graduation rate 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 Status for Ledyard High School = Achieved

Contents of NCLB School Report:
Page 2: Adequate Yearly Progress Data
Page 3: Connecticut Academic Performance Test (CAPT) Achievement Data
Page 4: Qualifications of Teachers Teaching in the Core Academic Areas

Adequate Yearly Progress (AYP) Status Data for the 2007-08 School Year
Based on the spring 2008 Connecticut Academic (CAPT)

Ledyard School District, Ledyard High School

The tables below show 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.

Subgroup*	Participation Rate (95 % participation needed)**							% At or Above Proficient
	Mathematics			Reading			AYP Target Met?	Mathematics (80 % proficient needed)		Reading (81 % proficient needed)
	Current	2 Year Avg.	3 Year Avg.	Current	2 Year Avg.	3 Year Avg.		Adjusted	AYP Target Met?	Adjusted	AYP Target Met?
Whole School (n = 263)	98.5	99	98	98.5	98	98	Yes	93.3	Yes	96.1	Yes
American Indian (n = 13)	Fewer than 40 students in this subgroup							Fewer than 40 students in this subgroup		Fewer than 40 students in this subgroup
Asian American (n = 9)	Fewer than 40 students in this subgroup							Fewer than 40 students in this subgroup		Fewer than 40 students in this subgroup
Black (n = 14)	Fewer than 40 students in this subgroup							Fewer than 40 students in this subgroup		Fewer than 40 students in this subgroup
Hispanic (n = 22)	Fewer than 40 students in this subgroup							Fewer than 40 students in this subgroup		Fewer than 40 students in this subgroup
White (n = 205)	98	99	98	98	99	99	Yes	96.8	Yes	99.1	Yes
Students with Disabilities (n = 30)	Fewer than 40 students in this subgroup							Fewer than 40 students in this subgroup		Fewer than 40 students in this subgroup
English Language Learners (n = 1)	Fewer than 40 students in this subgroup							Fewer than 40 students in this subgroup		Fewer than 40 students in this subgroup
Economically Disadvantaged (n = 6)	Fewer than 40 students in this subgroup							Fewer than 40 students in this subgroup		Fewer than 40 students in this subgroup
Additional Academic Indicator: Graduation Rate (70 % or annual improvement needed)											AYP Target Met? Yes

* 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 2007, 2006, and 2005 CAPT is calculated. If the two-year or three-year average was greater than the current participation rate, it was used for the AYP analysis.

Page 2 of 4

2008 Connecticut Academic Performance Test (CAPT) Achievement Data
Ledyard High 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 2008 CAPT. 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						Graduation Rate
	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
	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
Whole School	265	261	98	94	87	23	265	261	98	95	86	15	95
Subgroup Achievement
American Indian	13	13	Fewer than 20 students in this subgroup				13	13	Fewer than 20 students in this subgroup				Graduation rate by subgroup will not be available until the class of 2010
Asian American	9	9	Fewer than 20 students in this subgroup				9	9	Fewer than 20 students in this subgroup
Black	14	14	Fewer than 20 students in this subgroup				14	14	Fewer than 20 students in this subgroup
Hispanic	23	23	100	83	70	9	23	23	100	96	78	<5%
White	206	202	98	96	91	26	206	202	98	96	89	17
Students with Disabilities	31	29	94	66	48	<5%	31	29	94	59	31	<5%
English Language Learners	1	1	Fewer than 20 students in this subgroup				1	1	Fewer than 20 students in this subgroup
Economically Disadvantaged	6	5	Fewer than 20 students in this subgroup				6	5	Fewer than 20 students in this subgroup
Male	110	110	100	95	92	30	110	109	100	93	84	11
Female	155	151	100	93	83	19	155	152	100	96	88	17
District Achievement	271	266	98	93	86	23	271	266	98	94	85	14	95
State Achievement	44131	43064	98	89	77	21	44131	43010	97	90	80	20	91

Page 3 of 4

Qualifications of Teachers Teaching in the Core Academic Areas
Ledyard High 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?:	No
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?:	No
School Percent Poverty:	13.1
School Percent Minority:	20.1
Percent of Teachers 2 or less years of experience:	10.6

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:	60.7
Highly Qualified Teacher FTE:	59.7
Not Highly Qualified FTE:	1
Total Number of Classes:	303
Number of Classes Taught by Highly Qualified Teachers:	298
Number of Classes Taught by Not Highly Qualified Teachers:	5

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	2007-08	2005-06	2006-07	2007-08
99.7	100.0	98.3	0.3	1.7	1.7

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	2007-08	2005-06	2006-07	2007-08
State Overall	96.8	98.0	98.5	3.2	2.0	1.5
State High Poverty Schools	93.4	95.9	97.0	6.6	4.1	3.0
State Low Poverty Schools	98.1	98.9	99.1	1.9	1.1	0.9
State High Minority Schools	93.1	95.8	96.8	4.2	4.2	3.2
State Low Minority Schools	97.9	98.6	99.1	1.4	1.4	0.9

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