1998-99 Desegregation Evaluation

1998-99 Desegregation Evaluation

Select a School

Blenman	Bonillas	Booth-Fickett	Borton	Brichta
Carrillo	Catalina	Cholla	Cragin	Davis
Dodge	Doolen	Drachman	Ft. Lowell	Hohokam
Holladay	Howell	Jefferson Park	Kellond	Mansfeld
Manzo	Maxwell	Palo Verde	Pistor	Pueblo
Roskruge	Safford	Tucson High	Townsend	Tully
Utterback	Vail	Valencia

Blenman Initiative 1(125-123-01)

Program: Success For All (Total School Reading Program)

M&O Budget: $509,814 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Raise the reading level of all students

Outcome: (Stanford 9 Reading NCEs)

	3^rd grade	4^th grade	5^th grade	Average
1997-98	54.6 (78)	51.7 (83)	54.9 (77)	53.7 (238)
1998-99	49.1 (81)	59.4 (82)	55.7 (82)	54.8 (245)
Gain	-5.5	+7.7	+0.8	+1.1

Conclusion: Average reading scores at Blenman increased overall by 1.1 NCEs from 1997-98 to 1998-99, and for two of the three grades tested.

Goal 2: (Achievement) Increase attendance.

Outcome: (percent attendance)

Kinder

1^st grade

2^nd grade

3^rd grade

4^th grade

5^th grade

Average

1997-98

90.9

92.3

93.8

93.9

93.9

92.8

92.9

1998-99

91.7

92.4

94.0

94.8

94.5

94.0

93.5

Gain

+0.8

+0.1

+0.2

+0.9

+0.6

+1.2

+0.6

Conclusion: Attendance at Blenman increased overall by 0.6% from 1997-98 to 1998-99, and increased at every grade level.

Goal 3: (Access) Increase parent involvement.

Outcome: (volunteers and volunteer hours)

Number of Volunteers

Volunteer Hours

1997-98

920

8279

1998-99

757

5452

Gain

-163

-2827

Conclusion: Neither number of volunteers nor number of volunteer hours increased. However, Blenman still rates quite highly in 1998-99(8^th in the district on number of volunteer hours).

Bonillas Initiative 1(131-123-01)

Program: Provide Spalding (phonics) strand materials at grades 1-5. Decrease class size (four full-time teachers).

M&O Budget:$252,632 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Increase Stanford 9 Reading, Reading Comprehension, and Writing(Prewriting) scores.

Outcome: (Stanford 9 NCEs)

Reading	3^rd grade	4^th grade	5^th grade	Average
1997-98	57.8 (84)	58.5 (63)	59.2 (85)	58.5 (232)
1998-99	57.1 (80)	59.1 (85)	57.9 (55)	58.1 (220)
Gain	-0.7	+0.6	-1.3	-0.4

ReadComp	3^rd grade	4^th grade	5^th grade	Average
1997-98	57.2 (88)	56.5 (66)	58.7 (86)	57.6 (240)
1998-99	57.3 (81)	59.3 (85)	58.3 (56)	58.3 (222)
Gain	+0.1	+2.8	-0.4	+0.7

Prewriting	3^rd grade	4^th grade	5^th grade	Average
1997-98	56.1 (86)	54.1 (64)	51.1 (87)	53.8 (237)
1998-99	56.6 (80)	56.2 (83)	51.0 (56)	55.0 (219)
Gain	+0.5	+2.1	-0.1	+1.2

Conclusion: Reading scores at Bonillas decreased by 0.4 NCEs from 1997-98 to 1998-99, and two of the three grades decreased in reading. Reading comprehension scores increased by 0.7 NCEs, with two of the three grades increasing. Language prewriting scores increased by 1.2 NCEs, and two of the three grades increased in prewriting.

Since the overall reading NCE includes vocabulary, comprehension and prewriting (both of which increased) are probably better measures of the impact of a phonics strand.

Goal 2: (Achievement) (Implicit) Low(er) student-teacher contact ratio

Outcome: In 1998-99, Bonillas� student/teacher contact ratio was 23.2, as compared to an elementary average of 23.0

Conclusion: The student/teacher contact at Bonillas was actually slightly (0.2) above the elementary average, despite the additional teachers. This does not take into account part-teach teacher aides or counselors.

Booth-Fickett Initiative 1(510-020-01)

Program: Math-Science program, home visits, after-school tutoring, monitor students� attendance, teach students organizational skills for at-risk 4^th-8^th grade students.

M&O Budget:$481,684 (School Total)
Capital Budget: $ 3,000 (School Total)

Goal 1: (Achievement) Raise/increase attendance.

Outcome: (percent attendance)

	4^th grade	5^th grade	6th grade	7th grade	8th grade	Average
1997-98	95.5	94.9	93.1	92.4	92.3	93.6
1998-99	94.8	95.5	93.3	92.5	92.0	93.6
Gain	-0.7	+0.6	+0.2	+0.1	-0.3	0.0

Conclusion: Attendance remained identical at Booth-Fickett from 1997-98 to 1998-99. Three grades showed increases and two showed decreases, but these differences are relatively small.

Goal 2: (Achievement) Higher grades.

Outcome: In 1997-98, 39.1% of the letter grades given at Fickett were A�s and 3.9% were F�s. In 1998-99, 38.3% of the grades were A�s and 4.2% were F�s.

Conclusion: Grades at Fickett were slightly lower for 1998-99 compared with 1997-98. There were 0.8% fewer A�s and 0.3% more F�s.

Goal 3: (Achievement) Overall positive school climate.

Outcome: In 1997-98, overall student satisfaction at Booth-Fickett was 86%, and it was also 86% for 1998-99.

Conclusion: Student satisfaction at Booth-Fickett was unchanged from 1997-98 to 1998-99.

Borton Initiative 1(143-123-01)

Program: Reduced class size (various teachers, assistants, and others), LAP tutor, Extended Day Program, Multicultural instructional materials, Parent Involvement.

M&O Budget:$509,573 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Diversity) Meet court-mandated ethnic percentage of no more than 50%.

Outcome: Based on Day 40 Enrollment count, Borton�s minority enrollment count was 51.5%.

Conclusion: Borton�s minority enrollment was 1.5%, approximately 3 students, over their court-mandated ethnic percentage of 50%, for 1998-99.

Goal 2: (Achievement) Increased scores on Essential Skills

Outcome: (percent of students showing mastery)

	Language	Math
1997-98	84	88
1998-99	80	92
Gain	-4	+4

Conclusion: Language mastery decreased by 4% from 1997-98 to 1998-99, while math mastery increased by 4% during the same period.

Goal 3: (Achievement) Improved attendance.

Outcome: (percent attendance)

	Kinder	1^st grade	2^nd grade	Average
1997-98	92.3	93.4	94.3	93.3
1998-99	91.7	93.6	94.0	93.1
Gain	-0.6	+0.2	-0.3	-0.2

Conclusion: Attendance at Borton decreased overall by 0.2% from 1997-98 to 1998-99, and also decreased for two of the three grades.

Goal 4: (Achievement) (Implicit) Low(er) student-teacher contact ratio.

Outcome: In 1998-99, Borton�s student/teacher contact ratio was 23.2, as compared to an elementary average of 23.0

Conclusion: The student/teacher contact at Borton was actually slightly (0.2) above the elementary average, despite the additional teachers. This does not take into account part-time teacher aides or counselors.

Goal 5: (Access) Increase parent involvement.

Outcome: ( volunteers and volunteer hours)

	Number of Volunteers	Volunteer Hours
1997-98	439	1774
1998-99	656	3526
Gain	+217	+1752

Conclusion: Both number of volunteers and volunteer hours increased. Number of volunteers increased by almost 50%, while volunteer hours increased by almost 100%.

Brichta Initiative 1(149-023-01)

Program: Family Literacy (including extra staff, staff development in family literacy, family outreach, heritage studies including fine arts enrichment).

M&O Budget:$215,521 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Close/decrease the gap between Anglo and minority(African American, Hispanic, Native American) students.

Outcome: (Stanford 9 NCEs and Essential Skills percent mastery)

	Read Gap	Lang Gap	Math Gap
1997-98	-8.5	-6.6	-7.0
1998-99	-8.9	-5.7	-8.9
Gain(Close gap)	-0.4	+0.9	-1.9

	Language Gap	Math Gap
1997-98	10.6	4.2
1998-99	10.7	8.6
Gain(Close gap)	-0.1	-4.4

Conclusion: On the Stanford 9 at Brichta, two of the three gaps (Reading and Math), increased (by 0.4 and 1.9 respectively), while the Language gap decreased by 0.9 NCE from 1997-98 to 1998-99. On the Essential Skills, both the Language and Math gaps increased, although the language increase is negligible.

Goal 2: (Achievement) Increase attendance to 95.5%

Outcome: (percent attendance)

	Kinder	1^st grade	2^nd grade	3^rd grade	4^th grade	5^th grade	Total
1997-98	94.3	91.6	92.4	95.1	94.8	94.3	93.8
1998-99	93.4	94.8	95.1	93.9	94.8	94.6	94.4
Gain	-0.9	+3.2	+0.7	-1.2	0.0	+0.3	+0.6

Conclusion: While Brichta did not make it to 95.5% attendance during 1998-99, they did make substantial progress (a gain of 0.6% from 1997-98), with three grades showing gains and two showing losses.

Carrillo Initiative 1(161-123-01)

Program: EFG (Ecological, Futures, & Global) integrated project based on achieving competencies and core skills related to success in a diverse world, including field studies, science projects, and technology training.

M&O Budget:$474,712 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Increase academic achievement scores

Outcome: (Stanford 9 NCEs and percent of students showing mastery)

Reading	3^rd grade	4^th grade	5^th grade	Total
1997-98	48.6 (57)	50.0 (62)	37.0 (58)	45.3 (177)
1998-99	47.3 (63)	47.8 (51)	48.3 (66)	47.8 (180)
Gain	-1.3	-2.2	+11.3	+2.5

Language	3^rd grade	4^th grade	5^th grade	Total
1997-98	52.2 (56)	44.5 (63)	33.1 (57)	43.3 (176)
1998-99	45.6 (65)	47.7 (52)	46.3 (67)	46.4 (184)
Gain	-6.6	+3.2	+13.2	+3.2

Math	3^rd grade	4^th grade	5^th grade	Total
1997-98	44.3 (57)	37.7 (63)	30.6 (58)	37.5 (178)
1998-99	41.6 (64)	43.6 (50)	43.0 (67)	42.7 (181)
Gain	-2.7	+5.9	+12.4	+5.2

Essential Skills	Language	Math
1997-98	52	66
1998-99	57	69
Gain	+5	+3

Conclusion: NCE scores at Carrillo substantially increased in all three areas (reading, math and language) from 1997-98 to 1998-99, although this is in large part due to the fifth grade. The third grade actually showed losses for all areas. Essential skills percent mastery at Carrillo also showed gains for both language and math.

Goal 2: (Achievement) Increase attendance.

Outcome: (percent attendance)

	3^rd grade	4^th grade	5^th grade	Average
1997-98	94.2	94.0	93.3	93.9
1998-99	95.0	95.4	95.4	95.2
Gain	+0.8	+1.4	+1.1	+1.3

Conclusion: Attendance increased overall at Carrillo 1.3% from 1997-98 to 1998-99, and also increased at each of the three grade levels.

Goal 3: (Achievement) Decrease suspensions.

Outcome: There were 2 suspensions at Carrillo during 1997-98 and 3 during 1998-99.

Conclusion: While the number of suspensions actually increased rather than decreasing, the numbers involved are too small to be very meaningful.

Goal 4: (Achievement) Increase student promotion rate.

Outcome: Promotion rate for Carrillo was 98.7 for 1997-98 and 95.5 for 1998-99.

Conclusion: Rather than increasing promotion rate, the promotion rate at Carrillo actually dropped 3.2%. In fact, their 95.5% promotion rate for 1998-99 was the worst of any TUSD elementary school.

Goal 5: (Access) Increase School Quality survey response rate.

Outcome: The student/parent SQS response rate at Carrillo was 72.5% for 1997-98 and 71.0% for 1998-99.

Conclusion: The School Quality Survey response rate dropped by 1.5% at Carrillo from 1997-98 to 1998-99.

Catalina Initiative 1(610-123-01)

Program: Develop and maintain Aerotech and Medical Studies Magnet Program (recruiting, maintain and add classes, job training)

M&O Budget:$2,132,960 (School Total)
Capital Budget: $ 50,000 (School Total)

Goal 1: (Diversity) Increase enrollment of transfer students.

Outcome: Awaiting data from school.

Conclusion:

Goal 2: (Achievement) Increased achievement.

Outcome: (Stanford 9 NCEs)

Reading	9^th grade	10^th grade	11^th grade	Average
1997-98	41.8 (255)	38.9 (211)	38.3 (137)	40.0 (603)
1998-99	43.7 (329)	40.1 (239)	41.8 (159)	42.1 (727)
Gain	+1.9	+1.2	+3.5	+2.1

Language	9^th grade	10^th grade	11^th grade	Average
1997-98	40.4 (277)	40.1 (228)	39.1 (143)	40.0 (648)
1998-99	40.7 (335)	40.9 (240)	40.7 (159)	40.8 (734)
Gain	+0.3	+0.8	+1.6	+0.8

Math	9^th grade	10^th grade	11^th grade	Average
1997-98	50.6 (283)	43.5 (227)	44.6 (154)	46.8 (664)
1998-99	49.3 (347)	46.1 (242)	44.3 (165)	47.2 (754)
Gain	-1.3	+2.6	-0.3	+0.4

Conclusion: Average NCE scores at Catalina increased for all three areas at Catalina from 1997-98 to 1998-99. All grades improved in reading and language, but only 10th g^raders showed improvement in math.

Goal 3: (Achievement) Increased participation in magnet courses.

Outcome: Awaiting data from school.

Goal 4: (Achievement) Improve/increase attendance.

Outcome: (percent attendance)

	9^th grd	10^th grd	11^th grd	12^th grd	Average
1997-98	89.5	89.8	90.9	91.2	90.2
1998-99	91.4	90.9	91.8	89.6	91.0
Gain	+1.9	+1.1	+0.9	-1.6	+0.8

Conclusion: Average attendance at Catalina improved by 0.8% from 1997-98 to 1998-99, and attendance increased for every grade except 12^th.

Goal 5: (Achievement) Increased community satisfaction.

Outcome: Based on parental School Quality Survey data, satisfaction with Catalina was 81% in 1997-98 and 72% in 1998-99.

Conclusion: Overall satisfaction with Catalina among parents decreased by 9% between 1997-98 and 1998-99.

Catalina Initiative 2(610-123-01)

Program: ESL/Bilingual Program.

M&O Budget:$2,132,960 (School Total)
Capital Budget: $ 50,000 (School Total)

Goal 1: (Access) Increase SDPE reclassifications.

Outcome: 77 SDPE students were reclassified at Catalina during 1997-98 and 85 were reclassified during 1998-99.

Conclusion: The number of SDPE students reclassified at Catalina increased by 8 from 1997-98 to 1998-99

Catalina Initiative 3(610-123-01)

Program: Preparation for AIMS via language, writing and mathematics tutoring.

M&O Budget:$2,132,960 (School Total)
Capital Budget: $ 50,000 (School Total)

Goal 1: (Achievement) Success with AIMS including improved graduation rates.

Outcome: {Awaiting AIMS data from state}. Catalina�s graduation rate during 1997-98 was 81.3% and 86.0% in 1998-99.

Conclusion: Catalina�s graduation rate increased by 4.7% from 1997-98 to 1998-99.

Catalina Initiative 4(610-123-01)

Program: Instructional Support (reduce class size, improve career counseling, provide students with additional academic support).

M&O Budget: $2,132,960 (School Total)
Capital Budget: $ 50,000 (School Total)

Goal 1: (Achievement) Increase standardized test scores.

Outcome: See Initiative 1.

Goal 2: (Achievement) Improved attendance.

Outcome: See Initiative 1.

Goal 3: (Achievement) Reduced dropout rate.

Outcome: The dropout rate at Catalina was 9.3% in 1997-98 and 10.0% in 1998-99.

Conclusion: Dropout rate at Catalina actually rose by 0.7% from 1997-98 to 1998-99.

Goal 4: (Achievement) Increased academic success including graduation.

Outcome: See Initiative 3.

Goal 5: (Implicit) (Achievement) Low(er) student-teacher contact ratio

Outcome: In 1998-99, Catalina�s student/teacher contact ratio was 20.7, as compared to the high school average of 22.0

Conclusion: The student/teacher contact ratio at Catalinla was 1.3 below the high school average for 1998-99. This does not take into account the part-time teacher assistants or counselors.

Catalina Initiative 5(610-123-01)

Program: Summer school, including a two-week middle school transition program for incoming freshman.

M&O Budget:$2,132,960 (School Total)
Capital Budget: $ 50,000 (School Total)

Goal 1: (Achievement, Access) Improved performance.

Outcome: (Pre/post test number correct)

Subject	N	Pre	Post	Gain
Algebra	10	4.2	6.9	+2.6
Reading Comprehension	21	5.1	8.3	+3.2

Conclusion: Students at Catalina who took both the pre and post test during the 1998 summer session showed improvements in both algebra and reading comprehension.

Goal 2: (Achievement) Successful demonstration in AIMS testing.

Outcome: {Awaiting data from state}.

Cholla Initiative 1(615-123-01)

Program: Dropout prevention/recovery (intervention model designed to detect potential dropouts and provides services to keep them in school).

M&O Budget: $2,088,376 (School Total)
Capital Budget: $ 148,500 (School Total)

Goal 1: (Achievement) Increase Stanford 9 scores.

Outcome: (Stanford 9 NCEs)

Reading	9^th grade	10^th grade	11^th grade	Average
1997-98	35.9 (382)	34.7 (279)	38.4 (233)	36.2 (894)
1998-99	35.3 (450)	37.1 (252)	39.6 (175)	36.7 (877)
Gain	-0.6	+2.4	+1.2	+0.5

Language	9^th grade	10^th grade	11^th grade	Average
1997-98	33.3 (369)	36.3 (266)	37.3 (234)	35.3 (869)
1998-99	30.6 (461)	35.7 (255)	36.9 (178)	33.3 (894)
Gain	-2.7	-0.6	-0.4	-2.0

Math	9^th grade	10^th grade	11^th grade	Average
1997-98	42.6 (392)	40.8 (280)	42.0 (240)	41.9 (912)
1998-99	42.0 (460)	40.9 (256)	43.5 (178)	42.0 (894)
Gain	-0.6	+0.1	+1.5	+0.1

Conclusion: Average NCE scores at Cholla increased slightly for reading and math, but decreased by a larger amount for language. 9^th graders showed decrements in areas, and all grades dropped in language.

Goal 2: (Achievement) Improve/increase attendance.

Outcome: (percent attendance)

	9^th grd	10^th grd	11^th grd	12^th grd	Average
1997-98	86.4	87.9	89.2	88.9	87.8
1998-99	87.3	90.2	91.0	90.9	89.3
Gain	+0.9	+2.3	+1.8	+2.0	+1.5

Conclusion: Average attendance at Cholla increased by 1.5%, and noticeable increases were seen for each grade level as well.

Goal 3: (Achievement) Decrease failure rate.

Outcome: The percent of F�s given at Cholla (out of all letter grades) was 20.9 in 1997-98 and 19.1 in 1998-99.

Conclusion: Failure rate at Cholla decreased by 1.8% between 1997-98 and 1998-99.

Goal 4: (Achievement) Close/decrease the gap between Anglo and minority(African American, Hispanic, Native American) students

Outcome: (Stanford 9 NCEs)

	Read Gap	Lang Gap	Math Gap
1997-98	-10.1	-8.5	-9.6
1998-99	-12.1	-10.5	-11.0
Gain(Close gap)	-2.0	-2.0	-1.4

Conclusion: The difference in performance on the Stanford 9 between Anglos and minorities actually increased at Cholla from 1997-98 to 1998-99 for all three areas. The gap increases were from 1.4 to 2.0 NCEs.

Cholla Initiative 2(615-123-02)

Program: Instructional support (technology maintenance for teachers, clerical assistance, counseling, guidance, and media support for students, security, reduced class size, support and monitoring of SDPEs.

M&O Budget: $2,088,376 (School Total)
Capital Budget: $ 148,500 (School Total)

Goal 1: (Achievement) Close/reduce gap on Stanford 9.

Outcome: See Initiative 1.

Goal 2: (Achievement) Improved Stanford 9 scores.

Outcome: See Initiative 1.

Goal 3: (Achievement) Decreased failure rate.

Outcome: See Initiative 1.

Goal 4: (Implicit) (Achievement) Low(er) student-teacher contact ratio

Outcome: In 1998-99, Cholla�s student/teacher contact ratio was 20.1, as compared to the high school average of 22.0

Conclusion: The student/teacher contact ratio at Cholla was 1.9 below the high school average for 1998-99. This does not take into account the part-time teacher assistants or counselors.

Goal 5: (Access) Increased minority enrollment in upper level classes.

Outcome: (Math courses taken as an example). In 1997-98, the minority enrollment for upper level math courses at Cholla was 44.6%. In 1998-99, it was 61.9%.

Conclusion: Cholla was successful in their goal to increase minority enrollment of upper level classes from 1997-98 to 1998-99.

Cholla Initiative 3(615-123-03)

Program: Magnet Program (provide thematic instruction in Law Related Education and Intercultural/International Studies).

M&O Budget: $2,088,376 (School Total)
Capital Budget: $ 148,500 (School Total)

Goal 1: (Diversity) Increase enrollment of transfer students.

Outcome: For the 1997-98 school year, Cholla had 26 magnet transfer students. For 1998-99, the number was 46.

Conclusion: Cholla has 20 more magnet transfer students from 1997-98 to 1998-99, an increase of 77%.

Goal 2: (Achievement) Improved Stanford 9 Scores.

Outcome: See Initiative 1.

Goal 3: (Achievement) Improved attendance.

Outcome: See Initiative 1.

Goal 4: (Achievement) Improved School Quality Survey satisfaction for students.

Outcome: Overall student satisfaction with Cholla was 71% in 1997-98 and 64% in 1998-99.

Conclusion: Student satisfaction as measured by the School Quality Survey decreased 7% between 1997-98 and 1998-99.

Goal 5: (Achievement) Increased participation in magnet courses.

Outcome: Total enrollment in magnet classes at Cholla was 1356 for 1997-98 and 1631 for 1998-99.

Conclusion: Magnet course enrollment increased by 277 students at Cholla from 1997-98 to 1998-99.

Cholla Initiative 4(615-123-04)

Program: Freshman house program (for all new freshman, core subjects taught by a team of teachers who provide academic and personal support).

M&O Budget: $2,088,376 (School Total)
Capital Budget: $ 148,500 (School Total)

Goal1: (Achievement) Decreased 9^th grade retention.

Outcome: Cholla had a 100% promotion rate for 1998-99 (no students were retained).

Conclusion: Cholla decreased 9^th grade retention to its minimum of no students retained for 1998-99.

Goal 2: (Achievement) Increase Stanford 9 scores for 9^th graders.

Outcome: (Stanford 9 NCEs)

9^th grade	Reading	Language	Math
1997-98	35.9 (382)	33.3 (369)	42.6 (392)
1998-99	35.3 (450)	30.6 (461)	42.0 (460)
Gain	-0.6	-2.7	-0.6

Conclusion: Average 9^th grade NCE scores at Cholla decreased for all three areas, with small losses in reading and math and a larger loss in language.

Goal 3: (Achievement) Reduce truancy (improve/increase attendance)

Outcome: See Initiative 1.

Goal 4: (Achievement) Improved school climate

Outcome: See Initiative 3.

Goal 5: (Achievement) Close/decrease the gap between Anglo and minority(African American, Hispanic, Native American) students.

Outcome: (Stanford 9 NCEs for 9^th grade)

9^th grade	Read Gap	Lang Gap	Math Gap
1997-98	-8.7	-7.6	-6.1
1998-99	-12.1	-11.1	-12.4
Gain(Close gap)	-3.4	-3.5	-6.3

Conclusion: The difference in performance for 9^th graders on the Stanford 9 between Anglos and minorities actually increased at Cholla from 1997-98 to 1998-99 for all three areas. The gap increases were from 3.4 to 6.3 NCEs.

Cholla Initiative 5(615-123-05)

Program: Summer programs: summer school, BOOST (Transition to high school), Native American Institute (academic support/enrichment).

M&O Budget: $2,088,376 (School Total)
Capital Budget: $ 148,500 (School Total)

Goal 1: (Achievement) Improved achievement and attendance for 9^th graders.

Outcome: See Initiative 4.

Goal 2: (Achievement,Access) Improved achievement and attendance for Native Americans

Outcome: (Stanford 9 NCEs and percent attendance)

Reading	9^th grade	10^th grade	11^th grade	Average
1997-98	28.4 (45)	30.5 (24)	40.1 (19)	31.5 (88)
1998-99	25.0 (57)	27.5 (19)	33.1 (17)	27.0 (93)
Gain	-3.4	-4.2	-7.0	-4.5

Language	9^th grade	10^th grade	11^th grade	Average
1997-98	27.8 (40)	34.5 (26)	40.2 (15)	32.2 (81)
1998-99	22.4 (63)	27.1 (20)	29.7 (17)	24.6 (100)
Gain	-5.4	-7.4	-10.5	-7.7

Math	9^th grade	10^th grade	11^th grade	Average
1997-98	36.9 (45)	36.4 (23)	47.4 (19)	39.1 (87)
1998-99	32.7 (63)	37.7 (20)	40.5 (17)	35.0 (100)
Gain	-4.2	+1.3	-6.9	-4.0

NA Att	9^th grd	10^th grd	11^th grd	12^th grd	Average
1997-98	77.6	80.2	85.8	84.0	80.2
1998-99	81.0	82.7	87.1	88.9	83.3
Gain	+3.4	+2.5	+1.3	+5.9	+3.1

Conclusion: Average attendance for Native American at Cholla increased by 3.1% from 1997-98 to 1998-99, with increases at every grade level. Unfortunately, thus did not translate to an increase in Stanford 9 scores, which decreased for Native Americans in all area over the same two years. Decreases were seen for every grade level in every area, except 10^th grade math.

Cragin Initiative 1(179-123-01)

Program: Instructional program that includes reduced class size, small group work, tutoring, counseling, and staff development.

M&O Budget: $569,339 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Increase academic achievement scores.

Outcome: (Stanford 9 NCEs and percent of students showing mastery)

Reading	3^rd grade	4^th grade	5^th grade	Total
1997-98	52.4 (68)	53.2 (70)	46.5 (73)	50.6 (211)
1998-99	45.1 (79)	59.1 (56)	51.1 (79)	51.0 (214)
Gain	-7.3	+5.9	+4.3	+0.4

Language	3^rd grade	4^th grade	5^th grade	Total
1997-98	51.0 (64)	45.6 (71)	41.7 (74)	45.9 (209)
1998-99	41.5 (77)	50.7 (55)	47.0 (78)	46.0 (210)
Gain	-9.5	+5.1	+5.3	+0.1

Math	3^rd grade	4^th grade	5^th grade	Total
1997-98	52.1 (64)	48.4 (69)	42.7 (74)	47.5 (207)
1998-99	37.6 (79)	53.2 (55)	49.9 (77)	42.7 (213)
Gain	-14.5	+4.8	+7.2	-1.3

Essential Skills	Language	Math
1997-98	65	79
1998-99	65	81
Gain	0	+2

Conclusion: NCE scores at Cragin show small overall gains for reading and language, with a larger overall math decrease from 1997-98 to 1998-99. The third grade actually showed very large losses for all areas, which were mostly balanced by smaller gains for grades four and five. Essential skills, on the other hand, showed no language gain and a small math gain.

Goal 2: (Achievement) Increase attendance.

Outcome: (percent attendance)

	Kinder	1^st grade	2^nd grade	3^rd grade	4^th grade	5^th grade	Average
1997-98	90.9	92.5	93.5	93.9	93.7	94.3	93.0
1998-99	91.5	92.9	93.7	92.6	95.3	94.0	93.2
Gain	+0.6	+0.4	+0.2	-0.7	+1.6	-0.3	+0.2

Conclusion: Attendance increased overall at Cragin 0.2% from 1997-98 to 1998-99, and increased at four of the six grade levels.

Goal 3: (Achievement) Decrease suspensions.

Outcome: There were 3 suspensions at Cragin during 1997-98 and 8 during 1998-99.

Conclusion: Given that the goal was to decrease suspensions, an increase of 167% at Cragin is troubling, although the number of students involved is quite small.

Goal 4: (Access) Increase student School Quality Survey participation.

Outcome: The 1997-98 School Quality Survey student response rate was 35.9%, while the 1998-99 rate was 74.1%.

Conclusion: Cragin increased the School Quality Survey student response rate by 38.2%, an over 100% increase.

Davis Initiative 1(191-123-01)

Program: Reduced class size (funds for 8 full time teachers and 14 part time teacher assistants).

M&O Budget: $606,816 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Increase academic achievement scores.

Outcome: (Stanford 9 NCEs)

Reading	3^rd grade	4^th grade	5^th grade	Total
1997-98	54.3 (27)	48.6 (26)	51.3 (35)	51.4 (88)
1998-99	48.1 (27)	53.6 (33)	49.4 (31)	50.5 (1)
Gain	-6.2	+5.0	-1.9	-0.9

Language	3^rd grade	4^th grade	5^th grade	Total
1997-98	54.2 (27)	42.8 (26)	47.5 (35)	48.2 (88)
1998-99	50.7 (28)	49.0 (34)	46.6 (31)	48.7 (93)
Gain	-3.5	+6.2	-0.9	+0.5

Math	3^rd grade	4^th grade	5^th grade	Total
1997-98	47.8 (34)	41.2 (32)	42.7 (36)	43.9 (102)
1998-99	40.6 (30)	46.8 (36)	43.2 (36)	43.7 (102)
Gain	-7.2	+5.6	+0.5	-0.2

Conclusion: Reading scores decreased at Davis by 0.9 NCEs, and two of the three grades decreased in reading. Language scores increased by 0.5 NCEs, although only one of the three grades increased in language. Math scores decreased by 0.2 NCEs, although two of the three grades increased in math.

Goal 2: (Achievement) (Implicit) Low(er) student-teacher contact ratio

Outcome: In 1998-99, Davis� student/teacher contact ratio was 17.9, as compared to an elementary average of 23.0

Conclusion: The student/teacher contact ratio at Davis was 5.1 below the elementary average. This does not take into account counselors or part-time teacher assistants.

Davis Initiative 2(191-123-02)

Program: Extended Day Classes in Art, Computer Drama, Music, BICAS, Sports, Folklorico, Violin, Guitar, Trumpet, Tutors, Garden.

M&O Budget: $606,816 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Increase self-esteem to increase attendance to increase Stanford 9.

Outcome: (percent attendance [see Initiative 1 for Stanford 9]).

	Kinder	1^st grade	2^nd grade	3^rd grade	4^th grade	5^th grade	Total
1997-98	92.5	94.5	94.1	94.5	94.8	94.7	94.2
1998-99	92.2	93.6	95.6	94.1	94.3	95.9	94.3
Gain	-0.3	-0.9	+1.5	-0.4	-0.5	+1.2	+0.1

Conclusion: Attendance increased overall by 0.1%. Attendance actually decreased at four of the six grade levels, although relatively large gains among 2^nd and 5^th grades pulled Davis up slightly overall. This very small attendance gain did not, however, seem to translate to better Stanford 9 and Essential Skill performance (see Davis Initiative 1).

Dodge Initiative 1(502-123-01)

Program: Traditional Education (field trips, after school activities, attendance monitoring, smaller class sizes, in-house suspension supervision).

M&O Budget: $144,564 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Increase academic achievement scores.

Outcome: (Stanford 9 NCEs and percent of students showing mastery)

Reading	6th grade	7th grade	8^th grade	Average
1997-98	62.4	58.3	61.0	60.6
1998-99	62.2	64.0	61.8	62.7
Gain	-0.2	+5.7	+0.8	+2.1

Language	6th grade	7th grade	8th grade	Average
1997-98	56.5	57.7	59.4	57.7
1998-99	56.0	64.1	62.9	60.9
Gain	-0.5	+6.4	+3.5	+3.2

Math	6th grade	7th grade	8^th grade	Average
1997-98	62.5	57.4	61.1	60.4
1998-99	60.3	61.4	60.6	60.8
Gain	-2.2	+4.0	-0.5	+0.4

Essential Skills	Language	Math
1997-98	90	69
1998-99	84	74
Gain	-6	+5

Conclusion: NCE scores increased for all three areas (reading, language, and math). While 6th graders showed losses in all the areas, these were more than made up by gains by 7^th graders, with 8^th graders showing mixed performance. Essential skill results showed a 5% gain in percent mastery for math, but a 6% loss in percent mastery for language.

Goal 2: : (Achievement) (Implicit) Low(er) student-teacher contact ratio.

Outcome: In 1998-99, Dodge�s student/teacher contact ratio was 23.5, as compared to a middle school average of 21.1

Conclusion: The student/teacher contact ratio at Dodge is 2.4 above the middle school average, despite money spent to lower it. This does not take into account the part-time teacher assistants or counselors.

Doolen Initiative 1(505-023-01)

Program: Improvement of the instructional environment and school climate (additional staff/hours for student support and supervision).

M&O Budget: $1,075,020 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Increase academic achievement scores.

Outcome: (Stanford 9 NCEs and percent of students showing mastery)

Reading	6^th grade	7^th grade	8^th grade	Average
1997-98	55.0 (268)	55.3 (243)	58.8 (256)	56.4 (767)
1998-99	50.1 (247)	52.9 (243)	56.4 (229)	53.1 (719)
Gain	-4.9	-2.4	-2.4	-3.3

Language	6^th grade	7^th grade	8^th grade	Average
1997-98	46.7 (266)	52.0 (241)	51.6 (257)	50.0 (764)
1998-99	45.2 (252)	54.6 (251)	54.9 (236)	51.5 (739)
Gain	-1.5	+2.6	+3.3	+1.5

Math	6^th grade	7^th grade	8^th grade	Average
1997-98	52.4 (268)	52.2 (244)	51.3 (259)	52.0 (771)
1998-99	50.7 (233)	52.8 (239)	56.4 (216)	53.2 (688)
Gain	-1.7	+0.6	+5.1	+1.3

Essential Skills	Language	Math
1997-98	60	56
1998-99	61	58
Gain	+1	+2

Conclusion: NCE scores at Doolen increased for language and math, while reading scores decreased from 1997-98 to 1998-99. 6^th graders showed losses across the board, and all grades also had losses for reading, but 7^th and 8^th grades showed gains in the other areas. The essential skill results showed modest (1 and 2 percent) gains in language and math percent mastery.

Goal 2: (Achievement) Improve attendance.

Outcome: (percent attendance)

	6th grade	7th grade	8th grade	Average
1997-98	90.9	90.3	89.7	90.3
1998-99	90.9	89.9	89.8	90.2
Gain	0.0	-0.4	+0.1	-0.1

Conclusion: Attendance slightly decreased at Doolen from 1997-98 to 1998-99 (0.1%), with 7^th grade dropping and 8^th grade rising.

Goal 3: (Achievement) Improved School Quality Survey satisfaction.

Outcome: In 1997-98, the overall student satisfaction level with Doolen was 77%. In 1998-99, it was 69%.

Conclusion: Student satisfaction with the school decreased by 8 percent, despite the overall direction of the program in place (improvement of school climate).

Goal 4: (Achievement) (Implicit) Low(er) student-teacher contact ratio.

Outcome: In 1998-99, Doolen�s student/teacher contact ratio was 23.1, as compared to the middle school average of 21.1

Conclusion: The student/teacher contact ratio at Doolen is 2.0 above the middle school average, despite money spent to lower it. This does not take into account the part-time teacher assistants or counselors.

Doolen Initiative 2(505-123-02)

Program: ESL Instructional aides/tutors and overall ESL program.

M&O Budget: $1,075,020 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Diversity, Achievement) Increase ESL School Quality Survey results.

Outcome: (percent agree)

Reading	Instruction	Curriculum	Environ	H&CP	Div Appr
1997-98	20	12	14	12	11
1998-99	15	12	23	18	14
Gain	-5	0	+9	+6	+3

Conclusion: School Quality Survey results increased for ESL student in three of the five areas (environment, home & community partnership, and diversity appreciation). Scores decreased for instruction, and held steady for curriculum. Of course, these scores are still a huge amount below school and district average.

Goal 2: (Achievement) Increase ESL Students Stanford 9 scores.

Outcome: (Stanford 9 NCEs)

Reading	6^th grade	7th grade	8^th grade	Average
1997-98	35.3 (31)	31.7 (24)	44.7 (24)	37.1 (89)
1998-99	29.5 (24)	31.2 (24)	36.1 (18)	31.9 (66)
Gain	-5.8	-0.5	-8.6	-5.2

Language	6^th grade	7th grade	8th grade	Average
1997-98	29.0 (31)	28.8 (24)	36.0 (35)	31.7 (90)
1998-99	28.2 (26)	31.2 (24)	31.9 (17)	30.2 (67)
Gain	-0.8	+2.4	-4.1	-1.5

Math	6^th grade	7th grade	8^th grade	Average
1997-98	36.4 (31)	34.1 (24)	40.0 (35)	37.1 (90)
1998-99	35.7 (24)	38.5 (22)	37.7 (17)	37.2 (63)
Gain	-0.7	+4.4	-2.3	+0.1

Conclusion: NCE scores for ESL students decreased for reading and language, and increased slightly for math. In fact, 6^th and 8^th grades showed losses in all three areas, and all grades showed losses for reading. The only gains were for 7^th grade language and math.

Doolen Initiative 3(505-023-03)

Program: Self-contained and resource gifted and talented instruction.

M&O Budget: $1,075,020 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Increase Gate Students Stanford 9 scores.

Outcome: (Stanford 9 NCEs)

Reading	6^th Grade	7^th Grade	8^th Grade	Average
1997-98	85.6 (58)	82.6 (53)	78.3 (53)	82.3 (164)
1998-99	81.3 (64)	79.7 (64)	82.2 (50)	81.0 (178)
Gain	-4.3	-2.9	+3.9	-1.3

Language	6^th Grade	7^th Grade	8^th Grade	Average
1997-98	77.1 (57)	82.2 (55)	74.7 (52)	78.0 (164)
1998-99	73.7 (62)	84.7 (63)	86.6 (50)	81.3 (175)
Gain	-3.4	+2.5	+11.9	+3.3

Mathematics	6^th Grade	7^th Grade	8^th Grade	Average
1997-98	84.1 (58)	86.1 (54)	81.8 (53)	84.0 (165)
1998-99	81.4 (61)	85.9 (62)	85.0 (50)	84.1 (173)
Gain	-2.7	-0.2	+3.2	+0.1

Conclusion: Scores for GATE students at Doolen increased in language and math, but decreased in reading from 1997-98 to 1998-99. 8^th graders increased in all areas, while 6^th graders decreased across all areas. Of course, even "decreased" performance is still at a very high level.

Goal 2: (Achievement) Improved School Quality Survey satisfaction.

Outcome: See Initiative 1.

Doolen Initiative 4(505-023-01)

Program: FLEX (Fulfilling Learning Expectations) at risk for 8^th graders in danger of failing or retention.

M&O Budget: $1,075,020 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Increase achievement (Stanford 9) scores.

Outcome: See Initiative 1.

Goal 2: (Achievement) Decrease suspensions.

Outcome: There were 327 suspensions at Doolen during 1997-98 and 264 during 1998-99.

Conclusion: Doolen decreased their number of suspensions by 63, almost 20%, from 1997-98 to 1998-99.

Goal 3: (Achievement) Improve attendance.

Outcome: See Initiative 1.

Drachman Initiative 1(203-023-01)

Program: Reduced class size (3 teachers, 7.125 teacher assistants), Interactive Literacy Program, Project Approach, Intensive Math Program, Outdoor Education, tutoring, self-esteem & decision-making classes.

M&O Budget: $621,848 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Increased scores on Essential Skills.

Outcome: (percent of students showing mastery)

	Language	Math
1997-98	54	57
1998-99	66	83
Gain	+12	+26

Conclusion: Language mastery at Drachman increased 12%, while math mastery increased 26%. This language gain ranks as the third best among elementary schools, while the math gain is the best elementary gain (and 10 percent better than the next best) from 1997-98 to 1998-99.

Goal 2: (Achievement) (Implicit) Low(er) student-teacher contact ratio.

Outcome: In 1998-99, Drachman�s student/teacher contact ratio was 17.5, as compared to an elementary average of 23.0

Conclusion: The student/teacher contact ratio at Drachman is 5.5 below the elementary average. This does not take into account part-time teacher assistants or counselors.

Drachman Initiative 2(203-103-02)

Program: Fine Arts (music classes, music production, experience with various art media), Physical Education (fitness activities).

M&O Budget: $621,848 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Access) Increased physical fitness.

Outcome: Awaiting data from site.

Conclusion:

Goal 2: (Access) Fine arts exhibits and performances

Outcome: Three exhibits/performances were held during the year. One in the winter, one in February, and one at the end of the year.

Conclusion: Numerous students did participate in fine arts exhibits and performances.

Drachman Initiative 3(203-103-03)

Program: Extended enrichment program (clubs, crafts, tutoring, computer class, sports).

M&O Budget: $621,848 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Access) No goals given

Outcome:

Conclusion:

Drachman Initiative 4(203-103-04)

Program: Neighborhood sweep for at-risk (morning visits & phone calls to at-risk students with habitual tardies and absences).

M&O Budget: $621,848 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Increase attendance to 95.5%.

Outcome: (percent attendance)

	3^rd grade	4^th grade	5^th grade	Total
1997-98	90.3	90.7	92.1	91.1
1998-99	90.4	93.1	94.1	92.4
Gain	+0.1	+2.4	+2.0	+1.3

Conclusion: Attendance increased overall at Drachman 1.3% from 1997-98 to 1998-99, and also increased at each of the three grade levels. While overall attendance rate is still well short of 95.5%, this is noteworthy progress.

Fort Lowell Initiative 1(221-123-01)

Program: Fine Arts, Science, Technology, & Habitat Integrated Curriculum (implemented with classroom tutoring, staff training, extra teachers & assistants).

M&O Budget: $498,375 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Increase academic achievement scores 10%.

Outcome: (Stanford 9 NCEs and percent of students showing mastery)

Reading	3^rd grade	4^th grade	5^th grade	Average
1997-98	44.3 (47)	55.5 (39)	52.1 (37)	50.2 (123)
1998-99	45.5 (49)	49.0 (40)	47.2 (51)	47.1 (140)
Gain	+1.2	-6.5	-4.9	-3.1

Language	3^rd grade	4^th grade	5^th grade	Average
1997-98	45.7 (47)	53.5 (39)	45.6 (36)	48.2 (122)
1998-99	47.5 (52)	45.8 (41)	40.0 (52)	44.3 (145)
Gain	+1.8	-7.7	-5.6	-3.8

Math	3^rd grade	4^th grade	5^th grade	Average
1997-98	38.2 (48)	49.7 (38)	43.6 (37)	43.4 (123)
1998-99	41.8 (51)	39.9 (41)	42.4 (52)	41.5 (144)
Gain	+3.6	-9.8	-1.2	-1.9

Essential Skills	Language	Math
1997-98	64	73
1998-99	64	77
Gain	0	+4

Conclusion: NCE scores at Fort Lowell decreased in all three areas (reading, language, and math). While 3^rd graders showed gains in all the areas, 4^th and 5^th graders showed losses in all three areas. Essential skill results were somewhat better, with no gain in language mastery, and a 4 percent gain in math mastery (a 5.5% gain, a little over half of the goal).

Hohokam Initiative 1(513-123-01)

Program: Corner School Development Model (staff development, orientation training and conferences, bilingual GATE incorporating Fine Arts).

M&O Budget: $462,137 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Raise/increase attendance.

Outcome: (percent attendance)

	6th grade	7th grade	8th grade	Average
1997-98	88.6	84.6	84.1	85.8
1998-99	93.5	90.9	91.5	92.0
Gain	+4.9	+6.3	+7.4	+6.2

Conclusion: Average attendance rose dramatically at Hohokam, by over six percent, with substantial gains being recorded at every grade. While still below the district average, Hohokam rose from being the worst-attended middle school to an average-attended middle school in one year.

Goal 2: (Achievement) Decrease suspensions.

Outcome: There were 257 suspensions at Hohokam during 1997-98 and 109 during 1998-99.

Conclusion: Hohokam reduced their number of suspensions by 148, more than 50%, between 1997-98 and 1998-99.

Goal 3: (Achievement) Increase Stanford 9 Content Clusters by 18%.

Outcome: (Stanford 9 percent correct)

Proc Strat	6^th grade	7th grade	8^th grade	Average
1997-98	53.8 (182)	44.0 (177)	57.4 (179)	51.7 (538)
1998-99	50.1 (176)	52.9 (170)	56.4 (182)	53.1 (528)
Gain	-3.7	+8.9	-1.0	+1.4

Text Comp	6^th grade	7th grade	8th grade	Average
1997-98	45.7 (182)	48.5 (177)	56.4 (179)	50.6 (538)
1998-99	43.8 (176)	54.6 (170)	54.9 (182)	51.5 (528)
Gain	-1.9	+6.1	-1.5	+0.9

Conclusion: Hohokam showed small gains in the reading content clusters of Process Strategies and Textual Comprehension. However, these gains are due solely to improved 7^th grade performance�6^th and 8^th graders actually dropped in both areas.

Holladay Initiative 1(239-123-01)

Program: Magnet Program with a focus on increasing student achievement by building self-esteem (including performance and visual arts, phys. ed., and take- home computers).

M&O Budget: $495,185 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Increase Stanford 9 Reading/Math; Increase Essential Skills by one rubric (equated to 5% mastery gain since Holladay Hollmastery is already quite high).

Outcome: (Stanford 9 NCEs and percent of students showing mastery)

Reading	3^rd grade	4^th grade	5^th grade	Total
1997-98	47.8 (48)	59.1 (47)	48.5 (82)	51.1 (177)
1998-99	51.3 (41)	53.9 (57)	47.9 (48)	51.2 (146)
Gain	+3.5	-5.2	-0.6	+0.1

Math	3^rd grade	4^th grade	5^th grade	Total
1997-98	44.2 (52)	56.0 (48)	47.0 (83)	48.6 (183)
1998-99	52.8 (43)	50.5 (58)	48.6 (50)	50.5 (151)
Gain	+8.6	-5.5	+1.6	+2.0

Essential Skills	Language	Math
1997-98	85	84
1998-99	83	88
Gain	-2	+4

Conclusion: NCE scores at Holladay increased for both reading and math in all three areas (reading, language, and math). 3^rd graders showed gains in both the areas, but 4^th graders showed losses for both. On the essential skills, Holladay decreased in language mastery by 2 percent, but math mastery showed a 4 percent gain. Both of these mastery rates are quite high, and the math gain is close to the goal set.

Howell Initiative 1(245-123-01)

Program: {Awaiting data from school}

M&O Budget: $487,196 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: {Awaiting data from school on goals and outcomes}

Jefferson Park Initiative 1(161-123-01)

Program: Success For All, K-8 Core Curriculum/MAP Implementation, Extended Day, Counseling & Tutoring, Staff Development.

M&O Budget: $398,085 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Increase Stanford 9 Scores.

Outcome: (Stanford 9 NCEs)

Reading	3^rd grade	4^th grade	5^th grade	Total
1997-98	56.2 (45)	52.1 (48)	51.7 (32)	53.5 (125)
1998-99	50.1 (49)	53.4 (40)	47.8 (45)	50.3 (134)
Gain	-6.1	+1.3	-3.9	-3.2

Language	3^rd grade	4^th grade	5^th grade	Total
1997-98	55.7 (45)	48.4 (48)	48.5 (32)	51.1 (125)
1998-99	56.3 (49)	55.1 (41)	44.0 (46)	51.8 (136)
Gain	+0.6	+6.7	-4.5	+0.7

Math	3^rd grade	4^th grade	5^th grade	Total
1997-98	57.8 (45)	49.4 (47)	53.9 (32)	53.6 (124)
1998-99	46.6 (49)	51.2 (41)	43.4 (46)	46.9 (136)
Gain	-11.2	+1.8	-10.5	-6.7

Conclusion: NCE scores at Jefferson Park showed a slight increase in language, but larger decreases for both reading and math. 4^th graders showed improvement in all three areas; however, these were mostly offset by larger losses by the 5^th graders.

Goal 2: (Achievement) Increase attendance.

Outcome: (percent attendance)

	Kinder	1^st grade	2^nd grade	3^rd grade	4^th grade	5^th grade	Total
1997-98	92.4	93.0	93.4	95.2	94.5	94.1	93.7
1998-99	92.2	92.5	94.7	94.0	95.1	94.2	93.8
Gain	-0.2	-0.5	+1.3	-1.2	+0.6	+0.1	+0.1

Conclusion: Attendance slightly increased overall at Jefferson Park 0.1% from 1997-98 to 1998-99. Three of the six grades showed increases, while the other three showed decreases.

Goal 3: (Achievement) Increase School Quality Survey Instruction Scores.

Outcome: (percent of students agreeing)

	K-2	3-5
1997-98	100	95
1998-99	99	93
Gain	-1	-2

Conclusion: School Quality Survey scores for instruction at Jefferson Park actually dropped slightly for students from 1997-98 to 1998-99, although they were and remain high.

Kellond Initiative 1(275-123-01)

Program: Outreach to Extended Neighborhood (counseling and CCGB program, Peacebuilders, neighborhood visits, attendance monitoring, after- school program).

M&O Budget: $492,643 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Maintain/increase attendance rate.

Outcome: (percent attendance)

	Kinder	1^st grade	2^nd grade	3^rd grade	4^th grade	5^th grade	6^th grade	Average
1997-98	94.8	94.7	94.7	95.4	94.3	94.3	92.5	94.6
1998-99	94.5	96.1	94.2	95.4	96.1	94.4	94.6	95.1
Gain	-0.3	+1.4	-0.5	0.0	+1.8	+0.1	+2.1	+0.6

Conclusion: Attendance at Kellond increased overall by 0.6% from 1997-98 to 1998-99, led by greater than 1% increases for 1^st, 4^th, and 6^th graders.

Kellond Initiative 2(275-123-02)

Program: Fine Arts & Language Enrichment (Music instruction for language enrichment and ESL support, multicultural arts, partnership with Pima County Arts Council, FLES support ).

M&O Budget: $492,643 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: Better Stanford 9 scores.

Outcome: (Stanford 9 NCEs)

Reading	3^rd grade	4^th grade	5^th grade	6^th grade	Average
1997-98	51.0 (77)	49.3 (71)	51.0 (80)	43.5 (12)	50.1 (240)
1998-99	56.2 (72)	57.5 (70)	47.1 (85)	42.8 (18)	52.4 (245)
Gain	+5.2	+8.2	-3.9	-0.7	+2.3

Language	3^rd grade	4^th grade	5^th grade	6^th grade	Average
1997-98	53.5 (76)	47.6 (71)	47.8 (81)	39.5 (11)	49.2 (239)
1998-99	56.9 (73)	52.7 (74)	44.6 (87)	40.6 (18)	50.3 (252)
Gain	+3.4	+5.1	-3.2	+1.1	+1.1

Math	3^rd grade	4^th grade	5^th grade	6^th grade	Average
1997-98	55.8 (76)	49.1 (71)	52.3 (80)	44.4 (12)	51.7 (239)
1998-99	60.5 (73)	53.1 (74)	49.5 (86)	51.7 (20)	53.9 (253)
Gain	+5.7	+4.0	-2.8	+7.3	+2.2

Conclusion: Average Stanford 9 NCE scores at Kellond increased in all three areas (reading, language and math). 3^rd and 4^th graders showed fairly impressive gains across all areas, while 5^th graders dropped in all areas.

Goal 2: Higher scores on LAS for SDPE reclassification.

Outcome: 16 SDPE students were reclassified at Kellond during 1997-98 and 6 were reclassified during 1998-99.

Conclusion: The number of SDPE students reclassified at Kellond dropped by 10, more than 50%, between 1997-98 and 1998-99.

Kellond Initiative 3(275-123-03)

Program: Academic Skill Building (full day library hours, basic skill building for special needs students, mentoring and individual tutoring, smaller class size, staff development).

M&O Budget: $492,643 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: Better Stanford 9 scores & Essential skills.

Outcome: (percent mastery) [See Initiative 2 for Stanford 9 scores]

Essential Skills	Language	Math
1997-98	67	77
1998-99	76	83
Gain	+9	+6

Conclusion: The Essential skills showed gains in both language and math at Kellond from 1997-98 to 1998-99.

Kellond Initiative 4(275-123-04)

Program: Cultural Arts & Language Development (vocabulary and expressive language development, hands-on applications which accommodate for learning styles).

M&O Budget: $492,643 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Improved performance on Stanford 9 Vocabulary and Essential Skills Writing.

Outcome:

Vocab	3^rd grade	4^th grade	5^th grade	6^th grade	Average
1997-98	50.2 (77)	48.2 (71)	50.3 (80)	43.5 (12)	49.3 (240)
1998-99	54.1 (72)	56.7 (70)	48.2 (85)	41.2 (18)	51.8 (245)
Gain	+3.9	+8.5	-2.1	-2.3	+2.5

Conclusion: Average vocabulary scores at Kellond rose by 2.5 NCEs from 1997-98 to 1998-99. 3^rd and 4^th graders showed impressive gains, partially offset by losses at 5^th and 6^th grade.

Mansfeld Initiative 1(520-023-01)

Program: Improving instructional environment (reduced class size, seven period day, tutoring, after school programs).

M&O Budget: $943,457 (School Total)
Capital Budget: $ 5,925 (School Total)

Goal 1: (Achievement) Increase academic achievement scores.

Outcome: (Stanford 9 NCEs and percent of students showing mastery)

Reading	6^th grade	7th grade	8^th grade	Average
1997-98	42.3 (223)	45.2 (220)	44.6 (198)	44.0 (651)
1998-99	40.6 (220)	41.1 (239)	45.7 (222)	42.4 (681)
Gain	-1.7	-4.1	+1.1	-1.5

Language	6^th grade	7th grade	8th grade	Average
1997-98	34.4 (248)	43.2 (243)	40.2 (208)	39.2 (651)
1998-99	39.1 (219)	43.2 (244)	46.3 (220)	42.9 (683)
Gain	+4.7	0.0	+6.1	+3.7

Math	6^th grade	7th grade	8^th grade	Average
1997-98	41.1 (233)	43.7 (227)	44.4 (202)	43.0 (662)
1998-99	43.9 (209)	42.4 (207)	47.8 (212)	44.7 (628)
Gain	+2.8	-1.3	+3.4	+1.7

Essential Skills	Language	Math
1997-98	53	78
1998-99	57	72
Gain	+4	-6

Conclusion: NCE scores at Mansfeld increased for language, and math, while reading scores decreased. 8^th graders increased in all three areas and 6^th graders improved on language and math, while 7^th graders showed no increase and two losses. The essential skill results are mixed, with a four percent mastery gain in language and a six percent mastery loss for math.

Goal 2: (Achievement) Decreased retention.

Outcome: In 1997-98, the overall retention rate at Mansfeld was 1.4%, and in 1998-99 it was 1.9%.

Conclusion: Retention rate at Mansfeld increase by 0.5% between 1997-98 and 1998-99.

Goal 3: (Achievement) Improve/increase attendance

Outcome: (percent attendance)

	6th grade	7th grade	8th grade	Average
1997-98	90.4	89.1	89.1	89.5
1998-99	90.4	90.0	90.4	90.3
Gain	0.0	+0.9	+1.3	+0.8

Conclusion: Average attendance showed a moderate increase, with increased attendance for both 7^th and 8^th grades.

Goal 4: (Achievement) Improved School Quality Survey satisfaction.

Outcome: In 1997-98, the overall student satisfaction level with Mansfeld was 89%. In 1998-99, it was 76%

Conclusion: Student satisfaction with the school decreased by 13 percent, a considerable decline.

Goal 5: (Achievement) (Implicit) Low(er) student-teacher contact ratio.

Outcome: In 1998-99, Mansfeld�s student/teacher contact ratio was 21.0, as compared to the middle school average of 21.1

Conclusion: The student/teacher contact ratio at Mansfeld is 0.1 below the middle school average. This does not take into account the part-time teacher assistants or counselors.

Mansfeld Initiative 2(520-023-02)

Program: Extended pupil services(full implementation of competency based guidance program).

M&O Budget: $943,457 (School Total)

Capital Budget: $ 5,925 (School Total)

Goal 1: (Achievement) Improve/increase attendance.

Outcome: See Initiative 1.

Goal 2: (Achievement) Decreased retention.

Outcome: See Initiative 1.

Goal 3: (Achievement) Increased Grades.

Outcome: See Initiative 1.

Goal 4: (Achievement) Improved School Quality Survey satisfaction.

Outcome: See Initiative 1.

Mansfeld Initiative 3(520-023-03)

Program: Safe campus environment (provide safe and supportive atmosphere, in-house suspension program, lunchtime intramurals).

M&O Budget: $943,457 (School Total)
Capital Budget: $ 5,925 (School Total)

Goal 1: (Achievement) Improve/increase attendance.

Outcome: See Initiative 1.

Goal 2: (Achievement) Decrease suspensions.

Outcome: There were 254 suspensions at Mansfeld during 1997-98 and 272 during 1998-99.

Conclusion: Mansfeld failed to reduce their number of suspensions between 1997-98 and 1998-99, with suspensions actually rising by 18.

Goal 3: (Achievement) Improved School Quality Survey satisfaction.

Outcome: See Initiative 1.

Mansfeld Initiative 4(520-023-04)

Program: Developmental reading program (Professor Larabee computer reading program used for students below 40^th percentile).

M&O Budget: $943,457 (School Total)
Capital Budget: $ 5,925 (School Total)

Goal 1: (Achievement) Improve Stanford 9 reading for students less than 45 NCE (~40^th percentile).

Outcome: (Stanford 9 NCE)

Reading	6^th grade	7th grade	8^th grade	Average
1997-98	32.0 (96)	29.3 (99)	30.2 (83)	30.5 (278)
1998-99	31.9 (96)	29.0 (99)	33.6 (83)	31.4 (278)
Gain	-0.1	-0.3	+3.4	+0.9

Conclusion: The average reading NCE at Mansfeld increased slightly for those read below the 40^th percentile, although this gain is totally due to improvement by 8^th graders�the other grades actually showed small decreases from 1997-98 to 1998-99.

Manzo Initiative 1(293-123-01)

Program: Reduced class size, attendance monitoring, counseling, extended day program, extended day program, computer classes, fine arts experience, staff development, community participation.

M&O Budget: $384,087 (School Total)

Capital Budget: $ 1,000 (School Total)

Goal 1: (Achievement) Improve academic achievement scores.

Outcome: (Stanford 9 NCEs and percent of students showing mastery)

Reading	3^rd grade	4^th grade	5^th grade	Average
1997-98	36.8 (42)	28.8 (37)	33.9 (46)	33.4 (125)
1998-99	44.5 (31)	41.0 (39)	40.7 (46)	41.8 (116)
Gain	+7.7	+12.2	+6.8	+8.5

Language	3^rd grade	4^th grade	5^th grade	Average
1997-98	41.8 (44)	33.9 (40)	36.6 (47)	37.5 (131)
1998-99	45.4 (33)	41.7 (37)	38.1 (48)	41.3 (118)
Gain	+3.6	+7.8	+1.5	+3.7

Math	3^rd grade	4^th grade	5^th grade	Average
1997-98	38.0 (44)	32.3 (40)	36.0 (46)	35.5 (130)
1998-99	43.0 (33)	36.8 (42)	41.2 (50)	40.2 (125)
Gain	+5.0	+4.5	+5.2	+4.7

Essential Skills	Language	Math
1997-98	77	71
1998-99	69	76
Gain	-8	+5

Conclusion: NCE scores at Manzo increased substantially in all three areas (reading, language and math) from 1997-98 to 1998-99. It is noteworthy that every grade improved in every area. Essential Skills gains were not as impressive, with an 8 percent loss in percent mastery for language, and a 4 percent gain in percent mastery for math.

1998-99 Desegregation Evaluation

Manzo Initiative 1(293-123-01)

Program: Reduced class size, attendance monitoring, counseling, extended day program, extended day program, computer classes, fine arts experience, staff development, community participation.

M&O Budget: $384,087 (School Total)

Capital Budget: $ 1,000 (School Total)

Goal 2: (Achievement) Increase attendance (percent attendance).

Outcome: (percent attendance)

	Kinder	1^st grade	2^nd grade	3^rd grade	4^th grade	5^th grade	Average
1997-98	88.8	90.7	92.3	93.7	93.0	93.5	92.0
1998-99	91.4	92.2	93.2	95.1	94.8	92.9	93.2
Gain	+2.6	+1.5	+0.9	+1.4	+1.8	-0.6	+1.2

Conclusion: Attendance at Manzo increased overall by 0.6% from 1997-98 to 1998-99, and increased at every grade level except 5^th grade.

Goal 3: (Achievement) Decrease suspensions.

Outcome: There were 2 suspensions at Manzo during 1997-98 and 0 during 1998-99.

Conclusion: Manzo was able to eliminate suspensions during the 1998-99 school year, although the number of suspensions involved is tiny.

Goal 4: (Access) Increase (parent) participation.

Outcome: ( volunteers and volunteer hours)

	Number of Volunteers	Volunteer Hours
1997-98	90	534
1998-99	82	561
Gain	-8	+27

Conclusion: While the number of volunteered decreased, volunteer hours actually increased by 27.

Maxwell Initiative 1(522-123-01)

Program: Increase effective educational and professional contact (decrease class size, increase counseling staff, staff development; integrated curriculum, after school core enrichment)

M&O Budget: $704,754 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Diversity) Student demographics remain the same or show greater diversity.

Outcome: (ethnic group enroll percentage)

	Anglo	Afr. Am.	Hispanic	Nat. Am.	As. Am.
1997-98	11.4	7.1	77.5	3.8	0.2
1998-99	11.7	9.0	74.6	4.1	0.5
Gain	+0.3	+1.9	-2.9	+0.3	+0.3

Conclusion: Maxwell increased their level of diversity from 1997-98 to 1998-99. The enrollment percentage of their majority group (Hispanic decreased), and the enrollment percentage of every other ethnic group increased.

Goal 2: (Achievement) Increase Stanford 9 scores 5 NCEs for minorities.

Outcome: (Stanford 9 NCEs)

Minority	Reading	Language	Math
1997-98	37.4 (405)	33.7 (371)	36.8 (401)
1998-99	38.6 (379)	33.9 (384)	38.3 (387)
Gain	+1.2	+0.2	+1.5

Conclusion: Minority Stanford 9 NCE scores at Maxwell increased across all three areas from 1997-98 to 1998-99. However, the increases were short of the goal of 5 NCEs, and only the reading majority/minority "gap" decreased.

Goal 3: (Achievement) Increase Essential Skills percent mastery.

Outcome: (percent mastery)

Essential Skills	Language	Math
1997-98	61	52
1998-99	68	54
Gain	+7	+2

Conclusion: Mastery levels at Maxwell increased for both language and math from 1997-98 to 1998-99. The language gain was 7% while the math gain was 2%.

Goal 4: (Achievement) Higher Home & Community Partnership satisfaction.

Outcome: Student satisfaction in the area of Home & Community Partnership went from 85% in 1997-98 to 81% in 1998-99 at Maxwell.

Conclusion: Home & Community Partnership satisfaction among students dropped at Maxwell by 4% from 1997-98 to 1998-99.

Goal 5: (Achievement) Raise/increase attendance.

Outcome: (percent attendance)

	6th grade	7th grade	8^th grade	Average
1997-98	89.1	88.8	87.9	88.6
1998-99	89.1	88.6	89.1	88.9
Gain	0.0	-0.2	+1.2	+0.3

Conclusion: Average attendance rose at Maxwell by 0.3% from 1997-98 to 1998-99. This gain was due entirely to a >1% increase by 8^th graders.

Goal 6: (Access) Increase parent involvement.

Outcome: (volunteers and volunteer hours)

	Number of Volunteers	Volunteer Hours
1997-98	149	423
1998-99	280	449
Gain	+131	+26

Conclusion: Maxwell dramatically increased their number of volunteers from 1997-98 to 1998-99 (almost a 100% increase), although the number of volunteer hours showed a relatively small increase.

Maxwell Initiative 1(522-123-01)

Program: Increase effective educational and professional contact (decrease class size, increase counseling staff, staff development; integrated curriculum, after school core enrichment)

M&O Budget: $704,754 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Diversity) Student demographics remain the same or show greater diversity.

Outcome: (ethnic group enroll percentage)

	Anglo	Afr. Am.	Hispanic	Nat. Am.	As. Am.
1997-98	11.4	7.1	77.5	3.8	0.2
1998-99	11.7	9.0	74.6	4.1	0.5
Gain	+0.3	+1.9	-2.9	+0.3	+0.3

Goal 2: (Achievement) Increase Stanford 9 scores 5 NCEs for minorities.

Outcome: (Stanford 9 NCEs)

Minority	Reading	Language	Math
1997-98	37.4 (405)	33.7 (371)	36.8 (401)
1998-99	38.6 (379)	33.9 (384)	38.3 (387)
Gain	+1.2	+0.2	+1.5

Goal 3: (Achievement) Increase Essential Skills percent mastery.

Outcome: (percent mastery)

Essential Skills	Language	Math
1997-98	61	52
1998-99	68	54
Gain	+7	+2

Conclusion: Mastery levels at Maxwell increased for both language and math from 1997-98 to 1998-99. The language gain was 7% while the math gain was 2%.

Goal 4: (Achievement) Higher Home & Community Partnership satisfaction.

Outcome: Student satisfaction in the area of Home & Community Partnership went from 85% in 1997-98 to 81% in 1998-99 at Maxwell.

Conclusion: Home & Community Partnership satisfaction among students dropped at Maxwell by 4% from 1997-98 to 1998-99.

Goal 5: (Achievement) Raise/increase attendance.

Outcome: (percent attendance)

	6th grade	7th grade	8^th grade	Average
1997-98	89.1	88.8	87.9	88.6
1998-99	89.1	88.6	89.1	88.9
Gain	0.0	-0.2	+1.2	+0.3

Conclusion: Average attendance rose at Maxwell by 0.3% from 1997-98 to 1998-99. This gain was due entirely to a >1% increase by 8^th graders.

Goal 6: (Access) Increase parent involvement.

Outcome: (volunteers and volunteer hours)

	Number of Volunteers	Volunteer Hours
1997-98	149	423
1998-99	280	449
Gain	+131	+26

Conclusion: Maxwell dramatically increased their number of volunteers from 1997-98 to 1998-99 (almost a 100% increase), although the number of volunteer hours showed a relatively small increase.

Palo Verde Initiative 1(620-123-01)

Program: Engineering & Technology Magnet (meet prescribed etnic ratio, magnet courses part as part of complete education, specific assistance to students requiring it).

M&O Budget: $697,854 (School Total)
Capital Budget: $ 60,000 (School Total)

Goal 1: (Diversity) Meet prescribed ethnic ratio (High School ethnic ratio+/- 5%)

Outcome: Palo Verde was at 40.8% minority enrollment in 1997-98 and 40.9% in 1998-99.

Conclusion: Not only was the ratio not met, but Palo Verde actually lost ground on the high school minority average (which went from 49.9% to 50.4% over the same period).

Goal 2: (Achievement) Increase Stanford 9 scores

Outcome: (Stanford 9 NCEs)

Reading	9^th grade	10^th grade	11^th grade	Average
1997-98	47.2 (386)	46.2 (337)	49.5 (275)	47.5 (998)
1998-99	47.6 (410)	46.3 (285)	46.7 (239)	47.0 (934)
Gain	+0.4	+0.1	-2.8	-0.5

Language	9^th grade	10^th grade	11^th grade	Average
1997-98	42.9 (391)	45.8 (338)	46.3 (278)	44.8 (1007)
1998-99	42.8 (417)	47.0 (293)	45.5 (244)	44.8 (954)
Gain	-0.1	+1.2	-0.8	0.0

Math	9^th grade	10^th grade	11^th grade	Average
1997-98	53.0 (391)	48.4 (338)	51.2 (278)	51.0 (1007)
1998-99	51.8 (415)	50.0 (292)	50.2 (240)	50.8 (947)
Gain	-1.2	+1.6	-1.0	-0.1

Conclusion: Average NCE scores at Palo Verde decreased slightly for reading and math and remained unchanged for language. 11^th graders showed decrements in areas, although 10^th graders made gains across all areas.

Goal 3: (Achievement) Decrease dropout rate.

Outcome: The dropout rate at Palo Verde was 1.6% in 1997-98 and 1.8% in 1998-99.

Conclusion: The dropout rate at Palo Verde, rather than decreasing, increased by 0.2% from 1997-98 to 1008-99, although it is still relatively low.

Goal 4: (Achievement) Improve/increase attendance.

Outcome: (percent attendance)

	9^th grd	10^th grd	11^th grd	12^th grd	Average
1997-98	92.9	93.9	93.7	92.9	93.4
1998-99	94.4	95.1	94.7	93.6	94.5
Gain	+1.5	+1.2	+1.0	+0.7	+1.1

Conclusion: Average attendance at Palo Verde increased by 1.1%, and noticeable increases were seen for each grade level as well.

Goal 5: (Achievement) Increase graduation rate

Outcome: Palo Verde�s graduation rate (based on 100^th day enrollment count) went from 97.8% for 1997-98 to 100% for 1998-99.

Conclusion: Palo Verde increased their graduation rate by at least 2.2% (possibly more, depending on how graduation rate is calculated) from 1997-98 to 1998-99.

Pistor Initiative 1(275-123-01)

Program: OCR/GATE Program .

M&O Budget: $746,441 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Improve Stanford 9 scores (5%)

Outcome: (Stanford 9 NCEs)

Reading	6^th grade	7^th grade	8^th grade	Average
1997-98	49.7 (282)	48.1 (321)	51.6 (290)	49.7 (893)
1998-99	45.7 (254)	49.3 (258)	50.7 (278)	48.6 (790)
Gain	-4.0	+1.2	-0.9	-1.1

Language	6^th grade	7^th grade	8^th grade	Average
1997-98	42.3 (277)	47.5 (313)	47.8 (277)	45.9 (867)
1998-99	43.0 (255)	49.0 (254)	49.2 (275)	47.1 (784)
Gain	+0.7	+1.5	+1.4	+1.2

Math	6^th grade	7^th grade	8^th grade	Average
1997-98	52.4 (291)	47.5 (325)	49.0 (290)	49.6 (906)
1998-99	49.7 (265)	45.7 (264)	51.1 (278)	48.9 (809)
Gain	-2.7	-1.8	+2.1	-0.6

Conclusion: Average Stanford 9 NCE scores at Pistor increased in language while decreasing in reading and math. All grade levels showed some language improvements, with the other areas showing mixed results and no large gains or losses.

Pueblo Initiative 1(615-123-01)

Program: Freshman house program (for all new freshman, core subjects taught by a team of teachers who provide academic and personal support).

M&O Budget: $2,413,931 (School Total)
Capital Budget: $ 184,710 (School Total)

Goal 1: (Achievement) Increased attendance (for 9^th graders).

Outcome: During the 1997-98 school year, average attendance for 9^th graders at Pueblo was 89.0%, and during 1998-99 it was 87.7%

Conclusion: Rather than increase, freshman attendance at Pueblo decreased by 1.3% from 1997-98 to 1998-99.

Goal 2: (Achievement) Reduced dropout rate (for 9^th graders).

Outcome: During 1998-99, the dropout rate at Pueblo for 9^th graders was 7.1%, the lowest of any grade except for 12^th grade, and lower than their average 1997-98 dropout rate of 11.3%.

Conclusion: Pueblo was successful at lowering the dropout rate for 9^th graders for 1998-99.

Pueblo Initiative 2(630-123-02)

Program: Student Assistance Program (work with students having personal, school, or family problems).

M&O Budget: $2,413,931 (School Total)
Capital Budget: $ 184,710 (School Total)

Goal 1: (Achievement) Increased graduation rate.

Outcome: For the 1997-98 school year, the graduation rate at Pueblo was 94.1%, while for 1998-99 it was 99.2%.

Conclusion: Pueblo increased their graduation rate by 5.1% from 1997-98 to 1998-99. In fact, it was almost perfect (only two students from 100^th day count failed to graduate) for 1998-99.

Goal 2: (Achievement) Reduced dropout rate (for 9^th graders).

Outcome: See Initiative 1.

Pueblo Initiative 3(630-123-03)

Program: Bilingual Program (provide ESL instruction & content area bilingual classes).

M&O Budget: $2,413,931 (School Total)
Capital Budget: $ 184,710 (School Total)

Goal1: (Access) Increase SDPE reclassifications.

Outcome: 44 SDPE students were reclassified at Pueblo during 1997-98 and 31 were reclassified during 1998-99.

Conclusion: The number of SDPE students reclassified at Pueblo dropped by 13 between 1997-98 and 1998-99.

Pueblo Initiative 4(630-123-04)

Program: Summer school classes for continuing students and bridge program for incoming 9^th graders.

M&O Budget: $2,413,931 (School Total)
Capital Budget: $ 184,710 (School Total)

Goal 1: (Achievement, Access) Completion of .5 to 1 full credit course.

Outcome: 778 students registered for summer school at Pueblo in 1998. 704 of them actually were present, including ~110 incoming freshman as part of the freshman experience bridge program. 645 students completed the summer school session.

Conclusion: A significant fraction of Pueblo�s student participated in the 1998 summer school program.

Pueblo Initiative 5(615-123-05)

Program: Communication Arts and Technology Magnet.

M&O Budget: $2,413,931 (School Total)
Capital Budget: $ 184,710 (School Total)

Goal 1: (Diversity) Increased integration.

Outcome: Pueblo�s minority enrollment was 89.8% for 1997-98 and 90.3% for 1998-99.

Conclusion: Pueblo�s minority enrollment increased by 0.5% from 1997-98 to 1998-99m the same amount of increase as high school minority enrollment. Unfortunately, since Pueblo was not in compliance in 1997-98, they remain not in compliance for 1998-99.

Goal 2: (Achievement) Improved student achievement.

Outcome: (Stanford 9 NCEs)

Reading	9^th grade	10^th grade	11^th grade	Average
1997-98	33.4 (356)	34.1 (388)	37.1 (238)	34.6 (982)
1998-99	36.4 (386)	31.9 (282)	37.4 (255)	35.3 (923)
Gain	+3.0	-2.2	+0.3	+0.7

Language	9^th grade	10^th grade	11^th grade	Average
1997-98	32.3 (354)	36.7 (390)	37.4 (242)	35.3 (986)
1998-99	32.8 (404)	31.5 (292)	38.3 (263)	33.9 (959)
Gain	+0.5	-5.2	+0.9	-1.4

Math	9^th grade	10^th grade	11^th grade	Average
1997-98	42.9 (364)	41.1 (422)	44.2 (243)	42.5 (1029)
1998-99	44.3 (403)	43.3 (300)	45.0 (267)	44.2 (970)
Gain	+1.4	+2.2	+0.8	+1.7

Conclusion: Average NCE scores at Pueblo increased for reading and math, but decreased for language. This decrease is due to a large drop by 10 graders on language; in fact, other than that drop and one by 10 graders in reading, all other grade levels improved at least slightly across all areas.

Roskruge Initiative 1(595-123-01)

Program: Reduced class size, individualized attention, attendance monitoring.

M&O Budget: $404,308 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Increase academic achievement scores.

Outcome: (Stanford 9 NCEs and percent of students showing mastery)

Reading	6^th grade	7th grade	8^th grade	Average
1997-98	40.9 (91)	40.8 (89)	43.2 (71)	41.5 (251)
1998-99	43.8 (96)	44.4 (83)	45.5 (87)	44.5 (266)
Gain	+2.9	+3.6	+2.3	+3.0

Language	6^th grade	7th grade	8^th grade	Average
1997-98	35.2 (93)	40.6 (89)	36.6 (75)	37.5 (257)
1998-99	40.5 (93)	44.7 (81)	40.4 (81)	41.8 (255)
Gain	+5.3	+4.1	+3.8	+4.3

Math	6^th grade	7th grade	8^th grade	Average
1997-98	42.4 (90)	41.6 (86)	39.2 (74)	41.2 (250)
1998-99	39.9 (94)	40.3 (83)	42.9 (85)	41.0 (262)
Gain	-2.5	-1.3	+3.7	-0.2

Essential Skills	Language	Math
1997-98	53	54
1998-99	76	62
Gain	+23	+8

Conclusion: Average NCE scores increased for both reading and language, but decreased slightly for math. All grades recorded gains both reading and language, but only the 8^th grade showed one for math. The essential skill results were more uniformly positive, with a relatively huge 23% gain in language mastery, and a smaller but still substantial 8% gain in math mastery.

Goal 2: (Achievement) Raise/increase attendance.

Outcome: (percent attendance)

	6th grade	7th grade	8^th grade	Average
1997-98	91.9	93.0	93.6	92.7
1998-99	94.1	93.2	93.3	93.5
Gain	+2.2	+0.2	-0.3	+0.8

Conclusion: Average attendance rose at Roskruge by 0.8% from 1997-98 to 1998-99. This gain was mostly due to a greater than 2% gain for 6^th grade; the other two grades were fairly stable.

Goal 3: (Achievement) (Implicit) Low(er) student-teacher contact ratio.

Outcome: In 1998-99, Roskruge Middle�s student/teacher contact ratio was 23.4, as compared to the middle school average of 21.1

Conclusion: The student/teacher contact ratio at Roskruge was 2.3 above the middle school average, despite money spent to lower it. This does not take into account the part-time teacher assistants or counselors.

Safford Initiative 1(535-123-01)

Program: Language Arts GATE classes.

M&O Budget: $951,807 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Increase Stanford 9 scores 10% for GATE students

Outcome: (Stanford 9 NCEs)

	Reading	Language	Math
1997-98	50.96 (56)	42.82 (58)	50.21 (56)
1998-99	53.84 (56)	49.06 (58)	52.34 (56)
Gain	+2.87	+6.24	+2.13

Conclusion: Stanford 9 NCEs increased at Safford for their GATE students across all areas from 1997-98 to 1998-99. The biggest increase (>6 NCEs, 14.6%) was in language, which was the content area of the GATE classes.

THMS Initiative 1(660-123-01)

Program: Freshman house program (for all new freshman, core subjects taught by a team of teachers who provide academic and personal support).

M&O Budget: $3,451,395 (School Total)
Capital Budget: $ 353,000 (School Total)

Goal 1: (Achievement) Increase Stanford 9 scores for 9^th graders

Outcome: (Stanford 9 NCEs)

9^th grade	Reading	Language	Math
1997-98	44.5 (465)	42.0 (482)	52.7 (475)
1998-99	44.0 (468)	45.6 (484)	54.1 (476)
Gain	-0.5	+3.6	+1.4

Conclusion: Average 9^th grade NCE scores at THMS increased for language and math, but decreased for reading.

Goal 2: (Achievement) Decreased failure rate.

Outcome: The average failure rate at THMS was 13.7% for 1997-98 and 14.3% for 1998-99.

Conclusion: The failure rate at THMS increased by 0.6% from 1997-98 tgo 1998-99.

Goal 3: (Achievement) Reduce dropouts (for 9^th graders).

Outcome: The average dropout rate was 6.0% at THMS during 1997-98 and 8.7% during 1998-99. 9^th grader dropout rate for 1998-99 was 10.8%.

Conclusion: Dropout rate at THMS increased by 2.7%, and the 9^th grade dropout rate was 2.1% higher than the school average for 1998-99.

Goal 4: (Achievement) Reduce suspensions (for 9^th graders).

Outcome: Suspensions at THMS were 256 during 1997-98 and 234 during 1998-99. Of those 234 suspensions, 102 were by 9^th graders.

Conclusion: While overall suspensions at THMS dropped, almost 45% of those total suspensions were by 9^th graders.

Goal 5: (Achievement) Improve/Increase attendance

Outcome: Attendance for 9^th graders at THMS was 93.5% during 1997-98 and 94.4% for 1998-99.

Conclusion: 9^th grade attendance at THMS increased by 0.9% from 1997-98 to 1998-99.

THMS Initiative 2(660-123-02)

Program: Provide all students with academic counseling, vocational counseling, personal counseling, health services and academic/personal support.

M&O Budget: $3,451,395 (School Total)
Capital Budget: $ 353,000 (School Total)

Goal 1: (Achievement) Improve/Increase attendance.

Outcome: (percent attendance)

	9^th grd	10^th grd	11^th grd	12^th grd	Average
1997-98	93.5	93.2	93.1	90.4	92.7
1998-99	94.4	93.1	93.2	90.4	92.9
Gain	+0.9	-0.1	+0.1	0.0	+0.2

Conclusion: Average attendance at THMS increased by 0.2% from 1997-98 to 1998-99, an increase due primarily to better attendance by 9^th graders.

Goal 2: (Achievement) Increase graduation rate.

Outcome: Graduation rate for THMS was 97.9% for 1997-98 and 94.4% for 1998-99.

Conclusion: Graduation rate at THMS decreased by 3.5% between 1997-98 and 1998-99.

Goal 3: (Achievement) Decreased failure rate.

Outcome: See initiative 1.

Goal 4: (Achievement) Reduce dropouts.

Outcome: The dropout rate at THMS was 6.0% for 1997-98 and 8.7% for 1998-99.

Concluson: Instead of decreasing, the dropout rate at Tucson Magnet actually increased by 2.7% from 1997-98 to 1998-99.

Goal 5: (Achievement) Reduce suspensions.

Outcome: THMS had 256 suspensions during the 1997-98 school year and 234 for 1998-99.

Conclusion: The number of suspensions at THMS dropped by 22 from 1997-98 to 1998-99.

THMS Initiative 3(660-123-03)

Program: Campus Security Plan (ensures a safe, orderly environment conducive to student learning and individual support.

M&O Budget: $3,451,395 (School Total)
Capital Budget: $ 353,000 (School Total)

Goal 1: (Achievement) Raise/increase attendance.

Outcome: See initiative 2.

Goal 2: (Achievement) Increase promotion rate.

Outcome: For the 1997-98 school year, THMS had a 94.2% promotion rate, as compared with 98.3% in 1998-99.

Conclusion: Promotion rate at THMS increased by 4.1% from 1997-98 to 1998-99.

Goal 3: (Achievement) Increase Stanford 9 scores.

Outcome: (Stanford 9 NCEs)

Reading	9^th grade	10^th grade	11^th grade	Average
1997-98	44.5 (465)	41.8 (434)	48.8 (379)	44.9 (1278)
1998-99	44.0 (468)	41.8 (439)	43.1 (320)	43.0 (1227)
Gain	-0.5	0.0	-5.7	-1.9

Language	9^th grade	10^th grade	11^th grade	Average
1997-98	42.0 (482)	43.0 (446)	47.3 (386)	43.9 (1314)
1998-99	45.6 (484)	46.3 (457)	45.8 (333)	45.9 (1274)
Gain	+3.6	+3.3	-1.5	+2.0

Math	9^th grade	10^th grade	11^th grade	Average
1997-98	52.7 (475)	46.2 (441)	50.9 (389)	50.0 (1305)
1998-99	54.1 (476)	49.3 (453)	47.5 (343)	50.6 (1272)
Gain	+1.4	+3.1	-3.4	+0.6

Conclusion: Average NCE scores at THMS rose in language and math, but dropped for reading. 11^th graders showed decreases in all areas, and no grades showed increases for reading.

Goal 4: (Achievement) Decrease dropout rate.

Outcome: See Initiative 2.

Goal 5: (Achievement) Decrease suspension rate.

Outcome: See Initiative 2.

THMS Initiative 4(660-123-04)

Program: Fine Arts and Technology Magnet (increase student achievement, increase level of diversity, promote equal access for all students).

M&O Budget: $3,451,395 (School Total)
Capital Budget: $ 353,000 (School Total)

Goal 1: (Diversity) Maintain/improve ethnic ratio.

Outcome: The minority percentage at THMS for 1997-98 was 68.5%, as compared to 70.7% in 1998-99.

Conclusion: THMS failed to maintain/improve their minority ethnicity percentage from 1997-98 to 1998-99. As a result, they are no longer in compliance with the court-mandated percentages for their school.

Goal 2: (Achievement) Increase Stanford 9 scores.

Outcome: See Initiative 3.

Goal 3: (Achievement) Increase attendance.

Outcome: See initiative 2.

THMS Initiative 5(660-123-05)

Program: Summer school (provide 80% of classes for make-up and 20% for enrichment.

M&O Budget: $3,451,395 (School Total)
Capital Budget: $ 353,000 (School Total)

Goal 1: (Achievement, Access) Improved performance

Outcome: (Pre/post test number correct)

Subject	N	Pre	Post	Gain
Math(Applied, Consumer, Foundations)	77	10.4	9.0	-1.4
Math (Geometry)	25	6.8	8.0	+1.2
Earth Science	1	6.0	1.0	-5.0
Reading Comprehension	51	10.4	9.0	-1.4

Conclusion: Other than Geometry, which showed a gain, all subjects showed a loss in post-test as compared with pre-test scores at THMS during Summer 1998.

THMS Initiative 6(660-123-06)

Program: Attendance program (record, assess, and improve student attendance).

M&O Budget: $3,451,395 (School Total)
Capital Budget: $ 353,000 (School Total)

Goal 1: (Achievement) Improve/increase attendance.

Outcome: See Initiative 2.

Goal 2: (Achievement) Decrease dropout rate.

Outcome: See Initiative 2.

Goal 3: (Achievement) Increase Stanford 9 scores.

Outcome: See initiative 3.

THMS Initiative 7(660-123-07)

Program: Alternative education program (TYD/SAL), 60 high at-risk students (overage and behind in credits) attend the SAL program on-site at THMS.

M&O Budget: $3,451,395 (School Total)
Capital Budget: $ 353,000 (School Total)

Goal 1: (Achievement, Access) Severely at-risk students will on the average increase one grade level in one semester gaining at least three credits.

Outcome: Looking at students being taught by the two teachers of the program, a significant minority actually graduated, and most others gained course credit.

Conclusion: The SAL program at Tucson High is effective in educating this group of at-risk (overage and behind in credits) students.

Townsend Initiative 1(545-123-01)

Program: Reduce class size, enhanced student opportunities (field trips, after school clubs/activities, attendance monitoring, transportation for students/parents in extended area).

M&O Budget: $589,120 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Increase Stanford 9 scores.

Outcome: (Stanford 9 NCEs)

Reading	6^th grade	7th grade	8^th grade	Average
1997-98	49.3 (149)	52.8 (158)	52.5 (161)	51.6 (468)
1998-99	51.9 (141)	50.0 (143)	53.3 (163)	51.8 (447)
Gain	+2.6	-2.8	+0.8	+0.2

Language	6^th grade	7th grade	8th grade	Average
1997-98	45.2 (156)	54.5 (169)	49.9 (164)	50.0 (489)
1998-99	47.7 (142)	49.7 (156)	52.5 (179)	50.2 (477)
Gain	+2.5	-4.8	+2.6	+0.2

Math	6^th grade	7th grade	8^th grade	Average
1997-98	54.5 (153)	56.0 (158)	51.9 (154)	54.1 (465)
1998-99	52.5 (139)	47.1 (134)	54.2 (166)	51.5 (439)
Gain	-2.0	-8.9	+2.3	-2.7

Conclusion: Average NCE scores at Townsend increased slightly for reading and language, but the largest change was a decrease in math. 7^th graders showed losses in all three areas, although 8^th graders recorded gains for all areas.

Goal 2: (Achievement) Improve attendance.

Outcome: (percent attendance)

	6th grade	7th grade	8th grade	Average
1997-98	91.2	89.5	91.7	90.8
1998-99	91.7	89.8	90.1	90.5
Gain	+0.5	+0.3	-1.6	-0.3

Conclusion: Attendance decreased at Townsend (0.3%), with small gains by 6^th and 7^th graders being offset by a relatively larger loss for 8^th graders.

Goal 3: : (Achievement) (Implicit) Low(er) student-teacher contact ratio.

Outcome: In 1998-99, Townsend�s student/teacher contact ratio was 20.4, as compared to the middle school average of 21.1

Conclusion: The student/teacher contact ratio at Townsend was 0.7 below the middle school average for 1998-99. This does not take into account the part-time teacher assistants or counselors.

Tully Initiative 1(419-123-01)

Program: Accelerated School Program(including involving entire staff/community in decision making), reading recovery program, extended day and outreach programs.

M&O Budget: $724,878 (School Total)
Capital Budget: $ 1,000 (School Total)

Goal 1: (Diversity) Fill all magnet slots

Outcome: There were 100 magnet slots at Tully during 1998-99. 65 were for Anglos, and 35 minorities. 7 Anglo slots and 7 minority slots were filled, for a total of 14. This is identical to the 1997-98 magnet selection/placement at Tully.

Conclusion: Tully did not make any progress toward filling their remaining magnet slots, although their location does make recruiting difficult.

Goal 2: (Achievement) Minority(African-American & Hispanic) Stanford 9 scores at/above appropriate district average.

Outcome: (Stanford 9 NCEs and percent of students showing mastery)

African Am	Reading	Language	Math
Dist Avg	43.0	41.6	42.0
Tully	50.9	50.1	51.7
Difference	+7.9	+8.5	+9.7

Hispanic	Reading	Language	Math
Dist Avg	41.0	40.0	42.5
Tully	46.0	44.1	47.2
Difference	+5.0	+4.1	+4.7

African Am	Language	Math
Dist Avg	64	74
Tully	87	93
Difference	+23	+19

Hispanic	Language	Math
Dist Avg	68	78
Tully	90	97
Difference	+22	+19

Conclusion: For all areas of the Stanford 9 during 1998-99, the minorities (African American and Hispanic) at Tully outperformed the district average for their ethnic group. The same pattern holds, and is even stronger, on the essential skills, where the Tully minorities outperform not just the comparable minority average, but also the overall average for all ethnicities.

Goal 3: (Achievement) Zero suspensions every year.

Outcome: Tully had 4 suspensions during 1997-98 and 2 suspensions during 1998-99.

Conclusion: Tully reduced their number of suspensions by 50% from 1997-98 to 1998-99, although the numbers involved are quite small.

Goal 4: (Access) Increase parent volunteer hours to above 3000.

Outcome: (volunteers and volunteer hours)

	Number of Volunteers	Volunteer Hours
1997-98	289	2845
1998-99	604	5004
Gain	+315	+2159

Conclusion: Tully more than doubled the number of volunteers, and also greatly increased the number of volunteer hours, well above their goal of 3000.

Utterback Initiative 1(550-123-01)

Program: Fine Arts Magnet (specialty classes, extended day activities, in-house suspension program, reduced class size).

M&O Budget: $940,462 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Increase reading and math Stanford 9 scores to 50 NCE.

Outcome: (Stanford 9 NCEs)

Reading	6^th grade	7th grade	8^th grade	Average
1997-98	46.9 (302)	47.4 (319)	52.1 (283)	48.7 (904)
1998-99	49.6 (279)	49.0 (271)	50.4 (320)	49.7 (870)
Gain	+2.7	+1.6	-1.7	+1.0

Math	6^th grade	7th grade	8^th grade	Average
1997-98	46.8 (313)	46.8 (319)	48.8 (290)	47.4 (922)
1998-99	50.4 (282)	49.5 (273)	47.7 (326)	49.1 (881)
Gain	+3.6	+2.7	-1.1	+1.7

Conclusion: NCE scores at Utterback increased for both reading and math, although they are still a bit short of a 50 NCE. 6^th and 7^th graders showed increases in both areas, while 8^th grader scores dropped for both.

Goal 2: (Achievement) Close the gap between Anglo and minority by 33%.

Outcome: (Stanford 9 NCEs)

	Read Gap	Lang Gap	Math Gap
1997-98	-18.2	-17.8	-14.9
1998-99	-17.4	-16.0	-16.1
Gain(Close gap)	+0.8	+1.7	-1.2

Conclusion: The gaps at Utterback for reading and language decreased (although by 5 - 10% rather than 33%), but the math gap actually increased by a similar small percentage.

Goal 3: (Achievement) Improve attendance.

Outcome: (percent attendance)

	6th grade	7th grade	8th grade	Average
1997-98	91.7	90.6	89.6	90.6
1998-99	92.0	90.5	90.7	91.0
Gain	+0.3	-0.1	+1.1	+0.4

Conclusion: Average attendance at Utterback slightly increased (0.4%) from 1997-98 to 1998-99, mostly driven by an increase for 8^th grade.

Goal 4: (Achievement) (Implicit) Low(er) student-teacher contact ratio.

Outcome: In 1998-99, Utterback�s student/teacher contact ratio was 22.5, as compared to the middle school average of 21.1

Conclusion: The student/teacher contact ratio at Utterback was 1.4 above the middle school average for 1998-99. This does not take into account the part-time teacher assistants or counselors.

Vail Initiative 1(555-123-01)

Program: Reduced class size, seven-period day, middle school implementation of interdisciplinary teams.

M&O Budget: $827,122 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Increase academic achievement scores.

Outcome: (Stanford 9 NCEs and percent of students showing mastery)

Reading	6^th grade	7th grade	8^th grade	Average
1997-98	59.2 (248)	56.2 (214)	55.9 (240)	57.2 (702)
1998-99	53.2 (244)	55.4 (256)	55.3 (214)	55.6 (714)
Gain	-6.0	-0.8	-0.6	-2.5

Language	6^th grade	7th grade	8th grade	Average
1997-98	52.3 (255)	58.6 (221)	53.4 (242)	54.6 (718)
1998-99	47.7 (253)	54.9 (261)	54.4 (217)	52.3 (731)
Gain	-4.6	-3.7	+1.0	-2.4

Math	6^th grade	7th grade	8^th grade	Average
1997-98	56.4 (253)	52.9 (219)	53.6 (240)	54.4 (712)
1998-99	50.1 (247)	50.5 (255)	54.8 (216)	51.7 (718)
Gain	-6.3	-2.4	+1.2	-2.7

Essential Skills	Language	Math
1997-98	55	65
1998-99	63	58
Gain	+8	-5

Conclusion: Average NCE scores at Vail decreased for all three areas (reading, language, and math) by about 2.5 NCEs each from 1997-98 to 1998-99. The largest losses were by 6^th graders for all areas, although 7^th grade scores were also down across the board. The essential skill results were somewhat different, showing a substantial gain for language mastery of 8%, although math dropped by 5%.

Vail Initiative 2(555-123-02)

Program: Pueblo Gardens K-12 Articulation and Student Recognition program.

M&O Budget: $827,122 (School Total)

Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Increase academic achievement scores (Vail or Pueblo Gardens�still awaiting clarification from site)

Vail Initiative 3(555-123-03)

Program: EXCEL programs for at-risk and special needs students, increase attendance, decrease violence and suspensions.

M&O Budget: $827,122 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Raise/increase attendance (to 95.5%)

Outcome: (percent attendance)

	6th grade	7th grade	8th grade	Average
1997-98	92.9	90.8	90.3	91.4
1998-99	92.4	92.3	91.5	92.1
Gain	-0.5	+1.5	+1.2	+0.7

Conclusion: Average attendance rose at Vail by 0.7% from 1997-98 to 1998-99. 7^th and 8^th graders showed greater than a 1% gain, but 6^th graders lost a half a percent.

Goal 2: (Achievement) Decrease suspensions (by 10%).

Outcome: There were 271 suspensions at Vail during 1997-98 and 163 during 1998-99.

Conclusion: Vail reduced their suspensions by 108, almost 40%, between 1997-98 and 1998-99.

Valencia Initiative 1(557-023-01)

Program: Gate teachers and substitute teachers, language arts enrichment/extension to improve writing skills and literacy.

M&O Budget: $62,476 (School Total)
Capital Budget: $ 2,000 (School Total)

Goal 1: (Achievement) Increase minority(African American, Hispanic, Native American) Stanford 9 scores.

Outcome: (Stanford 9 NCEs)

	Reading	Language	Math
1997-98	37.2 (424)	35.8 (423)	35.5 (418)
1998-99	39.9 (411)	38.9 (400)	37.3 (410)
Gain	+2.7	+3.1	+1.8

Conclusion: NCE scores for minority students at Valencia increased in all Stanford 9 areas from 1997-98 to 1998-99. However, there is still roughly a 10 NCE gap between Anglo and minority students at Vail, although these increases did help to close the gap.

Goal 2: (Achievement) Increase Language scores.

Outcome: (Stanford 9 NCEs)

Prewriting	6^th grade	7th grade	8^th grade	Average
1997-98	36.6 (209)	44.1 (209)	42.6 (213)	41.1 (631)
1998-99	41.2 (194)	45.5 (203)	43.9 (183)	43.6 (580)
Gain	+4.6	+4.4	+0.3	+2.5

Composing	6^th grade	7th grade	8^th grade	Average
1997-98	40.3 (209)	42.8 (209)	46.3 (213)	43.2 (631)
1998-99	44.7 (195)	45.3 (203)	42.9 (183)	44.3 (581)
Gain	+4.4	+2.5	-3.4	+1.1

Editing	6^th grade	7th grade	8^th grade	Average
1997-98	40.4 (208)	42.7 (208)	39.5 (213)	40.9 (629)
1998-99	42.7 (195)	44.1 (203)	41.3 (183)	42.7 (581)
Gain	+2.3	+1.4	+1.8	+1.8

Outcome: (percent mastery)

Essential Skills	Language
1997-98	39
1998-99	56
Gain	+17

Conclusion: Average NCE scores at Valencia increased for all of the language subareas: prewriting composing, and editing. 6^th graders recorded the largest gains overall, with 7^th graders also showing gains in each subarea. Percent mastery on the Essential Skills showed a dramatic increase of 17% more mastery in 1997-98 compared to 1998-99.

Goal 3: (Access) Greater representation of minority students in GATE Language Arts.

Outcome: (Student Enrollment in GATE Language Arts Courses)

School	White/Anglo		Minority		Total
Year	N	%	N	%	N	%
1997-98	42	61%	27	39%	69	100%
1998-99	30	49%	31	51%	61	100%

Conclusion: Minority representation in GATE Language Arts classes at Valenica increased by 12% between 1997-98 and 1998-99, although part of this increase appears to be due to fewer Anglos enrolled during 1998-99.

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Last updated 2/9/06