Mississippi School Report Card for 2003-2004
(No Child Left Behind Act of 2001)

6721 Indianola
024 Carver Lower 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
Economically Disadvantaged Students        YES             YES
Black 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    91 NCLB core academic classes were taught by a highly qualified teacher.
100.0% of NCLB core academic subject teachers (based on    24 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 90/79 96/93 96/93   <   96/89 96/96 96/93   -     -     -     -     -   96/93 96/96   -
MCT  LANG GR2 90/69 96/89 96/89   <   96/87 95/91 96/89   -     -     -     -     -   96/89 96/96   -
MCT  MATH GR2 95/84 96/94 96/94   <   96/95 96/94 96/94   -     -     -     -     -   96/95 96/92   -
ALT  COMP       -     <     -     <     -     <     <     -     -     -     -     -     <     -     -
ALT  R/LA             <     -     <     -     <     <     -     -     -     -     -     <     -     -
ALT  MATH             <     -     <     -     <     <     -     -     -     -     -     <     -     -

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.