Page "Langdon, North Dakota" Paragraph 9

Langdon's students also tend to outperform their District's Adequate Yearly Progress goals in both the proficiency and participation categories.

In some cases, these differences are quite significant.

For example, the District's 2007-2008 proficiency goal in mathematics was 65. 5 %, whereas the district's actual proficiency was measured at 97. 7 %, a difference of 32. 2 %.

A similarly large difference can be seen in reading proficiency scores.

Despite this high achievement, however, the District is not considered by the state to have achieved Annual Yearly Progress in the 2007-2008 school year.

However, this may be a statistical anomaly given the District's consistently high performance in previous years.

For example, in the 2006-2007 school year, reading participation was 100 % and mathematics participation was 99. 5 %.

Even though the 2007-2008 rates in these areas were very high ( 97. 7 % in both cases ) such a score still represents a decline from previous years.

Similar patterns of small declines from already high figures can be seen in the areas of graduation rates ( 0. 4 % decline, from 95 % to 94. 6 %) and attendance ( 0. 1 % decline, from 97. 3 % to 97. 2 %).

These small changes may keep the District from being listed as having made adequate yearly progress, despite their high overall proficiency.

Additionally, in some areas the 2007-2008 figures represent significant improvement over those from the 2006-2007 school year, where Landgon underperformed state averages in the key areas of reading (- 10. 2 %) and mathematics (- 7. 4 %) proficiency.

This indicates a positive trend for the District, although one which will need to reevaluated when the 2008-2009 data become available to determine whether it is part of a larger pattern or not.