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Louisiana Educational Assessment Program for the 21st Century (LEAP 21) is an integral part of the Louisiana school and district accountability system passed by the state legislature and signed into law in 1997. The primary purposes of the accountability system are to raise expectations for achievement for all Louisiana public school students and to improve public education in the state. In March 2004, students in grade 4 took LEAP 21 English Language Arts, Mathematics, Science, and Social Studies tests. The test scores are combined with other relevant data to create school and district accountability scores, which serve as a means of measuring educational quality and improvement in educational programs over time. This document is part of a series of materials meant to promote understanding of the knowledge and skills students must have and the kinds of work they must produce to be successful on the LEAP 21.

Louisiana Educational Assessment Program for the 21st Century (LEAP 21) is an integral part of the Louisiana school and district accountability system passed by the state legislature and signed into law in 1997. In March 2004, students in grade 8 took LEAP 21 English Language Arts, Mathematics, Science, and Social Studies tests. This document presents student work in the Mathematics test, which was completed as part of a LEAP 21 assessment. The document includes examples of multiple--choice items and constructed--response items that exemplify what students scoring at specified achievement levels should know and be able to do. A discussion of each item highlights knowledge and skills it is intended to measure, as well as strengths and weaknesses in the student work on the item. The grade 8 LEAP 21 Mathematics test is composed of sixty multiple-choice and four constructed-response items. A student earns one point for each correct answer to a multiple-choice item and from 0 to 4 points for the answer and work shown for each constructed-response item. Scoring rubrics and general achievement level definitions are provided.

This document presents student work on the Science test which was completed as part of a Graduate Exit Exam (GEE) 21 assessment. The test is made up of forty multiple--choice items, four independent short?answer items, and one comprehensive science task. The science task consists of three short--answer items and one essay, all of which are based on a given problem or scenario. The document includes multiple-choice and short-answer items that exemplify what students scoring at specified achievement levels should know and be able to do. A discussion of each item highlights the knowledge and skills it is intended to measure, as well as strengths and weaknesses in the student work on the item.

A major function of the Louisiana Department of Education is to provide relevant and timely information related to education for a variety of readers. Section 1 of this report, Statistical and Financial Tables, includes 18 tables covering subjects such as Louisiana parishes; public elementary/secondary schools; average ACT composite scores; average SAT scores for college-bound seniors; adult basic education enrollment; expenditures; and revenues. The second section of the report, City/Parish School District Profiles, provides profiles based on: (1) public education data gathered from the public school systems; and (2) nonpublic education data collected from the 371 nonpublic schools that voluntarily submitted data to the Louisiana Department of Education. The third and final section of the report contains nine "Quick Reference" tables.

This handbook was created to provide the user with an informative reference of the various elements contained in the Louisiana Minimum Foundation Program formula. The MFP formula adopted by the State Board of Elementary and Secondary Education and approved by the Legislature determines the cost of a minimum foundation program of education in all public elementary and secondary schools and helps to allocate the funds equitably to parish and city school systems.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. This report is specific to Helena Parish. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

This District Composite Report includes information about Vernon Parish. Up to six years of data (the current year and the five previous years where available) are presented in the District Composite Report. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. This report contains the following sections: (1) district summary; (2) school characteristics and accountability information; (3) student participation; (4) student achievement; and (5) college readiness. This document contains 19 tables and a glossary of frequently used terms.

Up to six years of data (the current year and the five previous years where available) are presented in Loiuisiana's District Composite Reports. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in the District Composite Report. This report is specific to Richland Parish. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. This report is specific to Terrebonne Parish. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in the District Composite Report. This report is specific to Winn Parish. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. This report is specific to West Baton Rouge Parish. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. This report is specific to Lafayette Parish. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports for St. Mary Parish. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

This report has been organized into five sections, each encompassing a series of related educational indicators: (1) "District Summary" tables offer district-level information for all indicators, including the school and district accountability results. In addition to quick reference tables on various indicators, district socio economic, demographic, and financial data are also included to give a more complete picture of the Louisiana school districts; (2) "School Characteristics and Accountability Information" describes the context within which students are educated and how the level of educational resources available to them impact learning and performance results; (3) "Student Participation" presents four indicators that provide some measure of student participation such as attendance, suspensions/expulsions, retention, and dropouts. (4) "Student Achievement" reports two types of school-level outputs: student performance on criterion referenced tests (CRTs), which measure students' performance on state-prescribed curricula; and norm-referenced tests (NRTs), which indicate how Louisiana students compare with other students nationally; and finally (5) "College Readiness" presents two indicators of college readiness, which are, student performance on the American College Test (ACT), the percentage of first-time college freshmen who take developmental courses.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports on Iberville Parish. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports on Catahoula Parish. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. This report is specific to Ascension Parish. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. This report is specific to Vermilion Parish. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the "District Composite Report" enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the "District Composite Report" have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the "District Composite Report" enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the "District Composite Report" have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. This report is specific to Rapides Parish. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category. Sections discuss school characteristics and accountability information, student participation, student achievement, and college readiness. (Includes a glossary and 19 tables.)

The passage of the Children First Act in 1988 ushered in a new era of data collection, analysis, and reporting about the overall quality and condition of education in Louisiana. Implemented in 1990, this major piece of legislation resulted in the publication of the Progress Profiles (School Report Cards, District Composite Report, and the Louisiana State Education Progress Report) with three main objectives: (1) to provide information about schools to parents and the general public, (2) to provide a basis for educational planning, and (3) to increase educational accountability at all levels. On January 8, 2002, President Bush signed into law the No Child Left Behind Act of 2001 (NCLB), P.L.107-110. This law is a blueprint of the national agenda for educational reform that Congress has enacted to ensure that no child is left behind. As such, the blueprint focuses greatly on holding school systems accountable for producing results. A major tenet of the law is "increased accountability for student performance," with an acknowledged priority of "improving the academic performance of disadvantaged children by closing the achievement gap." Fortunately, the existing Louisiana School and District Accountability System meets many of the requirements of the new law. The state of Louisiana was already engaged in annual assessments of its students, reporting on student groups, assessing adequate yearly progress, helping low performing schools via corrective action and technical and professional assistance, as well as rewarding high performing and growing schools. However, Louisiana had to modify and/or expand some of its existing system to come into full compliance with the new federal law. Since the signing of the NCLB law, the Louisiana Department of Education (LDE) has moved aggressively toward its implementation.

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in the District Composite Report. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.

Up to six years of data (the current year and the five previous years where available) are presented in the District Composite Report. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category. (Includes a glossary and 19 tables.)

Up to six years of data (the current year and the five previous years where available) are presented in the District Composite Report. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category. (Includes a glossary and 19 tables.)

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Reports. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category. Sections discuss school characteristics and accountability information, student participation, student achievement, and college readiness. (Includes a glossary and 19 tables.)

Up to six years of data (the current year and the five previous years where available) are presented in Louisiana's District Composite Report. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category. Sections discuss school characteristics and accountability information, student participation, student achievement, and college readiness. (Includes a glossary and 19 tables.)

Up to six years of data (the current year and the five previous years where available) are presented in the District Composite Report. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category.Sections discuss school characteristics and accountability information, student participation, student achievement, and college readiness. (Includes a glossary and 19 tables.)

Up to six years of data (the current year and the five previous years where available) are presented in the District Composite Report. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policymakers to anticipate changes in educational outcomes, not just describe them (Smith, 1988). However, longitudinal reporting does complicate the presentation of data. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category. Sections discuss school characteristics and accountability information, student participation, student achievement, and college readiness. (Includes a glossary and 19 tables.)

Up to six years of data (the current year and the five previous yearswhere available) are presented in the District Composite Report. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them . To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns(2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category. Sections discuss school characteristics and accountability information, student participation, student achievement, and college readiness. (Includes a glossary and 19 tables.)

This report, on St. Martin Parish, one of a series for the parishes of Louisiana, has three main objectives: (1) to provide information about schools to parents and the general public, (2) to provide a basis for educational planning, and (3) to increase educational accountability at all levels. It is organized into five sections, each encompassing a group of related educational indicators. The sections are (1) District Summary; (2) School Characteristics and Accountability Information; (3) Student Participation; (4) Student Achievement; and (5) College Readiniess. A brief narrative introduces each indicator presented and includes the indicator and its significance in the study and/or promotion of student learning; a description of how data are organized in the accompanying table(s); definitions of key terms, where applicable; formulas/equations used to calculate statistics, where applicable; and the source(s) of the data presented. Concludes with a glossary of terms.

Up to six years of data (the current year and the five previous years where available) are presented in the District Composite Report. Each year, this report is updated by adding the most current year?s data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school?s progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category. Sections discuss school characteristics and accountability information, student participation, student achievement, and college readiness. (Includes a glossary and 19 tables.)

Up to six years of data (the current year and the five previous years where available) are presented in the District Composite Report. Each year, this report is updated by adding the most current year's data and deleting the data that are more than six years old. Incorporating longitudinal data in the District Composite Report enables policy makers to anticipate changes in educational outcomes, not just describe them. To assist users in interpreting data, tables in the District Composite Report have been formatted as follows: (1) Cross-sectional data (i.e., for any given year) are presented vertically in columns. School-to-school comparisons can be made within any given year by scanning up and down columns; (2) Longitudinal data are presented horizontally in rows. An individual school's progress on any single indicator can be charted over time by scanning left-to-right across columns; (3) Schools are listed in sequential order, based on school site code and school category. Sections discuss school characteristics and accountability information, student participation, student achievement, and college readiness. (Includes a glossary and 19 tables.)