Mississippi School Report Card for 2003-2004
(No Child Left Behind Act of 2001)
020 Mamie Martin Elem
The No Child Left Behind Act of 2001 (NCLB) requires school report cards containing certain
information. The required information falls into three general areas: school improvement, teacher
qualifications and test data. A school that fails to make adequate yearly progress in achievement must
be identified for school improvement. The report must contain information about the professional
qualifications of teachers in core academic subject areas (English, reading, language arts, science,
mathematics, foreign languages, civics and government, arts, history, and geography). Highly qualified
teachers are those who satisfied the NCLB criteria during the 2003-2004 school year. The report must
also contain achievement data for specific subgroups, two-year trends, and student participation rates.
2004 Accountability Results:
Adequate Yearly Progress (AYP) Model Results as Mandated by NCLB 2001
The AYP determinations for the school are listed first, followed by those for the NCLB subgroups.
Note: Other academic indicator--a 2003 graduation rate of 72% (or an increase from 2002) or an average
attendance rate of 93% (or an increase over 2002/2003)--applies only at the overall school level.
Minumum subgroup size = 40 Reading/Language Mathematics Other Academic Indicator
----------------------------------- ---------------- ----------- -------------------------
School Level Determinations YES YES YES
All Student Subgroup YES YES
Students with Disabilities YES YES
Economically Disadvantaged Students YES YES
Black Students YES YES
White Students YES YES
This school is not in school improvement.
Teacher quality information from the 2003/2004 school year:
Note: Values are based on the NCLB definition of a highly qualified teacher.
100.0% of the 117 NCLB core academic classes were taught by a highly qualified teacher.
100.0% of NCLB core academic subject teachers (based on 44 FTEs) were highly qualified.
School Level Test Data (Overall and Disaggregated by Subgroup)
Appendix A contains district level data and Appendix B contains state level data.
Tests: MCT=Mississippi Curriculum Test, WRIT=Writing Assessment, SATP=Subject Area Testing Program,
NRT=Norm Referenced Assessment (Terra Nova), ALT=Alternate Assessment.
For SATP English II Writing Assessment: NAR=Narrative Writing Prompt & INF=Informative Writing Prompt.
Subgroups: ALL=All Students, NDO=Non-Disabled Only, DO=Students with Disabilities Only, MAL=Male,
FEM=Female, BLK=Black, WHT=White, ASI=Asian, HIS=Hispanic, NAM=Native American, ELL=English Language
Learners, ED=Economically Disadvantaged, NED=Non-Economically Disadvantaged, MIG=Migrant Student.
MCT & SATP proficiency levels: Minimal, Basic, Proficient, Advanced. Writing Assessments are scored 0-4.
MCT & SATP scores=% Basic & Above / % Proficient & Above, WRIT=% Score 2 or Above / % Score 3 or Above,
SATP=Mean Scale Score or Mean Writing Score (0-4 points) & % Passing First Attempt, NRT=Mean NCE Score,
ALT= % Approaching Proficiency or Above / % Proficient. L12-L18 denote MCT instructional level testing.
04 means 0%-4%, 96 means 96%-100%, < means fewer than 10 students tested, - means no students tested.
2002 <- - - - - - - - - - - - - - - - - 2003-2004 - - - - - - - - - - - - - - - - ->
TEST SUBJ GRD -2003 ALL NDO DO MAL FEM BLK WHT ASI HIS NAM ELL ED NED MIG
---- ---- --- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- ----- -----
MCT READ GR2 96/91 96/91 96/92 93/87 95/88 96/95 95/87 96/96 < - - - 95/87 96/96 -
MCT LANG GR2 94/81 96/82 96/81 96/93 94/77 96/88 94/73 96/94 < - - - 95/76 96/90 -
MCT MATH GR2 96/93 96/92 96/92 96/94 96/92 96/92 96/88 96/96 < - - - 96/87 96/96 -
ALT COMP < < - < < - < < - - - - < - -
ALT R/LA < - < < - < < - - - - < - -
ALT MATH < - < < - < < - - - - < - -
%TESTED R/LA < - < < < < - - - - - < - -
%TESTED MATH < - < < < < - - - - - < - -
The 2003/2004 test participation rates above are calculated separately for reading/language arts (R/LA)
and mathematics (MATH). They are based on students enrolled in grades 3-8, students with disabilities
coded as ungraded who were the same age as students in those grades, and students enrolled in English II
or Algebra I during the school year. All students who took an MCT at grade level or at instructional
level, an alternate assessment, an English II test, or an Algebra I test were counted as tested.
A participation rate is shown if the number of students in the subgroup is 40 or greater.
The assessment results in this report will differ slightly from those posted in the Test Data retrieval
System, the accountability reports, and the hard copy assessment reports provided by the test vendors.
All the information presented in this report (including the Appendix) is based on data extracted from
the Mississippi Student Information System (MSIS) and from the 2003-2004 statewide assessment files.
The information is correct to the extent that the data were accurate in those data sources.