Total students: The total number of pre-kindergarten, grades K-12 and non-graded students in membership at public schools as of October 1, 2003. Data are reported at student level by the public school districts via the Student Information System (SIS) Fall report.

Per pupil expenditure: Total expenditures (minus equipment, facilities acquisition and construction services costs, and debt service costs) divided by total student enrollment as of October 1, 2003.

Black or African American: Percent of total students who are black as of October 1, 2003.

White: Percent of total students who are white as of October 1, 2003.

Asian: Percent of total students who are Asian as of October 1, 2003.

American Indian: Percent of total students who are American Indian as of October 1, 2003.

Hispanic: Percent of total students who are hispanic as of October 1, 2003.

1-20 students: The percent of the total number of classes that have between 1 and 20 students. A class is a grouping of children under the primary supervision and instruction of an individual teacher for all or part of the instructional day.

21-26 students: The percent of the total number of classes that have between 21 and 26 students. A class is a grouping of children under the primary supervision and instruction of an individual teacher for all or part of the instructional day.

27-33 students: The percent of the total number of classes that have between 27 and 33 students. A class is a grouping of children under the primary supervision and instruction of an individual teacher for all or part of the instructional day.

34 or more: The percent of the total number of classes that have over 33 students. A class is a grouping of children under the primary supervision and instruction of an individual teacher for all or part of the instructional day.

School attendance: The percent of total students who met the criteria for attendance at school. Attendance is calculated as the aggregated number of student attendance divided by the aggregated days of student membership (enrollment).

Suspended (in school) : The percent of total students temporarily removed from his/her usual classroom placement to an alternative setting for a minimum of one complete school day; no interruption of instructional services occurs.

Suspended (out of school): The percent of total students temporarily prohibited from his/her placement in school, with no provision of instructional services; only suspensions resulting in one full day of removal are included.

Expelled (in school): The percent of total students temporarily removed from his/ her usual classroom placement to an alternative setting for a period of time specified by the LEA (Louisiana Education Association); no interruption of instructional services occurs.

Expelled (out of school): The removal (exit) of a student from school for a determined number of days with no provision of instructional services.

2002-03 Dropouts grades 9-12: A drop out is defined as an individual who was enrolled at the end of the previous school year and was not enrolled at the beginning of the current school year or a student who was enrolled at some point in the current year but exits and does not re-enter the following year. Students are not dropouts if they: exit school to complete an approved educational program, are temporarily absent due to illness or expulsion, are in a correctional institution, transfer to a nonpublic school or out of state, or are dead.

Faculty & staff

Number of Faculty: Number of public school employees reported within the Profile of Educational Personnel (PEP) system. In addition to classroom teachers, these individuals include principals, assistant principals, other school administrators, therapists/specialists/counselors, and librarians/media-based teachers/staff instructors.
(2003-2004)
Faculty with a Master's Degree or Higher: The percent of faculty at public schools who have a masters degree of any type or higher.

Average salary of all full-time teachers: The average actual salaries, including Professional Improvement Program (PIP) payments, reported for all full-time and part-time classroom teachers (excluding rehired retirees and ROTC instructors), who were employed during any period of the school year by the public school districts. The classroom teacher's salary is calculated as follows: Total actual salaries (including PIP)/divided by total related teachers' full-time equivalents (FTE). A teacher FTE is calculated as follows: a teacher who works 30 hours per week and a minimum of 175 days is counted as ONE, while a teacher who works fewer than 30 hours per week and/or fewer than 175 days is counted proportionately (i.e.: .01 to .99). Data are based on teacher-level data submitted by the districts via the End-of-Year Profile of Educational Personnel report.
(2003-2004)

Total full time faculty/staff: Total number of school-based instructional personnel employed at a school. This number includes principals, assistant principals, guidance counselors, librarians, and other instructional administrative staff.

Black or African American: The percent of full-time staff at public schools including administrators, school administrators, classroom teachers, educational/technical, office/clerical/support staff of persons who are Black.

White: The percent of full-time staff at public schools including administrators, school administrators, classroom teachers, educational/technical, office/clerical/support staff of persons who are White.

Asian: The percent of full-time staff at public schools including administrators, school administrators, classroom teachers, educational/technical, office/clerical/support staff of persons who are Asian.

American Indian: The percent of full-time staff at public schools including administrators, school administrators, classroom teachers, educational/technical, office/clerical/support staff of persons who are American Indian.

Hispanic: The percent of full-time staff at public schools including administrators, school administrators, classroom teachers, educational/technical, office/clerical/support staff of persons who are Hispanic.

Total schools rated: As part of the school accountability system of the state of Louisiana, each school annually receives a School Performance Score (SPS) which indicates how well its students are performing.

Five Stars (SPS 140.0 or above): The percent of total schools rated that received School Performance Scores (SPS) of 140.0 or above. The SPS for each school is a weighted composite index, using 60% weight for the LEAP 21/GEE 21 tests, 30% weight for The Iowa Tests, and a total of 10% for attendance and dropout results.

Four Stars (SPS 120.0-139.9): The percent of total schools rated that received School Performance Scores (SPS) of 120.0-139.9. The SPS for each school is a weighted composite index, using 60% weight for the LEAP 21/GEE 21 tests, 30% weight for The Iowa Tests, and a total of 10% for attendance and dropout results.

Three Stars (SPS 100.0-119.9): The percent of total schools rated that received School Performance Scores (SPS) of 100.0-119.9. The SPS for each school is a weighted composite index, using 60% weight for the LEAP 21/GEE 21 tests, 30% weight for The Iowa Tests, and a total of 10% for attendance and dropout results.

Two Stars (SPS 80.0-99.9): The percent of total schools rated that received School Performance Scores (SPS) of 80.0-99.9. The SPS for each school is a weighted composite index, using 60% weight for the LEAP 21/GEE 21 tests, 30% weight for The Iowa Tests, and a total of 10% for attendance and dropout results.

One Star (SPS 60.0-79.9): The percent of total schools rated that received School Performance Scores (SPS) of 60.0-79.9. The SPS for each school is a weighted composite index, using 60% weight for the LEAP 21/GEE 21 tests, 30% weight for The Iowa Tests, and a total of 10% for attendance and dropout results.

Academic Warning (SPS 45.0-59.9): The percent of total schools rated that received School Performance Scores (SPS) of 45.0-59.9. The SPS for each school is a weighted composite index, using 60% weight for the LEAP 21/GEE 21 tests, 30% weight for The Iowa Tests, and a total of 10% for attendance and dropout results.

Academically Unacceptable (SPS below 45): The percent of total schools rated that received School Performance Scores (SPS) below 45. The SPS for each school is a weighted composite index, using 60% weight for the LEAP 21/GEE 21 tests, 30% weight for The Iowa Tests, and a total of 10% for attendance and dropout results.

ACT average composite score (2004): The American College Test (ACT) composite score for a student is an average score based on the four ACT assessment tests (English, math, reading, science). The school, district, state, and national ACT scores are the averages of the student's most recently obtained composite scores. The ACT measures academic achievement in English, mathematics, reading and science reasoning. The English component measures usage and rhetorical skills. The mathematics component contains primarily algebra and geometry items with some trigonometry items. The reading component is made up of four passages, which are similar to the type of passages encountered in college freshman courses. The science reasoning component measures higher order thinking skills as applied in natural sciences.

Graduates who were first-time fall 2003 freshmen in a LA college: Percent of diploma graduates from Louisiana public schools who enrolled as first-time freshman during the following fall semester at any of the State's two or four year public and private universities.

First-time fall 2003 freshmen in LA enrolled in college remedial courses: Percent of first time freshmen from at any of the State's two or four year public and private universities who were diploma graduates from Louisiana public schools the previous spring, who enrolled in one or more developmental/remedial courses during their first regular semester of college study.

English mastery or advanced: Percent of 10th grade students in the 2003-2004 school year who received a "mastery" or "advanced" achievement rating on the English language arts test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at the mastery level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling. A student at the advanced level has demonstrated performance beyond the mastery level. Students are required to score Approaching Basic or above on the English language arts test of the GEE to be eligible for a standard high school diploma.

English basic: Percent of 10th grade students in the 2003-2004 school year who received a "basic" achievement rating on the English language arts test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling. Students are required to score Approaching Basic or above on the English language arts test of the GEE to be eligible for a standard high school diploma.

English approaching basic: Percent of 10th grade students in the 2003-2004 school year who received an "approaching basic" achievement rating on the English language arts test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling. Students are required to score Approaching Basic or above on the English language arts test of the GEE to be eligible for a standard high school diploma.

English unsatisfactory: Percent of 10th grade students in the 2003-2004 school year who received an "unsatisfactory" achievement rating on the English language arts test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling. Students are required to score Approaching Basic or above on the English language arts test of the GEE to be eligible for a standard high school diploma.

Math mastery or advanced: Percent of 10th grade students in the 2003-2004 school year who received a "mastery" or "advanced" achievement rating on the math test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at the mastery level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling. A student at the advanced level has demonstrated performance beyond the mastery level. Students are required to score Approaching Basic or above on the math test of the GEE to be eligible for a standard high school diploma.

Math basic: Percent of 10th grade students in the 2003-2004 school year who received a "basic" achievement rating on the math test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling. Students are required to score Approaching Basic or above on the math test of the GEE to be eligible for a standard high school diploma.

Math approaching basic: Percent of 10th grade students in the 2003-2004 school year who received an "approaching basic" achievement rating on the math test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling. Students are required to score Approaching Basic or above on the math test of the GEE to be eligible for a standard high school diploma.

Math unsatisfactory: Percent of 10th grade students in the 2003-2004 school year who received an "unsatisfactory" achievement rating on the math test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling. Students are required to score Approaching Basic or above on the math test of the GEE to be eligible for a standard high school diploma.

Science mastery or advanced: Percent of 10th grade students in the 2003-2004 school year who received a "mastery" or "advanced" achievement rating on the science test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at the mastery level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling. A student at the advanced level has demonstrated performance beyond the mastery level. Students are required to score Approaching Basic or above on either the science or social studies test of the GEE to be eligible for a standard high school diploma.

Science basic: Percent of 10th grade students in the 2003-2004 school year who received a "basic" achievement rating on the science test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling. Students are required to score Approaching Basic or above on either the science or social studies test of the GEE to be eligible for a standard high school diploma.

Science approaching basic: Percent of 10th grade students in the 2003-2004 school year who received an "approaching basic" achievement rating on the science test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling. Students are required to score Approaching Basic or above on either the science or social studies test of the GEE to be eligible for a standard high school diploma.

Science unsatisfactory: Percent of 10th grade students in the 2003-2004 school year who received an "unsatisfactory" achievement rating on the science test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling. Students are required to score Approaching Basic or above on either the science or social studies test of the GEE to be eligible for a standard high school diploma.

Social Studies mastery or advanced: Percent of 10th grade students in the 2003-2004 school year who received a "mastery" or "advanced" achievement rating on the social studies test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at the mastery level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling. A student at the advanced level has demonstrated performance beyond the mastery level. Students are required to score Approaching Basic or above on either the science or social studies test of the GEE to be eligible for a standard high school diploma.

Social Studies basic: Percent of 10th grade students in the 2003-2004 school year who received a "basic" achievement rating on the social studies test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling. Students are required to score Approaching Basic or above on either the science or social studies test of the GEE to be eligible for a standard high school diploma.

Social Studies approaching basic: Percent of 10th grade students in the 2003-2004 school year who received an "approaching basic" achievement rating on the social studies test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling. Students are required to score Approaching Basic or above on either the science or social studies test of the GEE to be eligible for a standard high school diploma.

Social Studies unsatisfactory: Percent of 10th grade students in the 2003-2004 school year who received an "unsatisfactory" achievement rating on the social studies test of the Graduate Exit Examination. The GEE test measures how well a student has mastered the state content standards. A student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling. Students are required to score Approaching Basic or above on either the science or social studies test of the GEE to be eligible for a standard high school diploma.

English mastery or advanced: Percent of students with an ability in English language arts that is "mastery" or "advanced" for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at the mastery level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling. A student at the advanced level has demonstrated performance beyond the mastery level. To be promoted fully to the 9th grade at the end of the 2003-2004 school year, students had to score a minimum overall "Approaching Basic" on the test.

English basic: Percent of students with a ability in English language arts that is basic for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling. To be promoted fully to the 9th grade at the end of the 2003-2004 school year, students had to score a minimum overall "Approaching Basic" on the test.

English approaching basic: Percent of students with an ability in English language arts that is approaching basic for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling. To be promoted fully to the 9th grade at the end of the 2003-2004 school year, students had to score a minimum overall "Approaching Basic" on the test.

English unsatisfactory: Percent of students with an ability in English language arts that is unsatisfactory for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling. To be promoted fully to the 9th grade at the end of the 2003-2004 school year, students had to score a minimum overall "Approaching Basic" on the test.

Math mastery or advanced: Percent of students with an ability in math that is "mastery" or "advanced" for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at the mastery level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling. A student at the advanced level has demonstrated performance beyond the mastery level. To be promoted fully to the 9th grade at the end of the 2003-2004 school year, students had to score a minimum overall "Approaching Basic" on the test.

Math basic: Percent of students with an ability in math that is basic for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling. To be promoted fully to the 9th grade at the end of the 2003-2004 school year, students had to score a minimum overall "Approaching Basic" on the test.

Math approaching basic: Percent of students with an ability in math that is approaching basic for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling. To be promoted fully to the 9th grade at the end of the 2003-2004 school year, students had to score a minimum overall "Approaching Basic" on the test.

Math unsatisfactory: Percent of students with an ability in math that is unsatisfactory for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling. To be promoted fully to the 9th grade at the end of the 2003-2004 school year, students had to score a minimum overall "Approaching Basic" on the test.

Science mastery or advanced: Percent of students with an ability in science that is "mastery" or "advanced" for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at the mastery level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling. A student at the advanced level has demonstrated performance beyond the mastery level.

Science basic: Percent of students with an ability in science that is basic for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling.

Science approaching basic: Percent of students with an ability in science that is approaching basic for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling.

Science unsatisfactory: Percent of students with an ability in science that is unsatisfactory for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling.

Social Studies mastery or advanced: Percent of students with an ability in social studies that is "mastery" or "advanced" for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at the mastery level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling. A student at the advanced level has demonstrated performance beyond the mastery level.

Social Studies basic: Percent of students with an ability in social studies that is basic for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling.

Social Studies approaching basic: Percent of students with an ability in social studies that is approaching basic for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling.

Social Studies unsatisfactory: Percent of students with an ability in social studies that is unsatisfactory for the 8th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling.

English mastery or advanced: Percent of students with an ability in English language arts that is "mastery" or "advanced" for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at the mastery level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling. A student at the advanced level has demonstrated performance beyond the mastery level. To be promoted fully to the 5th grade at the end of the 2003-2004 school year, students had to score a " Basic" on at least one of the English language arts or Mathematics tests, and an "Approaching Basic" on the other.

English basic: Percent of students with a ability in English language arts that is basic for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling. To be promoted fully to the 5th grade at the end of the 2003-2004 school year, students had to score a " Basic" on at least one of the English language arts or Mathematics tests, and an "Approaching Basic" on the other.

English approaching basic: Percent of students with an ability in English language arts that is approaching basic for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling. To be promoted fully to the 5th grade at the end of the 2003-2004 school year, students had to score a " Basic" on at least one of the English language arts or Mathematics tests, and an "Approaching Basic" on the other.

English unsatisfactory: Percent of students with an ability in English language arts that is unsatisfactory for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling. To be promoted fully to the 5th grade at the end of the 2003-2004 school year, students had to score a " Basic" on at least one of the English language arts or Mathematics tests, and an "Approaching Basic" on the other.

Math mastery or advanced: Percent of students with an ability in math that is "mastery" or "advanced" for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at the mastery level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling. A student at the advanced level has demonstrated performance beyond the mastery level. To be promoted fully to the 5th grade at the end of the 2003-2004 school year, students had to score a " Basic" on at least one of the English language arts or Mathematics tests, and an "Approaching Basic" on the other.

Math basic: Percent of students with an ability in math that is basic for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling. To be promoted fully to the 5th grade at the end of the 2003-2004 school year, students had to score a " Basic" on at least one of the English language arts or Mathematics tests, and an "Approaching Basic" on the other.

Math approaching basic: Percent of students with an ability in math that is approaching basic for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling. To be promoted fully to the 5th grade at the end of the 2003-2004 school year, students had to score a " Basic" on at least one of the English language arts or Mathematics tests, and an "Approaching Basic" on the other.

Math unsatisfactory: Percent of students with an ability in math that is unsatisfactory for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling. To be promoted fully to the 5th grade at the end of the 2003-2004 school year, students had to score a " Basic" on at least one of the English language arts or Mathematics tests, and an "Approaching Basic" on the other.

Science mastery or advanced: Percent of students with an ability in science that is "mastery" or "advanced" for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at the mastery level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling. A student at the advanced level has demonstrated performance beyond the mastery level.

Science basic: Percent of students with an ability in science that is basic for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling.

Science approaching basic: Percent of students with an ability in science that is approaching basic for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling.

Science unsatisfactory: Percent of students with an ability in science that is unsatisfactory for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling.

Social Studies mastery or advanced: Percent of students with an ability in social studies that is "mastery" or "advanced" for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at the mastery level has demonstrated competency over challenging subject matter and is well prepared for the next level of schooling. A student at the advanced level has demonstrated performance beyond the mastery level.

Social Studies basic: Percent of students with an ability in social studies that is basic for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has demonstrated only the fundamental knowledge and skills needed for the next level of schooling.

Social Studies approaching basic: Percent of students with an ability in social studies that is approaching basic for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has only partially demonstrated the fundamental knowledge and skills needed for the next level of schooling.

Social Studies unsatisfactory: Percent of students with an ability in social studies that is unsatisfactory for the 4th grade according to the LEAP test. The LEAP 21 test measures how well a student has mastered the state content standards. A student at this level has not demonstrated the fundamental knowledge and skills needed for the next level of schooling.

Total 2nd grade students assessed for reading: The total number of 2nd grade students assessed for reading level. These include all regular education students enrolled as of October 1, 2002, all special education students whose IEPs designate that they are a specially designed, regular instructional program, all Limited English Proficient students who were enrolled in and who completed at least two consecutive academic years in English-speaking school (including kindergarten), students who were addressing regular curriculum standards in alternative programs or placements, and all disabled students according to Section 504.

Students reading above grade level: The percent of total 3rd grade students assessed for reading who read above third grade level according to the Developmental Reading Assessment (DRA). The DRA measures (a) accuracy of oral reading, and (b) comprehension through reading and re-telling of narrative stories. The DRA is administered by teachers on a one-on-one basis to students.

Students reading on grade level: The percent of total 3rd grade students assessed for reading who read on third grade level according to the Developmental Reading Assessment (DRA). The DRA measures (a) accuracy of oral reading, and (b) comprehension through reading and re-telling of narrative stories. The DRA is administered by teachers on a one-on-one basis to students.

Students reading below grade level: The percent of total 3rd grade students assessed for reading who read below third grade level according to the Developmental Reading Assessment (DRA). The DRA measures (a) accuracy of oral reading, and (b) comprehension through reading and re-telling of narrative stories. The DRA is administered by teachers on a one-on-one basis to students.

Source links:

Louisiana Department of Education. 155th Annual Financial and Statistical Report 2003-2004.
www.doe.state.la.us/lde/pair/1607.html
From this page we used the year 2003-2004, which is a PDF. Reports in PDF form are available as far back as the year 1979-1980.

Louisiana Department of Education. 2003-2004 District Composite Reports.
www.doe.state.la.us/lde/pair/1613.html
On this page click on the x's to download the District Composite Report in PDF format by parish and year. We used 03-04, but reports are available from as far back as 96-97.

Louisiana Department of Education. Fall 2002 Second and Third Graders Reading Ability Report.
www.doe.state.la.us/DOE/OSSP/testresults/DRA.htm
The source PDF we used is Fall 02 Report 1, under Fall 2002 Progress Report.

Louisiana Department of Education. Five Years of ACT Results 2000-2004.
www.doe.state.la.us/lde/pair/1635.html
We used ACT Results 2000-2004, which is a PDF.

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Last modified: July 26, 2006