Tracy Area Public Schools

World’s Best Work Force 2013-2014 Summary

In accordance with Minnesota Statutes, section 120B.11, the Tracy Area Public School Board, at a public meeting held on October 20, 2014, adopted a comprehensive, long-term strategic plan to support and improve teaching and learning that is aligned with creating the world’s best workforce. At The October 20, 2014 meeting, the school board authorized its administration to submit the following electronic summary of its annual report to the Commissioner of the Minnesota Department of Education.

The report summary includes progress specifically related to:

A summary of progress towards improving teaching and learning. (Specifically, progress toward closing the achievement gap).

All students ready for kindergarten. All students in third grade achieving grade-level literacy; All students attaining career and college readiness before graduation. All students graduating from high school. Information about best practice strategies that were implemented and that are

showing evidence of impacting closing the achievement gap and working towards creating the world’s best workforce in Minnesota.

1. Data Points used to establish the district 2013-2014 WBWF student achievement goals for our district.

Tracy Area Public Schools used data points from reading (grades 3-8, & 10), math (grades 3-8, & 11), Science (grades 5, 8, & 10), and writing (grade 9) MCA results from 2010-2013 (4) years to determine a starting point prior to setting goals for the 2014 school year. The data points that were determined are listed in the below charts.

Reading 2010 2011 2012 2013Grade 3 75% 87% 90% 63%Grade 4 76% 80% 68% 43%Grade 5 85% 90% 75% 50%Grade 6 72% 78% 91% 52%Grade 7 63% 67% 74% 47%Grade 8 66% 72% 67% 49%Grade 10 73% 80% 72% 58%

Math 2010 2011 2012 2013Grade 3 86% 77% 100% 78%Grade 4 81% 61% 65% 75%Grade 5 49% 57% 72% 41%Grade 6 91% 43% 83% 39%Grade 7 73% 48% 66% 67%Grade 8 71% 51% 64% 51%Grade 11 51% 31% 39% 53%

Science 2010 2011 2012 2013Grade 5 40% 48% 59% 48%

Grade 8 44% 48% 29% 48%Grade 10 46% 68% 59% 39%

Writing 2010 2011 2012 2013Grade 9 93% 89% 94% 92%

MMR Results

Multiple measures are used to compute two different ratings and determine designations and recognition for Title I schools.

Multiple Measurements Rating (MMR)1. Proficiency2. Growth3. Achievement Gap Reduction4. Graduation

Focus Rating (FR)1. Focused Proficiency2. Achievement Gap Reduction3. The focus rating is Minnesota’s measurement for identifying Focus Schools. The

Focus Rating is generated by combining the proficiency and growth of the seven student groups for which there is an achievement gap (Blac, Hispanic, Asian, American Indian, Free/Reduced Price Lunch, Special Education, and English Learners).

Total MMR1. Each domain is worth 25 points2. The MMR is generated by dividing the total number of points earned by the total

number of points possible3. For most elementary and middle schools, 75 points possible4. For most high schools, 100 points possible5. The MMR is 0-100 percentage for all schools.

School MMR FRTAES 49.97% 62.57%

TAHS 62.47 64.36%

Graduation Rate

Spring 2010 Spring 2011 Spring 2012 Spring 2013State of MN 75.5% 77.2% 77.9% 79.8%

Tracy Area HS 92% 93% 88% 96%

2. What goals did TAPS set within the five goal areas of WBWF legislation?

TAPS set SMART goals in the area of reading and math for students in the areas tested. Sub groups such as LEP, SPED, and Free and Reduced were also considered in order to track the closing of the achievement gap in each area.

TAES SMART GOAL I*LEP students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Math test from 27% in the Spring of 2013 to 46% in the Spring of 2014. TAES SMART GOAL II*LEP students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Reading test from 48.6% in the Spring of 2013 to 62% in the Spring of 2014.

TAES SMART GOAL III*All students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Math test from 48.6% in the Spring of 2013 to 62% in the Spring of 2014. TAES SMART GOAL IV*All students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Reading test from 37.8% in the Spring of 2013 to 53% in the Spring of 2014.

TAES SMART GOAL V*SPED students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Math test from 42.3% in the Spring of 2013 to 57% in the Spring of 2014. TAES SMART GOAL VI*SPED students in grades 3-6 at Tracy Area Elementary School will increase their Percentage Rate of Proficiency on the MCA Reading test from 32% in the Spring of 2013 to 49% in the Spring of 2014.

TAES SMART GOAL VII

LEP students in all Cohorts at Tracy Area District School will increase their 2013 level of AMAO progress from 38.1 to 44.17 to meet the state index rate target for English Language Proficiency on the Access for ELL test in the Spring of 2014

LEP students in all Cohorts at Tracy Area District School will maintain their 2013 level of AMAO proficiency of 31.73 to meet the state index rate target of 12.53 for English Language Proficiency on the Access for ELL test in the Spring of 2014

LEP students in Cohort C (6 + years) at Tracy Area District School will meet the state target for English Language Proficiency on the Access for ELL test in the Spring of 2014

LEP students in Cohort B (3-5.9 years) at Tracy Area District School will meet or exceed the state target for English Language Proficiency on the Access test in the Spring of 2014LEP students in Cohort A (0-2.9 years) at Tracy Area District School will meet or exceed the state target for English Language Proficiency on the Access test in the Spring of 2014.

TAHS SMART GOAL #1LEP students in grades 7, 8, & 10 will increase their “Rate of Proficiency” on the MCA III Reading test from 12.5% in the spring of 2013 to 25% in the spring of 2014. (This increase represents a 12% target increase).

TAHS SMART GOAL #2Asian/Pacific Islander students in grades 7, 8, & 10 will increase their “Rate of Proficiency” on the MCA III Reading test from 35.7% in the spring of 2013 to 45% in the spring of 2014. (This increase represents a 10% increase).

TAHS SMART GOAL #3SPED students in grades 7, 8 & 10 will increase their rate of proficiency on the MCA III Reading test from 26.3% to 36% (This increase represents a 10% target increase).

TAHS SMART GOAL #4Free/Reduced Price Lunch students in grades 7, 8 & 10 will increase their rate of proficiency on the MCA III Reading test from 40% to 50% (This increase represents a 10% target increase).

TAHS SMART GOAL #5SPED students in grades 7, 8, & 11 will increase their index rate of proficiency on the MCA III Math test from 15.4% to 25% (This increase represents a 10% increase).

TAHS SMART GOAL #6All Students in grades 7, 8, & 11 will increase their index rate of proficiency on the MCA III Math test from 58.9% to 68% (This increase represents a 10% target increase).

TAHS SMART GOAL #7All students in grades 7, 8, & 10 will increase their index rate of proficiency on the MCA III Reading test from 52% to 62%. (This increase represents a 10% target increase).

*Students in specific grades and areas will have goals specific to their needs to raise proficiency.  Individual departments and teachers may be issued specific goals relating to their students.

**Teachers in elective subjects will find innovative strategies to enhance student’s critical thinking, problem solving, character building, leadership skills, & school wide improvement.  These teachers should hone in on how they can help students meet our school's SMART goals through their curricular lens/perspective. The bottom line is that every teacher is a reading teacher, so we all play an important role to play!

3. What best practices & initiatives were implemented to address each goal area?

Professional Development: The Tracy District has 1 hour per week embedded for Professional Development. Based on student performance data, the district has determined small group instruction (Guided Reading) will be the Reading/Literacy Professional Development focus for the 2012-2013 school year as well as the fall of 2013. Professional Development is provided through:

Grade-Level Common Planning Time Professional Learning Communities (PLCs) Regional Professional Development Train the Trainer Peer Coaching Basal Training from Company Representative Outside Resources/Consultants Literacy Team Mentoring

Annually we would like to implement a one-day data-mine professional development training. Data will be disaggregated and analyzed during one-hour PLC’s until then. Results will be shared with the district staff PLC Leadership Team, who will then create SMART student goals and offer Professional Development opportunities designed to address the needs identified by the data.

English Learners:The district currently assesses all English Learners using the World-Class Instructional Design and Assessment (WIDA) assessments (W-APT and ACCESS).

W-APT stands for the WIDA-ACCESS Placement Test. It is an English language proficiency "screener" test given to incoming students who may be designated as English Learners, typically administered only to new students. It assists educators with programmatic placement decisions such as identification and placement of ELs. The W-APT is one component of WIDA's comprehensive assessment system.

Assessing Comprehension and Communication in English State-to-State for English Learners (ACCESS for ELs) is a secure, large-scale English language proficiency assessment given to Kindergarten through

12th graders who have been identified as English Learners (ELs). It is given annually in Minnesota beginning in the 2011-2012 school year to monitor students' progress in acquiring academic English.

W-APT and ACCESS for ELs test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards:• Social & Instructional Language• Language of Language Arts• Language of Mathematics• Language of Science• Language of Social StudiesTest forms are divided into five grade-level clusters:• Kindergarten• Grades 1-2• Grades 3-5• Grades 6-8• Grades 9-12

Each form of the W-APT test assesses the four language domains of Listening, Speaking, Reading, and Writing.

Within each grade-level cluster (except Kindergarten), ACCESS for ELs consists of three forms: Tier A (beginning), Tier B (intermediate), and Tier C (advanced). This keeps the test shorter and more appropriately targets each student’s range of language skills.

Based on the W-APT and ACCESS assessments, students who qualify for ESL support will receive the intervention of focused language skill development from a licensed ESL teacher, in addition to the core instruction.

This district has 74 English Learners; or approximately 10% of our student body. Resources will be allocated and professional development will be determined by the Leadership Team annually.

Instructional materials will be analyzed for its culturally appropriate content and purchased during the district’s curriculum cycle for core subjects. EL curriculum materials and interventions, used to develop language skills, will be updated as-needed or developed on-site.

Training / Coaching / Resources available for all school staff: SIOP (Sheltered Instruction Observation Protocol)

Title III Activities: ESL teachers take on trainer/coaching roles with regular education teachers Outside expert comes in to train staff Sending lead teachers to appropriate trainings

The W-APT and ACCESS assessments are used with EL students. These assessments are used in conjunction with the previously mentioned assessments administered to the entire student body: AIMSweb, MAP, and MCAs. The disaggregated data compiled from each of those assessments will be used to improve programs, strengthen core instruction, and accelerate the acquisition of oral language and literacy skills of ELs. The Leadership Team is responsible for accessing, analyzing, interpreting, and applying the disaggregated data.

4. What current plans do we have in place to address student achievement?

TRACY AREA Public schools #2904Local Literacy plan

Approved July 15, 2013 by Tracy Area Public School’s Board of Education

The purpose of this literacy plan is to ensure that ALL students will achieve grade-level proficiency and read well by Grade 3.

Literacy Plan Summary:

Our district is currently using Treasures, a K-6 balanced literacy, basal, literature-based program to teach reading in kindergarten through grade 6. Included in this program are components for guided reading, read aloud, shared reading and independent reading. To enhance this curriculum, our district has an elementary library with a variety of fiction and nonfiction reading materials, covering a wide range of reading levels. Each classroom also has their own reading center where students can enjoy books and other resources selected by their classroom teacher. All K-3 students receive classroom reading instruction for a minimum of 90 minutes each day. Relevant technology engages students in meaningful learning activities. A variety of technologies have been integrated into the curriculum and instruction to meet the needs of the district’s diverse learners. The district also uses Accelerated Reader (AR), which is a computerized program that tests basic reading comprehension. Students select books from their reading level, read independently, and an independent comprehension test on the computer. Each book is worth a certain number of points based on its length and reading level.

All students in grades K-3 are given the AIMSweb screening/benchmarking assessment three times throughout the course of the year in fall, winter, and spring. Using this data, along with data from Measures of Academic Progress (MAP), and Fountas and Pinnell Guided Reading

level, struggling and at-risk students are identified and referred for interventions. Each student’s progress is monitored bi-monthly and if the intervention selected is not working, another intervention is selected and implemented. Students not responding to these interventions are referred for special education services. Parents are kept informed of their child’s progress.

The goal of the Tracy district is to ensure that all learners successfully achieve the Minnesota K-12 Academic Standards in English Language Arts (2010) for their grade level. The standards are aligned with the district’s curriculum.

DISTRICT STRATEGIES FOR ACCOMPLISHING GOALS:Reduce Achievement Gap: Researched based interventions that include formative assessment practices to reduce achievement disparities by economic levels as measured by student progress and growth on State reading assessments and aligned with the World’s Best Workforce.

A) RESEARCH BASED INTERVENTIONS: Expand the “Power of ICU” for all students in grades 5-12 by adding “Life Guards”. Life Guards work one on one with students. ICU stands for Intensive Care Unit which uses a shared, school wide document that tracks missing assignments. Refusing to give zeros is the foundation of this process. This program tracks student’s assignments and requires them to complete their homework, tests, and quizzes to meet proficiency. If students complete assignments they will raise their reading and math levels, show they have learned the material, receive higher grades, and pass their classes. Hill, D., & Nave J., Power of ICU: The end of student apathy…reviving engagement and responsibility. NTLB Publishing, 2009.Blankstein, A., Failure is Not an Option: Six Principles that Guide Student Achievement in High Performing Schools. Thousand Oaks: Corwin Press, 2004.

B) RESEARCH BASED INTERVENTIONS: Provide a math intervention program conducted throughout the school year to students in grades 7 & 8 by a licensed Math teacher. This focused small group intervention program will target students who are identified as struggling in Math. This existing program will be enhanced and expanded by using the ALEKS math software. Assessment and LEarning in Knowledge Spaces is a Web-based, artificially intelligent assessment and learning system. ALEKS uses adaptive questioning to quickly and accurately determine exactly what a student knows and doesn't know in a course. ALEKS then instructs the student on the topics she is most ready to learn. As a student works through a course, ALEKS periodically reassesses the student to ensure that topics learned are also retained. ALEKS courses are very complete in their topic coverage and ALEKS avoids multiple-choice questions. A student who shows a high level of mastery of an ALEKS course will be successful in the actual course she is taking.ALEKS also provides the advantages of one-on-one instruction, 24/7, from virtually any Web-based computer for a fraction of the cost of a human tutor.ReferencesHu, X., Craig, S. D., Bargagliotti, A. E., Graesser, A. C., Okwumabua, T., Anderson, C., & ... Sterbinsky, A. (2012). The Effects of a Traditional and Technology-Based After-School Program on 6th Grade Student's Mathematics Skills. Journal Of Computers In Mathematics And Science Teaching, 31(1), 17-38.

C) RESEARCH BASED INTERVENTIONS: Conduct after-school help sessions for students in grades 7-12 that focus on math. The students identified to participate in this program will work on missing homework and math strategies to increase their knowledge of each subject and math proficiency. The newly purchased ALEKS software will be utilized in this innovative program.Hu, X., Craig, S. D., Bargagliotti, A. E., Graesser, A. C., Okwumabua, T., Anderson, C., & ... Sterbinsky, A. (2012). The Effects of a Traditional and Technology-Based After-School Program on 6th Grade Student's Mathematics Skills. Journal Of Computers In Mathematics And Science Teaching, 31(1), 17-38.

D) RESEARCH BASED INTERVENTIONS: The elementary presently runs a Summer Camp Smore’s program with fun enrichment activities during the month of July that students can sign up to attend. We propose to add a Reading and Math small group instruction program to help close the achievement gap for our high free & reduced lunch population. Serving only the diverse population and the free & reduced population in isolation have not proven to close the achievement gap, instead can make it bigger. Students will be integrated with other students.Fifer, M. E., Krueger, A. B., & Brookings Institution, W. y. (2006). Summer Opportunity Scholarships (SOS): A Proposal to Narrow the Skills Gap. White House Paper 2006-03. Brookings Institution, The: Brown Center On Education Policy,

E) FAMILY ENGAGEMENT PROGRAMS: Research shows that parental involvement has a major influence on student success. Holding an Open House before school in the fall will help improve communication barriers between parents, students, and staff. This will also help to initiate more parent involvement for the schools integration goals and improvement plans to help close the achievement gap. We would focus on bringing all these groups together to provide the best possible educational experience to all students. Many of the parents of the at-risk children did not have good experiences in public schools themselves and they are hesitant to volunteer for programs in their children's classrooms. Holding an Open House/Orientation for all parents with break-out sessions available for parents to meet other parents including the Parent Teacher Committee board members can help improve the communication barriers listed above. Interpreters would be available during the Open House. Research: A New Wave of Evidence: The Impact of School, Family, and Community Connection on Student Achievements (2002), Ann T. Henderson, Karen L. MappTRAINING TEACHERS AND ADMINISTRATORS: PROFESSIONAL DEVELOPMENT FOR GUIDED READING.

F) Elementary staff read and implemented the Jan Richardson book, The Next Step in Guided Reading. We purchased guided reading books and made a book room. We propose that K-4 staff attend a Jan Richardson workshop presented by one of Jan Richardson’s trainers at our local school before school starts.

G) TRAINING TEACHERS AND ADMINISTRATORS: PROFESSIONAL DEVELOPMENT FOR “Units of Study” for READING & WRITING. Elementary 5-6 staff read Lucy Calkins’ Reading and Writing books and purchased the kits. We propose that the two LA teachers in grades 5 & 6 attend a Lucy Calkins workshop or have one of her trainers present at our school.

5. What implementation data was used to monitor the success of the strategies/initiatives?

Based on the diagnostic assessments of AIMS Web and MAP, instruction and interventions will be matched to the student’s needs in one or more of the five pillars of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension).

Strategic monitoring data using AIMSweb will be collected and analyzed on a monthly basis by Title I staff. The MN Reading Corps Literacy Coach will utilize the following process:

A. Examine the student chart after 4-6 data points have been plotted and a trend line has been generated.

B. Change the intervention or choose a new intervention if a student has 4 data points clearly and consistently below the aim line.

C. Continue the intervention until the student meets the grade-level benchmark if the student has 4 data points on or above the aim line.

D. Refer the student to the problem-solving team if the student has 4 data points below the goal line for the second intervention.

E. Discontinue the intervention when the student has met the grade level benchmark. Exit criteria: 3-5 data points above the aim line with two data points at or above the next benchmark target for grades 1-3. Kindergarten will need 3-5 data points above the aim-line with 2 data points at or above Spring target.

F. Continue progress monitoring at least three times following the discontinuation of intervention to assure that progress has been maintained.

Entrance criteria are based on a triangulation of assessment data with classroom teacher input. Typically the lowest 20% performing students will receive Title I services. Typically, students that fall just below the AIMSweb benchmark targets will be considered for MN Reading Corps, services. Students that qualify for Special Education services may qualify for Title I or MN Reading Corps services based on student needs.

Parent Communication and Involvement:

Following the assessments, parents are informed of the results at conferences. Parents of students below target will be informed of interventions the school will be providing that the parents can use to assist the child in achieving grade-level proficiency will be provided to the parent. A complete outline of the parent communication and involvement section is below.

1. Parents will be informed of assessment targets and their child’s scores.2. Parents of children that are not meeting assessment benchmarks will be given a letter

that will include the intervention supports given in school along with suggestions for ways that they can help their children at home.

3. Parents of students who need supplemental instruction will be informed by the district that their student is receiving these services.

A. Kindergarten Parent LettersB. First Grade Parent LettersC. Second Grade Parent LettersD. Third Grade Parent Letters

Multi-Tiered Systems of Support:

A Model of School Supports and the Problem Solving Process

The first level of support occurs in the classroom with 90 minutes of core instruction delivered by the classroom teacher using the district’s reading curriculum that is aligned with the 2010 English Language Arts Standards. Research-based reading instruction will address the 5 strands of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension). Teachers differentiate instruction in small groups, according the needs of their diverse learners.

Based on screening and diagnostic assessments, the second level of support identifies students not meeting grade-level targets who are, then, provided supplemental reading interventions according to their skill deficit(s). This level of support will be provided by Title I or MN Reading Corps services.

Students not responding well to the interventions provided at the second level are referred to and receive the most intensive and individualized level of support outside of core instruction. Students receiving Special Education services are included at this level.

ACADEMIC SYSTEMS

Tier 3: Intensive, Individual Interventions Students who need individualized interventions.

Tier 2: Targeted Group Interventions Students who need more support in addition to the core curriculum.

Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration.

The Multi-tiered systems of support can be traced to the work on data-based decision making by Deno and Mirkin (1977) and the US Department of Education’s report A Nation at Risk (1983). The framework is a systematic use of assessment data to efficiently allocate resources to improve learning for all students (Burns and VanDerHeyden, 2006). A meta-analysis of research found that multi-tiered systems of support led to improved outcomes such as fewer children referred to and placed into special education programs. Additionally, results included higher achievement scores and reduced behavioral difficulties among all students (Burns, Appleton, and Stehouwer, 2005). Children at-risk for reading failure demonstrated improved reading skills (Marston, Muyskens, Lau, Canter, 2003; Tilly, 2003).

EVALUATION PLAN:A) Proficiency growth on MCA’s will be kept for all students involved in the “Power of ICU”.A) Grading logs will be kept to track student grades and passage rates for all students that

participate in the “Power of ICU”.B) NWEA test data will be collected at the beginning of the year and at the end of the year

specifically in the area of math to track student progress for students involved in the math intervention program.

C) Attendance records will be maintained for students participating in the after-school program to determine program effectiveness for targeted students in conjunction with MCA data, NWEA data, and grade reports.

D) Students will be assessed using AIMSweb (Letter Sounds for those entering first grade and Oral Reading Fluency for those entering 2nd-6th grades) at the beginning of the program and then end of the program. Those scores will be compared to the spring score the students had received in May. We will implement research based instructional strategies such as guided reading, shared reading, and SCRED interventions. Our efforts will hopefully keep students close to the same scores they had in the spring. Our mission is to keep students’ minds active over the summer and to have them enter school in the fall ready to pick up where they left off in the spring; we believe this is vital to closing the achievement gap.

E) While the teacher communicates with the parents, the Paras will test students using teacher made baseline assessments and/or AIMS Web Reading and Math with the students. This allows teachers to know exactly where the children are at BEFORE the first day of school. Research: The No Child Left Behind Act of 2001 (NCLB) defines parental involvement as regular, two-way, and meaningful communication between parents and schools to ensure that parents are full partners in their child's/ children's educational experience.NCLB research provides convincing evidence that children perform at higher levels both socially and academically when parents and educators regularly communicate and actively participate in enhancing student achievement.

F) Research: In guided reading, teachers provide specific demonstrations and teaching of comprehension strategies such as inferring, synthesizing, analyzing and critiquing. Teachers prompt readers to think and talk in these strategic ways. This kind of teaching is supported by research. The National Reading Panel (NICHD, 2000) has suggested that teaching a combination of reading comprehension techniques is highly effective in helping students recall information, generate questions, and summarize texts.

G) Research: The NAEP Reading Report Card for the Nation shows that at every level, reading more pages at home and at school was associated with higher reading scores. Foertsch

(1992) examined the factors most closely related to performance on the NAEP and found that the amount of reading that students do in and out of school was positively related to their reading achievement and that despite extensive research suggesting that effective instruction requires moving from an emphasis on workbook pages to an emphasis on extensive reading and writing, children still spend an inordinate amount of time on work book activities. Having Jan Richardson and Lucy Calkins’ training to improve effective teaching strategies would help close the achievement gap.

INDICATORS OF SUCCESS:

Proficiency Increases in ReadingStudent Group

Baseline2013

2015Target

2016Target

2017Target

Increase Target

All Students 53.4% 58.4% 63.4% 67.4% 14%FRP Students 45.5% 52.5% 57.5% 62.5% 17%Non FRP Students

61.9% 65.9% 69.9% 73.9% 12%

Proficiency Increases in MathStudent Group

Baseline2013

2015Target

2016Target

2017Target

Increase Target

All Students 57.5% 60.5% 64.5% 68.5% 11%FRP Students 48.4% 55.4% 60.4% 64.4% 16%Non FRP Students

67.7% 71.7% 74.7% 77.7% 10%

Gap Decrease in Reading ProficiencyStudent Group

Baseline2013

2015Target

2016Target

2017Target

DecreaseTarget

Achievement 16.4% 13.4% 12.4% 11.4% 11.4%

GapAll Students 57.5% 62.5% 66.5% 70.5 13%FRP Students 45.5% 52.5% 57.5% 62.5% 17%Non FRP Students

61.9% 65.9% 69.9% 73.9% 12%