Mississippi School Report Card for 2003-2004
(No Child Left Behind Act of 2001)
012 McNeal Elementary
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 NO NO YES
All Student Subgroup YES YES
Students with Disabilities NO NO
Economically Disadvantaged Students NO NO
Black Students NO NO
This school is in school improvement (Year 1).
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 102 NCLB core academic classes were taught by a highly qualified teacher.
100.0% of NCLB core academic subject teachers (based on 29 FTEs) were highly qualified.
No test data for this school.
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.