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

2. 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%

3. 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

4. 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.

5. E. Ray’s Data
Reading
* A significant gain was made from 2009 to 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.

6. 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).

7. 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.