Academic Excellence Indicator System Report AEIS Analysis for E. Ray Elementary

Student Ethnicity at E. Ray Elementary 3.9% 2.1% E. Ray is a title one school in a low socioeconomic area. There are 487 total students. 210 students are African American. 248 students are Hispanic. 19 students are White. 10 students are Asian/Pacific Islander 43.1% 50.9%

Faculty/Staff Ethnicity 31 total teachers 4 teachers are African American. 4 teachers are Hispanic 23 teachers are white 12.8% % 11.4% % 75.8% % While the population of culturally diverse students in the schools is changing dramatically, the characteristics of teachers and administrators remain largely homogeneous. Teachers are predominately white. -Bridging Multiple Worlds by Taylor and Whittaker

Academic Content Area for 3rd Grade Reading and Math 2010 All Students Number Tested Number Met Standard Number Did Not Meet Standard % Met Standard % Did Not Meet Gender Male 47 43 4 92% 8% Female 33 31 2 93% 7% Race Caucasian * African American 44 3 94% 6% Hispanic 28 25 89% 11% Asian Native American Math All Students Number Tested Number Met Standard Number Did Not Meet Standard % Met Standard % Did Not Meet Gender Male 47 46 1 97% 3% Female 33 29 4 88% 12% Race Caucasian * African American 42 5 89% 11% Hispanic 28 27 96% 4% Asian Native American Reading * Indicates results masked due to small numbers to protect confidentiality.

E. Ray’s Data Reading * A significant gain was made from 2009 to 2010. In 2009, 86% passed the test. In 2010, 93% passed the test. In numbers this means 74 out of 80 students met expectations. Math * 94% of the students were able to meet the standard of passing for math. Out of the 80 students who tested in math, 75 of them were successful at passing the test.

Area of Concern According to the AEIS report, 16% of the students tested were tested on a TAKS-M. TEA allows about 2%-3% to test in that category. E. Ray obviously must address this surprisingly high percentage of students (26 students of the 165 total students tested).

What to do? Administrators, Instructional Specialists, and teachers have to correctly identify these students and any students that fall under Special Education. The goal this year is to get as many students as possible on a grade level test in order to lower the percentage of students taking a TAKS-M. That goal requires intense teaching, data analysis, and interventions.