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Missouri Assessment Program (MAP), 1997 - 2005
ADVANCE R-IV Disaggregate Data*
  Number Percent  
Content Area Grade Type Year Accountable Reportable LND* Step 1 Progressing Nearing Proficient Proficient Advanced Step1/Prog Prof/Adv MAP Index
Communication Arts 03 White(not Hispanic) 1999 45 44 2.2 6.8 22.7 29.5 40.9 0.0 29.5 40.9 202.3
Communication Arts 03 White(not Hispanic) 2000 39 36 7.7 5.6 27.8 13.9 52.8 0.0 33.3 52.8 206.9
Communication Arts 03 White(not Hispanic) 2001 32 32 0.0 6.3 12.5 31.3 46.9 3.1 18.8 50.0 214.1
Communication Arts 03 White(not Hispanic) 2004 36 36 0.0 0.0 16.7 38.9 41.7 2.8 16.7 44.4 215.3
Communication Arts 03 White(not Hispanic) 2005 34 34 0.0 5.9 14.7 52.9 26.5 0.0 20.6 26.5 200.0
Communication Arts 07 White(not Hispanic) 1999 40 35 12.5 34.3 22.9 31.4 11.4 0.0 57.1 11.4 160.0
Communication Arts 07 White(not Hispanic) 2000 44 43 2.3 18.6 7.0 23.3 46.5 4.7 25.6 51.2 205.8
Communication Arts 07 White(not Hispanic) 2001 44 43 2.3 16.3 20.9 37.2 23.3 2.3 37.2 25.6 187.2
Communication Arts 07 White(not Hispanic) 2002 49 48 2.0 16.7 27.1 25.0 25.0 6.3 43.8 31.3 188.5
Communication Arts 07 White(not Hispanic) 2003 47 46 2.1 17.4 26.1 30.4 26.1 0.0 43.5 26.1 182.6
Communication Arts 07 White(not Hispanic) 2004 38 38 0.0 21.1 18.4 34.2 26.3 0.0 39.5 26.3 182.9
Communication Arts 07 White(not Hispanic) 2005 47 47 0.0 19.1 19.1 29.8 31.9 0.0 38.3 31.9 187.2
Communication Arts 11 White(not Hispanic) 1999 36 36 0.0 25.0 27.8 36.1 11.1 0.0 52.8 11.1 166.7
Communication Arts 11 White(not Hispanic) 2000 31 31 0.0 22.6 19.4 38.7 19.4 0.0 41.9 19.4 177.4
Communication Arts 11 White(not Hispanic) 2001 30 30 0.0 0.0 10.0 33.3 53.3 3.3 10.0 56.7 225.0
Communication Arts 11 White(not Hispanic) 2002 31 30 3.2 16.7 26.7 16.7 40.0 0.0 43.3 40.0 190.0
Communication Arts 11 White(not Hispanic) 2003 39 39 0.0 15.4 20.5 46.2 15.4 2.6 35.9 17.9 184.6
Communication Arts 11 White(not Hispanic) 2004 36 36 0.0 11.1 16.7 50.0 22.2 0.0 27.8 22.2 191.7
Communication Arts 11 White(not Hispanic) 2005 37 35 5.4 22.9 14.3 51.4 8.6 2.9 37.1 11.4 177.1
Mathematics 04 Female 1999 31 30 3.2 0.0 13.3 50.0 26.7 10.0 13.3 36.7 216.7
Mathematics 04 White(not Hispanic) 1998 48 48 0.0 2.1 25.0 37.5 31.3 4.2 27.1 35.4 205.2
Mathematics 04 White(not Hispanic) 1999 56 54 3.6 0.0 14.8 46.3 27.8 11.1 14.8 38.9 217.6
Mathematics 04 White(not Hispanic) 2000 42 41 2.4 0.0 7.3 34.1 46.3 12.2 7.3 58.5 231.7
Mathematics 04 White(not Hispanic) 2001 36 36 0.0 0.0 16.7 55.6 19.4 8.3 16.7 27.8 209.7
Mathematics 04 White(not Hispanic) 2002 35 35 0.0 2.9 14.3 37.1 31.4 14.3 17.1 45.7 220.0
Mathematics 04 White(not Hispanic) 2005 38 38 0.0 2.6 13.2 18.4 42.1 23.7 15.8 65.8 235.5
Mathematics 08 White(not Hispanic) 1998 35 35 0.0 8.6 37.1 34.3 17.1 2.9 45.7 20.0 184.3
Mathematics 08 White(not Hispanic) 1999 33 33 0.0 30.3 39.4 18.2 12.1 0.0 69.7 12.1 156.1
Mathematics 08 White(not Hispanic) 2000 41 41 0.0 19.5 46.3 26.8 7.3 0.0 65.9 7.3 161.0
Mathematics 08 White(not Hispanic) 2001 43 43 0.0 14.0 30.2 39.5 16.3 0.0 44.2 16.3 179.1
Mathematics 08 White(not Hispanic) 2002 42 42 0.0 21.4 28.6 38.1 9.5 2.4 50.0 11.9 171.4
Mathematics 08 White(not Hispanic) 2003 48 47 2.1 25.5 34.0 23.4 14.9 2.1 59.6 17.0 167.0
Mathematics 08 White(not Hispanic) 2004 37 37 0.0 18.9 40.5 32.4 5.4 2.7 59.5 8.1 166.2
Mathematics 08 White(not Hispanic) 2005 35 35 0.0 17.1 37.1 34.3 11.4 0.0 54.3 11.4 170.0
Mathematics 10 White(not Hispanic) 1998 38 38 0.0 13.2 39.5 28.9 18.4 0.0 52.6 18.4 176.3
Mathematics 10 White(not Hispanic) 1999 35 35 0.0 45.7 34.3 20.0 0.0 0.0 80.0 0.0 137.1
Mathematics 10 White(not Hispanic) 2000 34 34 0.0 17.6 35.3 35.3 11.8 0.0 52.9 11.8 170.6
Mathematics 10 White(not Hispanic) 2001 34 34 0.0 23.5 32.4 26.5 17.6 0.0 55.9 17.6 169.1
Mathematics 10 White(not Hispanic) 2002 41 41 0.0 24.4 43.9 29.3 2.4 0.0 68.3 2.4 154.9
Mathematics 10 White(not Hispanic) 2003 38 38 0.0 18.4 31.6 42.1 7.9 0.0 50.0 7.9 169.7
Mathematics 10 White(not Hispanic) 2004 41 41 0.0 14.6 26.8 43.9 14.6 0.0 41.5 14.6 179.3
Mathematics 10 White(not Hispanic) 2005 41 40 2.4 27.5 32.5 22.5 17.5 0.0 60.0 17.5 165.0
Science 03 White(not Hispanic) 1999 45 44 2.2 4.5 11.4 29.5 50.0 4.5 15.9 54.5 219.3
Science 03 White(not Hispanic) 2000 37 34 8.1 0.0 2.9 26.5 47.1 23.5 2.9 70.6 245.6
Science 03 White(not Hispanic) 2001 31 31 0.0 3.2 3.2 19.4 45.2 29.0 6.5 74.2 246.8
Science 03 White(not Hispanic) 2004 36 36 0.0 0.0 8.3 30.6 52.8 8.3 8.3 61.1 230.6
Science 03 White(not Hispanic) 2005 34 34 0.0 0.0 0.0 23.5 64.7 11.8 0.0 76.5 244.1
Science 07 White(not Hispanic) 1999 42 38 9.5 31.6 42.1 15.8 7.9 2.6 73.7 10.5 153.9
Science 07 White(not Hispanic) 2000 41 40 2.4 12.5 27.5 20.0 32.5 7.5 40.0 40.0 197.5
Science 07 White(not Hispanic) 2001 44 44 0.0 22.7 20.5 38.6 15.9 2.3 43.2 18.2 177.3
Science 07 White(not Hispanic) 2002 48 47 2.1 8.5 53.2 25.5 10.6 2.1 61.7 12.8 172.3
Science 07 White(not Hispanic) 2003 47 46 2.1 15.2 41.3 21.7 19.6 2.2 56.5 21.7 176.1
Science 07 White(not Hispanic) 2004 38 38 0.0 10.5 42.1 34.2 10.5 2.6 52.6 13.2 176.3
Science 07 White(not Hispanic) 2005 46 45 2.2 15.6 35.6 40.0 4.4 4.4 51.1 8.9 173.3
Science 10 White(not Hispanic) 1999 35 33 5.7 18.2 30.3 51.5 0.0 0.0 48.5 0.0 166.7
Science 10 White(not Hispanic) 2000 31 30 3.2 13.3 33.3 50.0 3.3 0.0 46.7 3.3 171.7
Science 10 White(not Hispanic) 2001 34 34 0.0 14.7 26.5 38.2 8.8 11.8 41.2 20.6 188.2
Science 10 White(not Hispanic) 2002 41 41 0.0 24.4 36.6 36.6 2.4 0.0 61.0 2.4 158.5
Science 10 White(not Hispanic) 2003 38 38 0.0 13.2 50.0 31.6 5.3 0.0 63.2 5.3 164.5
Science 10 White(not Hispanic) 2004 40 40 0.0 15.0 35.0 42.5 7.5 0.0 50.0 7.5 171.3
Science 10 White(not Hispanic) 2005 39 38 2.6 15.8 28.9 50.0 5.3 0.0 44.7 5.3 172.4
Social Studies 04 White(not Hispanic) 2000 42 41 2.4 0.0 2.4 22.0 19.5 56.1 2.4 75.6 264.6
Social Studies 04 White(not Hispanic) 2001 37 37 0.0 0.0 18.9 35.1 21.6 24.3 18.9 45.9 225.7
Social Studies 04 White(not Hispanic) 2002 35 35 0.0 11.4 14.3 40.0 25.7 8.6 25.7 34.3 202.9
Social Studies 04 White(not Hispanic) 2005 36 36 0.0 0.0 16.7 22.2 19.4 41.7 16.7 61.1 243.1
Social Studies 08 White(not Hispanic) 2000 41 40 2.4 17.5 17.5 22.5 27.5 15.0 35.0 42.5 202.5
Social Studies 08 White(not Hispanic) 2001 42 42 0.0 14.3 2.4 4.8 21.4 57.1 16.7 78.6 252.4
Social Studies 08 White(not Hispanic) 2002 42 42 0.0 19.0 9.5 21.4 40.5 9.5 28.6 50.0 206.0
Social Studies 08 White(not Hispanic) 2003 48 47 2.1 21.3 21.3 23.4 19.1 14.9 42.6 34.0 192.6
Social Studies 08 White(not Hispanic) 2004 37 37 0.0 27.0 13.5 24.3 24.3 10.8 40.5 35.1 189.2
Social Studies 08 White(not Hispanic) 2005 33 33 0.0 24.2 18.2 33.3 18.2 6.1 42.4 24.2 181.8
Social Studies 11 White(not Hispanic) 2000 31 31 0.0 29.0 12.9 51.6 3.2 3.2 41.9 6.5 169.4
Social Studies 11 White(not Hispanic) 2001 30 30 0.0 10.0 13.3 26.7 20.0 30.0 23.3 50.0 223.3
Social Studies 11 White(not Hispanic) 2003 39 39 0.0 33.3 28.2 28.2 2.6 7.7 61.5 10.3 161.5
Social Studies 11 White(not Hispanic) 2004 36 36 0.0 16.7 30.6 38.9 11.1 2.8 47.2 13.9 176.4
Social Studies 11 White(not Hispanic) 2005 37 37 0.0 32.4 24.3 29.7 10.8 2.7 56.8 13.5 163.5
 
Level Not Determined (LND)* = The number of students who were Accountable but did not receive a MAP Score. A student will be considered LND if the student was exempt, caught cheating, or did not have a valid attempt on the test.

Disaggregate Data* = The report will display data for any disaggregate group if the Accountable number of students are 30 or more.

This table includes data for ALL students tested. It may not match data used for accreditation (MSIP) purposes in the district Annual Performance Report (APR). For accreditation purposes, some limited-English and other students may be excluded from MAP reporting.

MAP Index* = (pct Step 1*1)+(pct Progressing*1.5)+(pct Nearing Proficient*2)+(pct Proficient*2.5)+(pct Advanced*3)

General Descriptions
Step 1: Students are substantially behind in terms of meeting the Show-Me Standards. They demonstrate only a minimal understanding of fundamental concepts and little or no ability to apply that knowledge.

Progressing: Students are beginning to use their knowledge of simple concepts to solve basic problems, but they still make many errors.

Nearing Proficient: Students understand many key concepts, although their application of that knowledge is limited.

Proficient: This is the desired achievement level for all students. Students demonstrate the knowledge and skills called for by the Show-Me Standards.

Advanced: Students demonstrate in-depth understanding of all concepts and apply that knowledge in complex ways.

Source: Missouri Dept. of Elementary and Secondary Education -- Missouri Assessment Program (MAP)

Voluntary Years: Mathematics 1997 -- Communication Arts 1998 -- Science 1998, 2003, 2004 and 2005-- Social Studies 1999, 2003, 2004 and 2005
Table Posted August 24, 2005